Alain Damlamian, Faculté de Sciences et de Technologie, Université Paris-Est (France), co-chair. José Francisco Rodrigues, Faculdade de Ciências, Universidade de Lisboa (Portugal), local organiser. Rudolf Sträßer, Institut für Didaktik der Mathematik, Justus-Liebig- Universität Gießen (Germany), co-chair.

• Part I:Dicsussion document and Study Report.- Discussion Document (appeared in L’Enseignement Mathématique and ZDM 2009).- Report on the Study (by the editors).- Part II: Plenary and Invited Lectures.- Getting Math Off the Ground: Applied Mathematics at Boeing.- Mathematics in the Workplace: Issues and Challenges.- Mathematical Modelling Education is the Most Important Educational Interface between Mathematics and Industry.- Models for Industrial Problems: How to find and how to use them – in industry and in education.- Interfacing Educational & Research with Mathematics-for-Industry: The Endeavour in Japan.- Part III: WG Education/training with industry participation.- Report on the Working Group.- How is it Possible to Make Real-World Mathematics More Visible: Results From Italian Projects.- Project “Ways to More MINT-graduates” of the Bavarian Business Association with Focus on Mathematics at the University of Augsburg, Germany.- Mathematics in a Safety-Critical Work Context: The Case of Numeracy for Nursing.- Linking Professional Experiences With Academic Knowledge. The Construction of Statistical Concepts by Sales Manager Apprentices.- Learning Conversation in Mathematics Practice – School-Industry Partnerships as an Arena for Teacher Education.- The Threefold Dilemma of Missing Coherence.- The Project “Mathe-Meister” — A Mathematical Self Assessment Centre With Diagnostic Feedback For Vocational Trainees.- Part IV:WG University & academic technical/vocational education.- Report on the Working Group.- Mathematics for Engineering and Engineering for Mathematics.- Laboratory of Computational Mathematics: an interface between academia and industry.- Improving the industrial/mathematics interface.- Two masters on Mathematics for Industry at the Universities of Paris and of Pau.- Mathematics in Industry and Teachers Training.- Interfaces between Mathematics and Industry and the Use of Technology in Mathematics Education in India.-Modeling “Modeling”: Developing Habits of Mathematical Minds.- The evolution of graduate applied math courses in the Institute of Mathematics, University of the Philippines.- The Vertical Integration of Industrial Mathematics the WPI Experience.- Part V: WG Education in Schools.- Report on the Working Group.- Mathematical applications, modelling and technology as windows into industry based mathematical practice.- Mathematics Education and the Information Society.- Authentic Complex Modelling Problems in Mathematics Education.- Embedding Authentic Real World Tasks into Secondary Mathematics Curricula.- Drawing on understanding of workplace practice to inform design of general mathematics curricula.- Part VI: WG Mathematics-Industry Communication.- Report on the Working Group.- Engineering, Mathematics communication and Education: reflections on a personal experience.- A View on Mathematical Discourse in Research and Development.- Using Popular Science in a Mathematical Modeling Course.- Part VII:WG Technology issues.- Report on the Working Group.- Tackling the challenges of computational mathematics education of engineers.- Computational modelling in science, technology, engineering and mathematics education.- Incorporating the Ideas and Methods of Mathematical Modelling into Calculus Teaching.- Part VIII:WG The mathematics-industry interface.- Report on the Working Group.- Part IX: Selected Papers linked to more than one Working Group.- Using spreadsheets in the finance industry.- MITACS ACCELERATE: A Case Study of a Successful Industrial Research Internship Program.- A Meta-analysis of Mathematics Teachers of the GIFT Program Using Success Case Methodology.- Cultivating an Interface Through Collaborative Research between Engineers in Nippon Steel and Mathematicians in University.- An Introduction to CUMCM: China/Contemporary Undergraduate Mathematical Contest in Modeling.- Part X:Conclusion.- Conclusion.