This paper proposes a study which deals with the learning and teaching of mathematical modeling in physics and mathematics courses. It was oriented specifically for the senior high school students in France. In 2002, the new syllabi for the Physics and Mathematics courses emphasized the role of mathematics as a tool for modeling in other sciences. Firstly, a description of the modeling process was established for this work. Secondly, the textbooks commonly used in the Physics and Mathematics courses were analyzed. These analyses revealed the transposition process of the "modeling process" practiced by the experts into a different process adapted for school. The setting up of an experimental situation including some unusual tasks (out of the scope of the common didactic contract) for senior high school students allowed the identification of the influence of the existing "praxeologies" in these classes when students were subjected to problem-solving situations. Some of the difficulties linked to the setting up of this transposition process ware analyzed and are presented in the study.
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