A phenomenographic study on the usage of mathematical modelling by the teachers and the students teaching and studying in the secondary schools in London

In this research the phenomenographic approach was used to see whether the mathematics teachers and secondary school students are using technological modelling and modelling with manipulatives or not, and to see whether the students are using this knowledge they learn in their maths lesson in their daily lives. In this research; two maths teachers who are English and teaching in different secondary schools in London and one teacher who is Turkish and teaching in a primary school in London were interviewed. Also three students who are Turkish and going to different secondary schools in London were interviewed. The researcher has transcribed interviewes and afterwards she read and analysed the transcribed interviews, looking for qualitatively different ways to understand the phenomenon. Results from this research: In London;1-teachers are using technological modelling and modelling with manipulatives.2-students are not using their knowledge of maths in their daily life.3-teachers are using technological modelling in their lessons but they are not happy with the results of this using.4- students are not also happy with this usage.5-teachers can?t teach properly because of effects of ethnic, social and physological problems on education.6- students complain about maths lessons which are not taught by relating to real life.7- teachers can?t relate mathematics they?ve been teaching to the real life because of many other effects on education. As a result of this research, in order to help the researcher and the educators, some implications which are related to the subject are provided.