Series Preface: Gabriele Kaiser and Gloria Stillman.- Chapter 1 Mathematical Modelling: Connecting to Teaching and Research Practices – the impact of globalisation: Gloria Stillman, Gabriele Kaiser, Werner Blum, and Jill Brown.- Part I Innovative Practices in Modelling Education Research and Teaching.- Chapter 2 From Conference to Community: An ICTMA Journey—The Ken Houston Inaugural Lecture: Peter Galbraith.- Chapter 3 Modelling from the Perspective of Commognition – An Emerging Framework: Jonas Bergman Ärlebäck and Peter Frejd.- Chapter 4 Should Interpretation Systems be Considered to be Models if They only Function Implicitly?: Rita Borromeo Ferri and Richard Lesh.- Chapter 5 Mathematical Modelling, Mathematical Content and Tensions in Discourses: Andréia Maria Pereira de Oliveira and Jonei Cerqueira Barbosa.- Chapter 6 Ethnomodelling as a Methodology for Ethnomathematics: Milton Rosa and Daniel Clark Orey.- Chapter 7 Dual Modelling Cycle Framework for Responding to the Diversities of Modellers: Akihiko Saeki and Akio Matsuzaki.- Chapter 8 The Eyes to See: Theoretical Lenses for Mathematical Modelling Research: Nils Buchholtz.- Chapter 9 Strässer’s Didactic Tetrahedron as a Basis for Theorising Mathematical Modelling Activity within Social Contexts: Vince Geiger.- Chapter 10 Ethnomodelling as a Research Lens on Ethnomathematics and Modelling: Milton Rosa and Daniel Clark Orey.- Part II Research into, or Evaluation of, Teaching Practice.- Chapter 11 Real-life Modelling within a Traditional Curriculum: Lessons from a Singapore Experience: Ang KengCheng.- Chapter 12 Students’ Mathematical Learning in Modelling Activities: Morten Blomhøj and Tinne Hoff Kjeldsen.- Chapter 13 Students' Designing an Ideal Tourism Route as Mathematical Modelling: Chan Chun Ming Eric.- Chapter 14 Comparison of Mathematical Modelling Skills of Secondary and Tertiary Students: Juntao Fu and Jinxing Xie.- Chapter 15 Taking Advantage of Incidental School Events to Engage with the Applications of Mathematics: The Case of Surviving the Reconstruction: Vince Geiger, Merrilyn Goos, and Shelley Dole.- Chapter 16 The Development of Modelling Competencies by Year 9 Students: Effects of a Modelling Project: Susanne Grünewald.- Chapter 17 Evidence of a Dual Modelling Cycle: Through a Teaching Practice Example for Pre-service Teachers: Akio Matsuzaki and Akihiko Saeki.- Chapter 18 Considering Multiple Solutions for Modelling Problems – Design and First Results from the MultiMa-Project: Stanislaw Schukajlow and André Krug.- Chapter 19 Challenges in Modelling Challenges: Intents and Purposes: Gloria Stillman, Jill Brown, and Peter Galbraith.- Chapter 20 Mathematical Modelling of a Real-world Problem: The Decreasing Number of Bluefin Tuna: Akira Yanagimoto and Noboru Yoshimura.- Chapter 21 Mathematical Modelling of a Social Problem: Pension Tax Issues: Noboru Yoshimura and Akira Yanagimoto.- Part III Pedagogical Issues for Teaching and Learning.- Chapter 22 Pedagogical Reflections on the Role of Modelling in Mathematics Instruction: Toshikazu Ikeda.- Chapter 23Complex Modelling Problems in Co-Operative, Self-directed Learning Environments: Gabriele Kaiser and Peter Stender.- Chapter 24 Inducting Year 6 Students into “a Culture of Mathematising as a Practice”: Jill Brown.- Chapter 25 A Whole Week of Modelling – Examples and Experiences of Modelling for Students in Mathematics Education: Nils Buchholtz and Sarah Mesrogli.- Chapter 26 Teachers’ Self-Perceptions of their Pedagogical Content Knowledge Related to Modelling – An Empirical Study with Austrian Teachers: Sebastian Kuntze, Hans-Stefan Siller, and Christiane Vogl.