A central problem of mathematics teaching worldwide is probably the insufficient adaptive handling of tasks-especially in computational practice phases and modeling tasks.All students in a classroom must often work on the same tasks.In the process, the high-achieving students are often underchallenged, and the low-achieving ones are overchallenged.This publication uses different modeling of the tennis serve as an example to show a possible solution to the problem and develops and discusses one adaptive task each for middle school, high school, and college using three mathematical models of the tennis serve each time.From model to model within the task, the complexity of the modeling increases, the mathematical or physical demands on the students increase, and the new modeling leads to more realistic results.The proposed models offer the possibility to address heterogeneous learning groups by their arrangement in the surface structure of the so-called parallel adaptive task and to stimulate adaptive mathematics teaching on the instructional topic of mathematical modeling.Models A through C are suitable for middle school instruction, models C through E for high school, and models E through G for college.The models are classified in the specific modeling cycle and its extension by a digital tool model, and individual modeling steps are explained.The advantages of the presented models regarding teaching and learning mathematical modeling are elaborated.In addition, we report our first teaching experiences with the developed parallel adaptive tasks.
Bardy et al. (Sat,) studied this question.