Abstract
Modelling and application are seen as a highly important topic for maths lessons. But so far the concept «modelling competencies» has not been described in a comprehensive manner: The aim of this paper is to supplement former descriptions of modelling competencies based on empirical data. An empirical study was carried out which aimed at showing the effects of the integration of modelling tasks into day-to-day math classes. Central questions of this study were—among others: How far do math lessons with focus on modelling enable students to carry out modelling processes on their own? What are modelling competencies? Within the theoretical approach, definitions of modelling processes as a basis for definitions of modelling competencies and important views of modelling competencies are discussed. Based on this theoretical approach the transfer into practice is described. Finally we will look at the results of the study. An analysis of the students' abilities and their mistakes lead to more insight concerning the concept of modelling competencies.
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