When it comes to pedagogy, there is no lack of progressive educational ideas and concrete concepts. But when considering secondary level II, only a few of them are fully developed and ready to implement. In Austria one can find such progressive concepts in the form of Waldorf pedagogy, Montessori education, and in certain cases also as Dalton plan, whereas in Germany, for example, there are also Jenaplan schools. In this thesis, teaching mathematics in secondary level II is considered from the perspective of Waldorf and Montessori education. The provided theoretical background with the innova-tive proposals for realisation and the comparison of the Montessori and the Waldorf schools with the regular Austrian school system is reinforced with examples taken from interviews. Educational ideas such as the orientation towards action, open learning, and the promotion of the pupils? autonomy are transferred to mathematics classes. This includes teaching me-thods, which may also be useful for the mathematics classes of the secondary level II in regular schools. Finally, this polarizing issue is concluded with a critical appraisal and a personal reflection.