Mathematical literacy implies the capacity to apply mathematical knowledge to various and contextrelated problems in a functional, flexible and practical way. Improving mathematical literacy requires a learning environment that stimulates students cognitively as well as allowing them to collect practical experiences through connections with the real world. In order to achieve this, students should be confronted with many different facets of reality. They should be given the opportunity to participate in carrying out experiments, to be exposed to verbal argumentative discussions and to be involved in modelbuilding activities. This leads to the idea of integrating science into maths education. Two sequences of lessons were developed and tried out at the University of Education Schwäbisch Gmünd integrating scientific topics and methods into maths lessons at German secondary schools. The results show that the scientific activities and their connection with reality led to well-based discussions. The connection between the phenomenon and the model remained remarkably close during the entire series of lessons. At present the sequences of lessons are integrated in the European ScienceMath project, a joint project between universities and schools in Denmark, Finland, Slovenia and Germany (see www.sciencemath.ph-gmuend.de).

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Für den Mathematikunterricht der Sekundarstufen fehlt bisher eine detaillierte Einordnung von Augmented Reality (AR) aus mathematikdidaktischer Sicht. Das vorliegende Paper möchte einen Beitrag dazu leisten, diese Lücke zu schliessen. Zentrale unterrichtsrelevante Aspekte wie ein angemessenes Bild von Mathematik einschliesslich Modellieren, Begriffserwerb und das offene Aufgabenformat sind Ausgangspunkt der Untersuchung. Im Ergebnis zeigt sich, dass räumliches Veranschaulichen und die Einbindung von digitalen Inhalten in interaktive Arbeitsblätter wichtige Möglichkeiten darstellen. Darüber hinaus gibt es Chancen, insbesondere beim Thema Modellieren, aber auch Grenzen von AR im Mathematikunterricht.

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