- Chapter 27 A Cross-Sectional Study about Modelling Competency in Secondary School: Matthias Ludwig and Xenia-Rosemarie Reit.- Chapter 28 Teacher Readiness in Mathematical Modelling: Are there Differences between Pre-service and In-service Teachers? Kit Ee Dawn Ng.- Chapter 29 Exploring the Relationship between Mathematical Modelling and Classroom Discourse: Trevor Redmond, Raymond Brown, and Joanne Sheehy.- Chapter 30 The Role of Textbooks in Developing a Socio-critical Perspective on Mathematical Modelling in Secondary Classrooms: Gloria Stillman, Jill P Brown, Rhonda Faragher, Vince Geiger and Peter Galbraith.- Chapter 31 Pre-service Secondary School Teachers’ Knowledge in Mathematical Modelling – A Case Study: Tan Liang Soon and Ang Keng Cheng.- Chapter 32 How Students Connect Descriptions of Real-world Situations to Mathematical Models in Different Representational Modes: Wim Van Dooren, Dirk De Bock, and Lieven Verschaffel.- Chapter 33 Pre-service Teacher Learning for Mathematical Modelling: Mark Winter.- Chapter 34 Initial Perspectives of Teacher Professional Development onMathematical Modelling in Singapore: Problem Posing and Task Design: Lee Ngan Hoe.- Chapter 35 Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: Conceptions of Mathematical Modelling: Chan Chun Ming Eric.- Chapter 36 Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: A Framework for Facilitation: Kit Ee Dawn Ng.- Chapter 37 Teacher Professional Development on Mathematical Modelling: Initial Perspectives from Singapore: Vince Geiger.- Part IV Influences of Technologies.- Chapter 38 Reality Based Test Tasks with Digital Tools at Lower Secondary: Gilbert Greefrath and Michael Rieß.- Chapter 39 On Comparing Mathematical Models and Pedagogical Learning: Janeen Lamb and Jana Visnovska .- Part V Assessment in Schools.- Chapter 40 Formative Assessment in Everyday Teaching of Mathematical Modelling: Implementation of Written and Oral Feedback to Competency-Oriented Tasks: Michael Besser, Werner Blum, and Malte Klimczak.- Chapter 41 Assessment of Modelling in Mathematics Examination Papers: Ready-made Models and Reproductive Mathematising: Pauline Vos.-Part VI Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education.- Chapter 42 Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach: Lyn D. English.- Chapter 43 Modelling in Brazilian Mathematics Teacher Education Courses: Maria Salett Biembengut.- Chapter 44 TheDevelopment of Mathematical Concept Knowledge and of the Ability to use this Concept to Create a Model: César Cristóbal Escalante and Verónica Vargas Alejo.- Chapter 4 Problem Posing: A Possible Pathway to Mathematical Modelling: Ann Downton.- Chapter 46 A Study of the Effectiveness of Mathematical Modelling of Home: Delivery Packaging on Year 12 Students' Function Education: Tetsushi Kawasaki and Yoshiki Nisawa.- Chapter 47 How to Introduce Mathematical Modelling in Industrial Design Education? Geert Langereis, Jun Hu, and Loe Feijs.- Chapter 48 Rationality of Practice and Mathematical Modelling – On Connections, Conflicts, and Codifications: Lars Mouwitz.- Chapter 49 Extending Model Eliciting Activities (MEAs) beyond Mathematics Curricula in Universities: Mark Schofield.- Chapter 50 Building Awareness of Mathematical Modelling in Teacher Education: A Case Study in Indonesia: Wanty Widjaja.- Part VII Modelling and Applications in Business and the Lived Environment.- Chapter 51: Mathematics and the Pharmacokinetics of Alcohol: Michael Jennings and Peter Adams. - Chapter 52 Beyond the Modelling Process: An Example to Study the Logistic Model of Customer Lifetime Value in Business Marketing: Issic K. C. Leung.- List of Corresponding Authors.- Refereeing Process.- Index
