Plenaries -- Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions -- What’s all the Fuss about Competencies? -- A Theory of Mathematical Modelling in Technological Settings -- What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling? -- Beyond the Low Hanging Fruit -- Modelling for Life: Mathematics and Children’s Experience -- Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities -- Mathematical Modelling — a Conversation with Henry Pollak -- Issues in Applications and Modelling -- Epistemology and Modelling — Overview -- Modelling Body Motion: an Approach to Functions Using Measuring Instruments -- Emergent Modelling as a Precursor to Mathematical Modelling -- Proving and Modelling -- A Developmental Approach for Supporting the Epistemology of Modeling -- What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching? -- Everyday Instruments: On the Use of Mathematics -- Authenticity and Goals — Overview -- How to Replace Word Problems with Activities of Realistic Mathematical Modelling -- The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose? -- Features and Impact of the Authenticity of Applied Mathematical School Tasks -- Elementary Modelling in Mathematics Lessons: The Interplay Between “Real-World” Knowledge and “Mathematical Structures” -- Modelling Competencies — Overview -- Levels of Modelling Competencies -- Modelling Both Complexity and Abstraction: A Paradox? -- Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise -- Assessing the “Phases” of Mathematical Modelling -- The Arithmetic Operations as Mathematical Models -- Applications and Modelling for Mathematics — Overview -- The Roles of Modelling in Learning Mathematics -- Developing Mathematical Literacy -- Classroom Activities and the Teacher -- Uses of Technologies in Learning Mathematics through Modelling -- Modelling Pedagogy — Overview -- Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice -- Mathematical Modelling in Teacher Education — Necessity or Unnecessarily -- Building Concepts and Conceptions in Technology-Based Open Learning Environments -- Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels -- How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences -- Implementation and Practice — Overview -- Some Conditions for Modelling to Exist in Mathematics Classrooms -- Picture (Im)Perfect Mathematics! -- Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education -- Considering Workplace Activity from a Mathematical Modelling Perspective -- Assessment and Evaluation - Overview -- Modelling Based Project Examination -- Mathematical Modelling and Applications: Ability and Competence Frameworks -- “To Model, or to Let Them Model?” That is the Question! -- Modelling and Applications in Pisa -- Assessment of Applied Mathematics and Modelling: Using a Laboratory-Like Environment -- Educational Levels -- Modelling and Applications in Primary Education -- Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels -- Upper Secondary Perspectives on Applications and Modelling -- Teaching Applications and Modelling at Tertiary Level -- Modelling in Teacher Education -- Cases in Applications and Modelling -- Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing -- Modelling in Ontario: Success in Moving Along the Continuum -- Implementation Case Study: Sustaining Curriculum Change -- Mathematical Modelling of Social Issues in School Mathematics in South Africa.