In order to integrate mathematical modeling into school lessons on a long-term basis, it is not only necessary to formulate suitable problems, but also to point out possibilities for the analysis of the most diverse solutions. In addition, the question arises whether modeling tasks based on real (everyday) problems are suitable as exam questions in class tests or even in the Abitur. Questions of assessability and problem analyses are connected with this. Often, more background information is required than is the case with text tasks. However, text comprehension should not be in the foreground of testing mathematical modeling skills. In addition, we want to investigate how open a modeling task may be in order to promote the various modeling competencies (simplify, mathematize, interpret) on the one hand, but also to ensure comparability of the solution approaches on the other.
In this research area we work closely together with the KOMMS project of the TU Kaiserslautern.