Conclusions and future lines of inquiry in mathematical modelling research in education

This final chapter overviews the 12 contributions to themonograph, organising this along the lines of inquiry suggested by Stillman. Contributors share understanding of mathematical modelling as solving real-world problems. The value and purposes of implementingmodelling varies, in part due to local curricula. Theoretical underpinnings of the research include prescriptive modelling, modelling cycles, and modelling competencies. The challenges of engaging in modelling see empirical
foci on modellers, teachers, and tasks whilst acknowledging interactions between these. Other important areas of the field, where researchers need to focus in the future include research with experienced student modellers, research on experienced teachers of modelling, and successful mathematisation by modellers.