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This article presents a survey of post‐war development and present states and trends in the role of applications and modelling in mathematics curricula at all levels. Characteristic phases in the development of elementary and post‐elementary curricula respectively are identified. The present situation is described as a period of movement, investigation and experimentation, with the following predominant features. (a) Applications and modelling are being secured a footing in more and more curricula, but considerable variety exists. There are differences between countries with central and countries with local curriculum authorities; (b) the distance between ‘the front’ and ‘the main‐stream’ of applications and modelling in mathematics curricula is great. The article finishes by addressing a few key problems. There is a need for a more balanced view of applications and modelling than is usually seen. What are the barriers to applications and modelling obtaining a reasonable position in curricula, and how may these barriers be overcome?.
† The present paper is the slightly revised manuscript of a survey lecture given by the author at ICME V (Adelaide) in a summary session of the Theme Group 6, ‘Applications and Modelling’, for which the author was one of the Chief Organizers.
Notes
† The present paper is the slightly revised manuscript of a survey lecture given by the author at ICME V (Adelaide) in a summary session of the Theme Group 6, ‘Applications and Modelling’, for which the author was one of the Chief Organizers.
