There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without experience in teaching modeling, how modeling tasks can be implemented.

There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without experience in teaching modeling, how modeling tasks can be implemented.