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Regular Lectures
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Please observe that titles are preliminaryKaroline Afamasaga-Fuatai, National University of Samoa, Apia, Samoa Concept maps and Vee Diagrams in undergraduate mathematics problem solving
Jin Akiyama, Tokai University, Tokyo, Japan The Establishment of Mathematics Wonderland and its activities
Dimitrii Anosov, Russian Academy of Sciences, Moscow, Russia 300 years of Russian mathematical education: European traditions and national peculiarity
Mike Askew, University of London, United Kingdom Developing teaching and learning in primary mathematics: Lessons from England’s national reform.
Deborah L. Ball, University of Michigan, Ann Arbor, USA A longitudinal multi-method study of instructional improvement: Challenges for practice and research
Carmen Batanero, Universidad de Granada, Spain Statistics education as a field for research and practice
Nadine Bednarz, University of Québec in Montréal, Canada Collaborative research in mathematics education and professional development of teachers in mathematics
Christer Bergsten, University of Linköping, Sweden Exploiting the gap between intuitive and formal knowledge in mathematics
Albrecht Beutelspacher, Justus-Liebig University of Giessen, Germany Hands on-mathematics. Concepts and experiences from the “Mathematikum”
Rolf Biehler, University of Kassel, Germany Computer tools as mediators for developing statistical competence
Werner Blum, University of Kassel, Germany Chances and Problems of "Quality Teaching" in Mathematics - the Projects > SINUS and DISUMJo Boaler, Stanford University, USA Promoting equity in mathematics classrooms - successful teaching practices and their impact on student learning
Cinzia Bonotto, University of Padova, Italy On the relationships between informal out-of-school mathematics and formal in-school mathematics in the development of abstract mathematical knowledge
Humans-with-media and mathematical thinking: Orality, writing and technologies of information and communication Jonathan Borwein, Simon Fraser University, Burnaby, Canada Experimentation in mathematics
Margarida César, University of Lisbon, Portugal Come away with me: Statistics learning through collaborative work
Maria Luiza Cestari, Agder University College, Kristiansand, Norway From the mathematics classrooms: Dialogues and tasks under analysis
Cho, Sung Je, Seoul National University, Korea
Doug Clarke, Australian Catholic University, Fitzroy, Australia Understanding, assessing and developing young mathematical thinkers Jean-Luc Dorier, IUFM de l’Académie de Lyon, France Mathematics in its relation to other disciplines: Some examples related to economics and physics
Willibald Dörfler, University of Klagenfurt, Austria Mathematical reasoning: Mental activity or social practice with diagrams
Raymond Duval, Emeritus, Lille, France A crucial issue in mathematics education: The ability to change representation register
Paula Ensor, University of Cape Town, Rondebosch, South Africa Empowering mathematics education
Peter Galbraith, University of Queensland, Brisbane, Australia Applications and mathematical modelling: Celebrating some progress – so much still to do
Anthony Gardiner, The University of Birmingham, United Kingdom What is mathematical literacy?
Rossella Garuti, IRRSAE Emilia Romagna, Bologna, Italy From research in mathematics education to teachers’ training through the internet: The case of the SeT projects
Daniel Goroff, Harvard University, Cambridge, USA Educational decision making in policy and practice
Koeno Gravemeijer, Freudenthal Institute, Utrecht, The Netherlands Creating opportunities for students to reinvent mathematics
Dominique Guin, University of Montpellier II, France Distance training, a key mode to support teachers in ICT integration: Collaborative conception of living pedagogical resources.
Miguel de Guzmán, Universidad Complutense, Madrid, Spain, miguel_guzman@mat.ucm.es Fostering mathematical talent among young children in Spain
Vagn Lundsgaard Hansen, The Technical University of Denmark, Lyngby, Denmark The dual nature of mathematics
Patricio Herbst, University of Michigan, Ann Arbor, USA The regulation of public construction of knowledge in classrooms: Proof, proving, and the work of teachers and students
Rina Hershkowitz, The Weizmann Institute, Rehovot, Israel Creating curricula for technological environments: A designer-teacher-learner-researcher activity
Geoffrey Howson, Emeritus, Eastleigh, United Kingdom Klein and Freudenthal: Two rocks on which to build
Shigeru Iitaka, Gakushuin University, Tokyo, Japan On a new subject called Fundamentals of Mathematics in Japanese high schools: Easing the pains of students who hate mathematics.
Victor Katz, University of the District of Columbia, Washington, USA Aspects of the history of algebra with implications for teaching
Berinderjeet Kaur, Nanyang Technological University, Singapore Teaching of mathematics in Singapore schools
Christine Keitel-Kreidt, Free University of Berlin, Germany On behalf of Survey Team 4 The shaping of mathematics education through testing
Christoph Kirfel, Bergen University College, Norway Mathematics in time
Anna Kristjánsdóttir, Agder University College, Kristiansand, Norway/Iceland University of Education, Reykjavik, Iceland. Theories of learning mathematics and development of powerful ICT environments – competitors or collaborators?
