The number of papers and research reports addressing the theory and/or practice of mathematical modelling with some form of connection to education is growing astronomically. Small wonder then that educational publications featuring articles emerging from this field, present such a plethora of views that even those experienced in the field can become disoriented, let alone those feeling their way in a new area. This paper joins a conversation that concerns itself with meanings, approaches, priorities, and intentions associated with the use of the term ‘mathematical modelling’ as it occurs in education. For example it will be argued that there are essentially two generic approaches to modelling within education: modelling that acts primarily as a ‘vehicle’ for the attainment of other curricular priorities, and modelling as ‘content’ that seeks first to nurture and enhance the ability of students to solve authentic real world or life-like problems. Within these approaches there are particular purposes and perspectives, but the latter are just that – they are not (as sometimes suggested) additional modelling genres. The paper visits areas of relevance to its theme: such as stated priorities of educational authorities in curriculum statements; types of activity that make up the two modelling genres; a selection of writings that canvass a rich array of issues, challenges, and research foci that are currently engaging interest and activity within the field; and the implications of criticisms of modelling, both appropriate and misplaced
