Modeling and problem-posing in the teaching of mathematics: teachers' perception and practice

Modelling and problem-posing are powerful tools to improve students’ reasoning and critical thinking. In this contribution we present the results of a questionnaire about teachers’ knowledge and practice of the educational strategies of modelling and problem-posing related to realistic situations. The questionnaire was administrated to mathematics teachers of primary and secondary school of the North of Italy. The approach for the data analysis is mixed quantitative and qualitative. Despite teachers implement regularly modelling activities, they ask for more materials to support their preparation. Problem-posing, instead, needs to become more integrated in the school practice. In conclusion, we believe that teachers’ training courses based on realistic problem situations should be developed, in order to give students mathematical competencies and instruments to interpret the society they live in.