Ovaj \v clanak je promi\v sljanje o matemati\v ckom modelovanju u ni\v zim razredima osnovne \v skole. Zasnovan je na analiziranju Musolidis, Pitalis i Kristou (Mousoulides, Pittalis and Christou) (v. [16]) \v clanka iz 2006. godine uz kompilaciju sa dostupnom literturom. U pomenutom \v clanku autori predstavljaju rezultate rada u\v cenika 6. razreda (uzrast od 11 godina) na aktivnosti modelovanja. Tradicionalni ud\v zbenici iz matematike naj\v ce\v s\'ce nude jednoli\v cne i direktne na\v cine rje\v savanja problema kojima u\v cenici jedino uvr\v stavaju formulu kako bi do\v sli do rje\v senja. Nasuprot tome, u\v ceni\v cki rad na aktivnostima modelovanja se usredsre\dj uje na analiziranje problemskih situacija, postavljaju\'ci i provjeravaju\'ci pretpostavke i modelsku konstrukciju. U aktivnostima modelovanja u\v cenici rade u malim grupama i aktivno su anga\v zovani u plodonosnim raspravama sa njihovim vr\v snjacima i nastavnikom. Rezultati studije su pokazali da su: (a) u\v cenici bez prethodnog iskustva u aktivnostima modelovanja efikasno upotrijebili njihovo njeformalno matemati\v cko znanje kako bi rije\v sili autenti\v can problem, i (b) socijalne interakcije u grupama doprinjele otkri\'cu matematičkog znanja. The article presents some opservation on mathematical modeling in elementary schools. Forethought on modeling in schools is based on the Mousoulides, Pittalis and Christou article ([16]). In that papaer authors present the results of a 6th grade class (11 year olds) working on a modeling activity. Traditional mathematics textbooks mostly provide single and straightforward solution problems at which students only apply a formula to reach a solution. On the contrary, students’ work on modeling activities focus on analysing a problematic situation, setting and testing conjectures and model construction. In modeling activities students work in small groups and they are actively engaged in fruitful discussions with their peers and teacher. The results of the study showed that:(a) students with no prior experience in modeling activities applied effectively their informal mathematical knowledge to solve an authentic problem, and (b) social interactions in groups enhanced the discovery of mathematical knowledge.