Invited Lectures (IL)
The invited lectures will be given by prominent researchers in mathematics education from different parts of the world who are invited by the International Programme Committee. The lectures will cover a wide spectrum of topics, themes and issues, and will be presented in parallel. The duration of the session is 60 minutes with 45 minutes of lecture time plus 15 minutes of discussion.
The list below contains the names and countries/regions of persons who have already accepted the invitations. The list will be updated regularly and will eventually include final titles and abstracts.
Dor ABRAHAMSON (USA) Takuya BABA (Japan) Nicolas BALACHEFF (France) Richard BARWELL (Canada) Robert Q. BERRY III (USA) Kim BESWICK (Australia) Jill BROWN (Australia) Yiming CAO (China) Cheng Meng CHEW (Malaysia) Anna CHRONAKI (Sweden, Greece) Alison CLARK-WILSON (UK) Pietro Di Martino (Italy) Jaguthsing DINDYAL (Singapore) Ann Ryu EDWARDS (USA) Lianghuo FAN (China) Ahmad FAUZAN (Indonesia) Patricio FELMER (Chile) Claudia Regina FLORES (Brazil) Megan FRANKE (USA) Maisie GHOLSON (USA) Keiko HINO (Japan) Rongjin HUANG (USA) Roberta HUNTER (New Zealand) Chunlian JIANG (Macau SAR, China) Houssam KASTI (Lebanon) Tinne Hoff KJELDSEN (Denmark) Rahim KOUKI (Tunisia) Oleksandr KRYZHANOVSKIY (Ukraine) Ladislav KVASZ (Czech) Ngan Hoe LEE (Singapore) Shuk-kwan LEUNG (Chinese Taipei) Zhongru LI (China) Jun LI (China) Di LIU (China) Po-Hung LIU (Chinese Taipei) | Rachel LUI (Hong Kong SAR, China) Fernand MALONGA MOUNGABIO (Congo-Brazzaville) Mirko MARACCI (Italy) Salomé MARTÍNEZ (Chile) Vilma MESA (USA) Marguerite Khakasa MIHESO-O'CONNOr (Kenya) Judit MOSCHKOVICH (USA) Reidar MOSVOLD (Norway) Chi Thanh NGUYEN (Vietnam) Núria PLANAS (Spain) Susanne PREDIGER (Germany) Jerome PROULX (Canada) Ana Isabel SACRISTÁN (Mexico) Veronica SARUNGI (Tanzania) Björn SCHWARZ (Germany) Baruch B. SCHWARZ (Israel) Dafon Aimé SEGLA (Benin) Ahmed SEMRI (Algeria) Hyun Yong SHIN (Korea) Moustapha SOKHNA (Senegal) Sophie SOURY-LAVERGNE (France) Marilyn STRUTCHENS (USA) Francis Edward SU (USA) Konstantinos TATSIS (Greece) Alphonse UWORWABAYEHO (Rwanda) Hamsa VENKAT (South Africa) Debbie Marie B. VERZOSA (Philippines) Mónica E. VILLARREAL (Argentina) Bin XIONG (China) Xinrong YANG (China) Michal YERUSHALMY (Israel) Zulkardi ZULKARDI (Indonesia) |
1. Embodied Design: Bringing Forth Mathematical Perceptions
2. Openness of Problem Solving in the 21st Century: Mathematical Or Social?
3. The Transition from Mathematical Argumentation to Mathematical Proof, A Learning and Teaching Challenge.
5.Why Language Diversity Matters in Mathematics Education
7. Catalyzing Change: Initiating Critical Conversations in Mathematics Teaching and Learning
8.What Do Teachers of Mathematics Know? Insights and Issues from Attempts to Measure Mathematics Teachers’ Knowledge
9.Challenging Tasks: Real-World, Digital Technologies, Affordances – Opportunities For Learning
10. Chinese Mathematics Curriculum Reform For Compulsory Education in the 21st Century
11.Online Cognitive Diagnostic Assessment with Ordered Multiple-Choice Items for Year Four Topic of Time
12. Mathematics Dis|Appearance in Cultures, Spaces, Times: Thinking about Life and Reason for the (non)Citizen At Times of Crisis
13. (Re)Assessing Mathematics: Retaining the Integrity of Mathematics As A Human Activity in the Digital Age
15. Attitudes in Mathematics education
16. Beyond Procedural Skills: Affordances of Typical Problems for the Teaching of Mathematics
17. Carnegie Math Pathways: Using Networked Improvement to Reform College Mathematics
18. Textbook Transformation as a form of Textbook Development: Approaches, Issues and Challenges from a Social and Cultural Perspective
19.The Role of Learning Trajectory in Teaching Mathematics Using Realistic Mathematics Education (Rme) Approach.
