Mathematics

Figure 2: Three modules of teacher training courses within KOMMS
The information and experiences that teachers need in their everyday
classroom practice to successfully teach mathematical modelling lie within
three modules: implementation, mathematical topics and software (see Figure
2). From each of these modules teachers should complete some of the
courses offered in the individual module.
The module implementation deals with the most important part of the teacher
training. It involves courses dealing with the implementation of modelling to
project work or regular schools lessons, discusses how suitable topics can be
found and developed as well as the preparation of concrete lesson plans.
Within the limits of these training courses, teachers can implement their
knowledge to projects supervised by the staff of KOMMS, for example by
participating at one of the modelling weeks or days organized in cooperation
with different schools.
To integrate applied and realistic modelling topics to school lessons the
teachers should also be competent in the certain subject matter chosen. To
give teachers a chance to revise some mathematical fields as for example
stochastics or calculus, and to show some relevant and appropriate topics with
their mathematical background (see for example Hamacher et al., 2004,
Kreckler, 2015), training courses are offered in the module mathematical
topics.
The third module software represents another very important feature for a
successful implementation of modelling. The use of computers, tablets and
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