In recent years, achieving mathematics proficiency has received notable attention (RAND, 2003; National Research Council [NRC], 2001). What useful, appropriate, practical, and effective strategies can be developed and used to enhance student proficiency in mathematics is still a puzzle to mathematics educators. This urgent need becomes a challenging task for mathematics educators seeking research-based strategies to support classroom teachers to enhance their teaching leading to student proficiency.
The Mathematical Modeling is a research-based teaching model (Lesh & Zawojewski, 2007; Niss, Blum, & Huntley, 1991) that builds conceptual understanding and problem solving skills. The mathematical modeling also reflects the core components of proficiency defined by research studies(Hill & Ball, 2004; NRC, 2001; RAND, 2003) --conceptual understanding, computational skills, problem solving, mathematical reasoning, and mathematical disposition.
This DG session will discuss the following questions.

The following three broad areas frame the territory of the discussion. These will be posted on the DG website and it is anticipated that they will evolve and/or be added to over the period leading up to ICME-12.

• What is Mathematics Modeling? Why Mathematics Modeling?
• What is the relationship between mathematical modeling and mathematical proficiency? What does role of Mathematics Modeling play in teaching and learning mathematics for K-12 students?
• How is mathematical modeling used in primary school?
• How is mathematical modeling used in secondary school?
• What are the challenges and issues of mathematical modeling in teacher professional development?