ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book provides the platform for an analysis of the cognitive demands involved in undertaking mathematical modelling. It discusses possible places and roles of mathematical modelling in the education system, especially in schools. The book analyses the most significant challenges to the implementation of modelling in the teaching and learning of mathematics. It describes an extensive account of empirical research on a multitude of aspects of what might be termed “the didactics of mathematical modelling”. Essential components of conceptual framework are the very notions of model and modelling. The successful use of digital tools in modelling requires carefully designed and implemented modelling tasks and environments in which the division of labour between technology-based and other mathematical work is carefully balanced.
