Regular Lectures

The regular lectures are presented by prominent mathematics educators from different parts of the world who have been invited by the IPC. The lectures will cover a wide spectrum of topics, themes, and issues of interest to specific audiences, in contrast with plenary lectures which are of general interest. The list below contains the names in alphabetic order of those who have already accepted the invitation. The list will be updated on the web site and will eventually include titles, keywords, and abstracts. Please check the web site for details. There are will be approximately 60 regular lectures, running in five time slots in the congress timetable, each with around 12 simultaneous lectures.

Confirmed

Samuele Antonini (Italy), [email protected]
Roberto Araya (Chile), [email protected] , [email protected], and [email protected]
Ferdinando Arzarello (Italy), [email protected]
Teresa Assude (France), [email protected]
José Vicente Aymerich Miralles (Spain), [email protected]
Dani Ben-Zvi (Israel), [email protected]
Alan Bishop (Australia), [email protected]
Kristin Bjarnadottir (Iceland), [email protected]
Marcelo de Carvalho Borba (Brazil), [email protected]
Guadalupe Carmona (USA), [email protected]
Paul Cobb (USA), [email protected]
Jere Confrey (USA), [email protected]
Ubiratan D’Ambrosio (Brazil), [email protected]
João Pedro da Ponte (Portugal), [email protected] and [email protected]
Edison de Faria (Costa Rica), [email protected] and [email protected]
Rijkje Dekker (The Netherlands), [email protected]
Viviane Durand-Guerrier (France), [email protected]
Francis (Skip) Fennell (USA), [email protected]
Joan Ferrini-Mundy (USA), [email protected]
Livia Giacardi (Italy), [email protected]
Merrilyn Goos (Australia), [email protected]
Mellony Graven(South Africa), [email protected]
Gu Ling Yuan (China), [email protected]
Anjum Halai (Pakistan), [email protected]
Derek Holton (New Zealand), [email protected]
Hideki Iwasaki (Japan) [email protected]
Eva Jablonka (Germany), [email protected]
Barbara Jaworski (Norway), [email protected]
Mercy Kazima (Malawi), [email protected], [email protected], and [email protected]
Carolyn Kieran (Canada), [email protected]
Jeremy Kilpatrick (USA), [email protected]
Ajit Kumar (India), [email protected]
Pekka Kupari (Finland), [email protected]
Jean-Baptiste Lagrange (France), [email protected]
Gilah Leder (Australia), [email protected]
Richard Lesh (USA), [email protected]
Lin Pi-Jen (Taiwan), [email protected]
Eduardo Mancera (Mexico), [email protected] and [email protected]
Elena Nardi (United Kingdom), [email protected]
Peter Nyström (Sweden), [email protected]
Louise Poirier (Canada), [email protected]
Christiane Rousseau (Canada), [email protected] and [email protected]
Patricia Sadovsky (Argentina), [email protected]
William H. Schmidt (USA), [email protected]
Gert Schubring (Germany), [email protected]
Fritz Schweiger (Austria), [email protected]
A.L. Semenov (Russia) [email protected]
Lurdes Serrazina (Portugal), [email protected]
Godfrey Sethole (South Africa), [Deceased]
Anna Sfard (Israel), [email protected]
Shimizu Shimizu (Japan) [email protected]
Susan Starkings (United Kingdom), [email protected]
Walter Stroup (USA), [email protected]
Maria Teresa Tatto (USA), [email protected]
Jan van Maanen (The Netherlands), [email protected]
Wagner Rodrigues Valente (Brazil), [email protected] and [email protected]
Margaret Walshaw(New Zealand), [email protected]
Takeshi Yamaguchi (Japan) [email protected]
Oleksiy Yevdokimov (Ukraine/Australia), [email protected]
Rosetta Zan (Italy), [email protected]

TitleAuthorsLanguage
'Ordinary' teachers using technology: concerns, theoretical approaches, case studiesJean-Baptiste Lagrange, IUFM University of Reims and Didirem, University Paris 7, France. [email protected], Web Site: http://jb.lagrange.free.fr/site/English
A course: "Mathematics and Technology" for preservice secondary school teachersChristiane Rousseau, Université de Montréal, CanadaEnglish
A Higher StandpointJeremy Kilpatrick, University of Georgia.English
Amongst Mathematicians: composite perspectives on the teaching and learning of mathematics at university levelElena Nardi, University of East Anglia (Norwich, UK) English
Celebrating the First Century of ICMI: a Symposium, a Website and a BookF. ARZARELLO, L. GIACARDI , F. FURINGHETTI, M. MENGHINIEnglish
