Abstract
This paper describes the development of mathematical modelling as an element in school mathematics curricula and assessments. After an account of what has been achieved over the last forty years, illustrated by the experiences of two mathematician-modellers who were involved, I discuss the implications for the future—for what remains to be done to enable modelling to make its essential contribution to the «functional mathematics», the mathematical literacy, of future citizens and professionals. What changes in curriculum are likely to be needed? What do we know about achieving these changes, and what more do we need to know? What resources will be needed? How far have they already been developed? How can mathematics teachers be enabled to handle this challenge which, scandalously, is new to most of them? These are the overall questions addressed.
The lessons from past experience on the challenges of large-scale of implementation of profound changes, such as teaching modelling in school mathematics, are discussed. Though there are major obstacles still to overcome, the situation is encouraging.
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with contributions byHenry Pollak