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This paper examines the collaborative features of a tool environment called Cool Modes. Cool Modes provides different modelling environments allowing learners to co-construct representations of domain-specific models. These systems range from curriculum topics such as stochastic to subjects with a non-standard character such as astronomy. In the current study we focus upon the Stochastic palette and the Moon palette, which both provide visual languages to support modelling activities specifically in the subject matter area of mathematics. These visual languages are embedded in the Cool Modes Framework providing tools for annotating and enriching the co-constructive modelling process. Both palettes have been tested and adapted for learning scenarios taking place in formal and informal learning environments. In this paper we report the findings from observational material collected from 3 classes in Germany using Cool Modes. The observation concentrates upon assessing the effectiveness of supporting co-constructive modelling activities in a synchronous learning setting.