20. Promoting Active Learning Via Problem Solving for Teachers and Students
21. Experimentations in Mathematics Education with Art and Visuality
22. Learning from Variability in Students’ Mathematics Classroom Participation
23. Recognizing the Invisibilized Relational Labor of Black Learners in the U.S.: Conceptualizing Racialized and Gendered Work of Mathematics Learning
24. Students' Learning Pathways in Structured Problem Solving As A Context For Productive Discussion in Mathematics Professional Development
25. Chinese Lesson Study in Mathematics: A Local Practice Or A Global Innovation?
26. Developing Mathematical Practices within Communities of Mathematical Inquiry
27. Examining Interchangeability of Three Mathematics Tests in the College Entrance Examinations in China
28. The Ladder and Slide Framework For Visualizing the Integration of Technology By Mathematics Teachers in Their Classes
29. What Can History Do for the Teaching of Mathematical Modelling in Scientific Contexts: Why and How?
30. The Relevance of Taking into Accountthe Semantic, Syntactic, Semiotic, Epistemological and Praxeological Dimension in Didactic Studies: Case of High School Algebra and the Local Approximations at the Beginning of the University
31. Teaching Maths in Secondary (Middle and High) Schools: Complex Strategy and Its Successful Implementation.
31 IL_Oleksandr KRYZHANOVSKIY.pdf
33. A Constructivist Approach towards Teaching and Learning Mathematics in Singapore: Rationale, Issues, and Challenges.
34. Math Problem Posing: Students’ Learning, Teachers’ Professional Growth and Parental Involvement
35. A Study on the Characteristics of Teacher-Student Interaction in Mathematics Classroom of Chinese Senior High Schools in the Information Technology Environment
36. Fostering Student Agency in Learning Mathematics: Perspectives from Expert Teachers in Shanghai
37. Using Virtual Manipulatives and Explicit Instruction to Teach Mathematical Concepts to Students with Autism Spectrum Disorders
38. Are You Really Teaching Mathematics? What Education Can Learn from History
39. Effects of Instructional Videos on Students Learning.
40. Practice of Interdisciplinarity for the Teaching of Mathematics and Science: Didactic Issues and Complexity
40 IL_Fernand Malonga Moungabio.pdf
41. On the Notion of Mathematical Competence
42. The Power of Mathematical Tasks for Teacher Training
43. Mathematical Instruction and Textbook Use in Post-Secondary and Tertiary Contexts: A Discussion of Methods
44. Proposed Pedagogical Content Knowledge Tool for Assessing Teachers' Proficiency in Mathematical Knowledge For Teaching.
44 IL_Miheso-O'Connor Marguerite.pdf
45. Language and Learning Mathematics: A Socio-Cultural Approach to Academic Literacy in Mathematics.
46. Trends, Emphases, and Potential Shifts in Research on Discussion in Mathematics Teaching
47. Information Technology in Teaching Mathematics At High Schools in Vietnam
49. Further Questions About the Language As Resource Approach to Multilingual Mathematics Learning
50. Enhancing Language As A Catalyst For Developing Robust Understanding – A Topic-Specific Research Approach
51. Investigating Mental Mathematics' Solving Processes: The Development of A Research Program
52. Digital Technologies, Cultures and Mathematics Education
53. Professional Development of Mathematics Teachers: Perspectives and Experience from East Africa
54. Influence of University-Based Learning Opportunities on the Professional Development of Future Mathematics Teachers.
55. Advances in Argumentation and Mathematics Education
56.The Affecting of the Traditional Numeration System by Western Currency Introduced after Coastal Contact with Africa: A Case Stydy of Mental Arithmetic Procedures of the Yoruba-Idaasha of Benin Republic (West Africa)
56 IL_Aime Dafon SEGLA english version.pdf
57. Learning Transversal Knowledge through Research Situations: Example of Discrète Mathématics Expérimentation on the Problèm of Packing Equal Circles
58. Mathematics: Code For Interdisciplinary Dialogues.
59. Culture and Mathematics or Mathematics in the Service of a Universal Civilization
61. Duos of Artefacts, A Model to Study the Intertwining of Tangible and Digital Tools in Mathematic
61 IL_Sophie SOURY-LAVERGNE.pdf
62. Developing Caring and Socio-Politically Aware Beginning Teachers of Mathematics
63. Mathematics For Human Flourishing
64. Language in Mathematics Education: Issues and Challenges.
65. What Matters for Effective Mathematics Educator: Preservice or In-Service Training?
66. Capacity Building While Scaling Up: A Model For Rollout of Mental Mathematics Teaching in South Africa
67. Challenging Deficit Perspectives in Developing Countries: Teachers' Explanations of Fraction Concepts
67 IL_Debbie Marie VERZOSA.pdf
68. Modelling and Digital Technologies: Experiences and Challenges for Teacher Education.
69. Gifted Students Education in China ——Introduction of Chinese Mathematical Competitions
69 IL_Bin Xiong and Yijie He.pdf
70. Relationship Between Teacher Knolwedge and Teacher Noticing: A Cross-Lagged Analysis of A Two-Wave Study
71. Learning Analytics to Support Student in the Context of Mathematical Inquiry
72. Freudenthal Ideas Continues in Indonesia: From ICMI 1994 to ICME-14 in Shanghai