Challenges to mathematics education research faced by developing countries. Report of Survey Team 2Team chair: Marcelo Borba (Brazil) - [email protected] ---- Team members: Hikma Smida (Tunisia)- [email protected], Li Jun (China) - [email protected], Nerida Ellerton (USA) - [email protected], Mónica Villarreal (Argentina) - [email protected] English
Collaborative learning for mathematical level raising, what does it take?Rijkje Dekker. Senior Researcher of Mathematics Education, Universiteit van Amsterdam, Graduate School of Teaching and Learning. The Netherlands. E-mail: [email protected] English
Conceptions for Relating the Evolution of Math Concepts to Math Learning - Epistemology, History, and Semiotics InteractionGert Schubring, Bielefeld (Germany)English
Conceptualizing the Learning of Algebraic Technique: Role of Tasks and TechnologyCarolyn Kieran, Université du Québec à Montréal, Département de mathématiques. [email protected] English
Designing an Assessment Framework for Generative Learning EnvironmentsGuadalupe Carmona, The University of Texas at Austin, [email protected] English
Developing mathematics teaching through research in practice: a community of inquiry modelBarbara Jaworski – Loughborough University, UK and University of Agder, NorwayEnglish
Different profiles of ‘negative attitude toward mathematics’Rosetta Zan, Department of Mathematics, Pisa, ITALYEnglish
District Development as a means of Improving Mathematics Teaching and Learning at ScalePaul CobbEnglish
Equity: The Case for and Against GenderGilah C Leder, La Trobe University – Bundoora, Australia English
Ethnomathematics at the Margin of Europe. A Pagan Calendar in Modern TimesKristín Bjarnadóttir, Associate professor, Iceland University of Education. /Stakkahlid, 105 Reykjavík, Iceland. [email protected], +(354)-563-4835 English
Every assessment must be formative for something or someonePeter Nyström (Umeå University, Sweden)English
Exploring and Investigating Mathematics: A Challenge for Students and TeachersJoão Pedro da Ponte <[email protected]>, http://www.educ.fc.ul.pt/docentes/jponte. Grupo de Investigação DIFMAT-Didáctica e Formação, Centro de Investigação em Educação e Departamento de Educação, Faculdade de Ciências da Universidade de Lisboa.English
For a Comparative History of Mathematics EducationWagner Rodrigues Valente – Universidade Bandeirante de São Paulo; Universidade Nova de Lisboa. English
Foundations for the Future in Math Ed – Research Methodologies for Getting Beyond Traditional Conceptions of CompetenceRichard Lesh & Tom Fennewald, Indiana UniversityEnglish
Function-based Algebra RevisitedWalter Stroup, The University of Texas at Austin, [email protected] English
Generating examples: an intriguing problem solving activitySamuele Antonini, Dipartimento di Matematica, Università di Pavia, ItalyEnglish
How Mathematics Education can help in shaping a better World?Ubiratan D’Ambrosio, Universidade Estadual de Campinas/UNICAMP, Brazil. [email protected] English
Initiating Reform in Mathematics Classrooms: Mathematical Empowerment of Teachers & Students Anjum Halai, Aga Khan University Institute for Educational Development, Karachi, Pakistan. [email protected] English
Learning mathematics as developing a discourse – outlining a commognitive perspective on thinkingAnna SfardEnglish
Mathematical education in the school of information age. Challenges for the contentA.L. Semenov. RussiaEnglish
Mathematical Literacy in South Africa – an opportunity for shifting learner identities in relation to MathematicsMellony Graven, University of the Witwatersrand, South Africa English
Mathematical terminology in teaching and learning mathematics in African languagesMercy Kazima, University of Malawi. [email protected] English
Mathematics education in Finnish comprehensive school: Characteristics contributing to student successPekka Kupari, Institute for Educational Research, University of Jyväskylä, Finland. [email protected] English
Mathematics education in multicultural and multilingual environments. Report of Survey Team 5Team chairs: Alan Bishop (Australia) - [email protected] ----- Team members: Marta Civil (USA) - [email protected], Mamokgethi Setati (South Africa) - [email protected], Nuria Gorgorió (Spain) - [email protected], Maria do Carmo Santos Domite (Brazil) - [email protected] English
One in-service teacher education programme in mathematics: rewards and challengesMaria de Lurdes Serrazina, Escola Superior de Educação de Lisboa, PortugalEnglish