Pekka Kupari, University of Jyväskylä, Finland International and national assessment in mathematics education: Possibilities and challenges
Lee, Ngan Hoe, Nanyang Technological University, Singapore Nation building initiatives: Impact on the school mathematics curriculum
Frederick Leung, University of Hong Kong, China – Hong Kong On behalf of Survey Team 5 Information and communication technology in mathematics education
Romulo Lins, State University of Sao Paulo at Rio Claro, Brazil Characterising the mathematics of the mathematics teacher from the point of view of meaning production
Liu, Yizhu, People’s Education Press, Beijing, China The design of exercises in mathematics textbooks
Salvador Llinares Ciscar, University of Alicante, Spain Building virtual learning communities and student teacher learning of mathematics
Liping Ma, The Carnegie Foundation for the Advancement of Teaching, Menlo Park, USA Arithmetic as a subject for learning mathematics: Dimensions of its intellectual challenge
Carolyn Maher, Rutgers University, New Brunswick, USA The development of mathematical reasoning: A sixteen year study
Nicolina Malara, University of Modena, Italy Early algebra: From teacher education to classroom culture. Experiences, perspectives and questions
Maria Allesandra Mariotti, University of Pisa, Italy On behalf of Survey Team 2 Reasoning, proof, and proving in mathematics education
John Mason, The Open University, Milton Keynes, United Kingdom Creating pedagogically effective mathematical tasks
Mike Mitchelmore, Macquarie University, New South Wales, Australia in collaboration with Paul White, Australian Catholic University, Australia The role of abstraction and generalisation in the learning of mathematics
Judy Mousley, Deakin University, Geelong, Australia Developing mathematical understanding: Situating cognition
Eric Muller, Brock University, Ontario, Canada Future teachers use technology to explore concept development in mathematics
Richard Noss, University of London, United Kingdom Mathematical knowledge in the digital era: Defining and crossing boundaries at work an school
Rafael Nuñez, University of
California, San Diego, USA
Han Shick Park, Korea National University of Education, Korea, in collaboration with Hyunyong Shin, Korea National University of Education, KOREA, Training and re-training of mathematics teachers in Korea
Erkki Pehkonen, University of Turku, Finland The state-of-the-art in belief research on mathematics education
David Pimm, University of Alberta, Edmonton, Canada Discourse analysis and mathematics education
Luis Puig, University of Valencia, Spain History of algebraic ideas and research on educational alegebra
Alexander I. Samylovskiy, Testing Center under the Ministry of Education of Russia, Moscow, Russia Mathematical education for future economists and managers: The benchmark, the models and the technologies. Training or coaching?
Alan Schoenfeld, University of California, Berkeley, USA Theory meets practice: What happens when a mathematics educator tries to make a difference in the real world?
Zbigniew Semadeni, Warszaw University, Poland
Mamokgethi Setati, University of the Witwatersrand, South Africa Mathematics education and language: Policy, practice and research in multi-lingual contexts
Igor Sharygin and Vladimir Protasov, Moscow Centre for Continous Mathematical Education and Moscow State University, Moscow, Russia Why do we still need geometry in the 21st century?
Evgeniy Shchepin, Russian Academy of Sciences, Moscow, Russia, Teaching Calculus: Euler versus Weierstrass.
Michaela Singer, Institute for Educational Sciences, Bucharest, Romania Structural cognitive learning: From theory to practice
Ole Skovsmose, Aalborg University, Denmark Globalisation, ghettorising and responsibility: Challenges for critical mathematics education
Vera W. de Spinadel, International Mathematics and Design Association, Buenos Aires, Argentina Intersection of mathematics and art
Heinz Steinbring, University of Dortmund, Germany Conscious reflection on own activities – An essential source for improving learning and teaching of mathematics
Gilbert Strang, Massachusetts Institute of Technology, Cambridge, USA Linear algebra: A happy chance to apply mathematics
K. Subramaniam, Tata Institute of Fundamental Research, Mumbai, India Arithmetic expressions as tools for mathematical symbolization and reasoning in the middle school
Masahiko Suzuki, Osaka Kyoiku University, Japan Several problems concerning mathematics education in Japan
Julianna Szendrei, Eötvös Loránd University, Budapest, Hungary How do teachers understand the written work of their pupils?
Mike O. J. Thomas, The University of Auckland, New Zealand Computer Algebra System Calculators: Representations, interactions and partnerships
Renuka Vithal, University of Durban-Westville, Durban, South Africa Analysing mathematics teacher education from a critical perspective: The case of project work
Jane Watson, University of Tasmania, Hobart, Australia The measurement of statistical literacy
Wong, Ngai-ying, The Chinese University of Hong Kong, Hong Kong Confucian heritage a cultural learner's phenomenon: What lesson can mathematics education learn from it?
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