'Literature' on mathematical modelling from a teacher perspective: A textbook's portrayal

In this paper, it is proposed to reformulate the question of whether modelling as depicted in academic literature is insufficiently implemented in school. Rather, the question proposed is: what form of modelling is actually portrayed in textbooks and curricula - understood as teachers' 'literature' on mathematical modelling? For illustration, a case is offered wherein perspectives on modelling are traced from academic literature, through curriculum, and an upper secondary textbook, all taken from a Danish context. It is discussed how the textbook's portrayal of mathematical modelling deviates from that in academic literature. Further, it is suggested that this deviation - this gap - may be closed by fitting the version of modelling to be implemented better to the institutional structure of upper secondary school.