Résumé
This paper questions the teaching and learning of mathematical modeling. We develop an epistemological study of the mathematization in the practices of experts in two fields: life sciences and industrial sciences. We use the results of this contemporary epistemological study to analyze and support the relevance of some problems designed to foster the devolution of the mathematical modeling process to the students. Then, we present our choices for implementing these problems in the classroom in link with this objective, and compare the students’ productions with the results of the epistemological analysis.