Professional development of teacher educators, the ELWIeR initiativeJan van Maanen (Freudenthal Institute, Utrecht, NL)English
Progress of Qingpu Experiment in 21 Century: An empirical study on main factors analysis of mathematical ability objectsProf GU Lingyuan, Shanghai Academy of Educational Sciences, [email protected]. Dr YANG Yudong, Shanghai Academy of Educational Sciences, [email protected]. Mr YANG Jianzhong, Qingpu Experiment Research Institute of Shanghai, [email protected]. English
Research on Developing Statistical Reasoning: Reflections, Lessons Learned, and ChallengesDani Ben-Zvi, University of HaifaEnglish
Retaining the heritage – preparing the future. Fundamental ideas of mathematics.Fritz Schweiger (University of Salzburg)English
Semantic perspective in mathematics education. A model theoretic point of viewViviane DURAND-GUERRIER, Université de Lyon, Université Lyon 1, IUFM de Lyon & LEPS, équipe LIRDHIST, Université Grenoble 1, ERTé Maths à modeler. FranceEnglish
Societal challenges to mathematics education in different countries. Report on Survey Team 6Team chair: Joan Ferrini-Mundy (USA) - [email protected] ----- Team members: Masami Isoda (Japan) - [email protected], Zbigniew Marciniak (Poland) - [email protected], Parvin Sinclair (India) - [email protected], Werner Blum (Germany) - [email protected] English
Sociocultural Perspectives on the Learning and Development of Mathematics Teachers and Teacher-Educator-ResearchersMerrilyn Goos, The University of Queensland, Australia English
Student and teacher reasoning on rational numbers, multiplicative structures, and related topicsJere Confrey, Joseph D. Moore Distinguished Professor of Mathematics Education, Department of Mathematics, Science, and Technology Education and The Friday Institute for Educational Innovation, College of Education, North Carolina State University. USA. English
Supporting Mentors in Learning with School-University PartnershipPi-Jen Lin, Mathematics Education Study Center, National Hsinchu University of Education. English
Teaching mathematics to Inuit children in Nunavik: taking into account the environment, the culture and the language.Louise Poirier, Université de Montréal, CanadaEnglish
The Beauty of Teaching Mathematics: A Case of Problem SolvingOleksiy Yevdokimov, University of Southern Queensland, Australia English
The Challenges for School Mathematics in JapanShizumi Shimizu, Graduate School of Comprehensive Human Sciences, University of Tsukuba, JapanEnglish
The Concept of IdentityMargaret Walshaw, [email protected]English
The First IEA Study of Mathematics Teacher Education [TEDS-M 2008]: An International Comparative Study in ProgressMaria Teresa Tatto, John Schwille, and Sharon Senk of Michigan State University; and Lawrence Ingvarson, Ray Peck, and Glenn Rowley of the Australian Council for Educational ResearchEnglish
The impact of the beliefs of a mathematics’ teacher on the their students’ beliefs: a qualitative researchEdison De Faria Campos, Universidad de Costa Rica, Costa Rica. [email protected], Web Site: http://www.cimm.ucr.ac.cr/edefaria English
The Loss of IntuitionEduardo Mancera Martínez, Universidad Veracruzana, Mexico. [email protected]English
The Notions and roles of Theory in Mathematics Education Research. Report of Survey Team 7Authors: Survey Team 7 : Teresa Assude (chair) (France), other members: Paolo Boero (Italy), Patricio Herbst (USA), Stephen Lerman (UK), Luis Radford (Canada). Regular Lecture: Teresa Assude & Stephen LermanEnglish
The Preparation Gap: Teacher Education for Middle School Mathematics in Six CountriesWilliam H. Schmidt et alEnglish
The Royal Statistical Society Schools LectureSusan Starkings, London South Bank University, UK. [email protected]English
The Separation Model of Generalization: In the Case of Division with FractionsHideki IWASAKI (Hiroshima University, Japan) & Takeshi YAMAGUCHI (Hiroshima University, Japan) English
The teacher as producer of knowledge: an idea that questions the didactic fieldPatricia SadovskyEnglish
The U.S.'s National Math Panel – Recommendations, Lessons Learned, What’s here for you?Francis (Skip) Fennell, Professor of Education, McDaniel College, Westminster, MD & Past President, National Council of Teachers of Mathematics English
Understanding “hidden rules”: the challenge of becoming a competent member of a mathematics classroomEva Jablonka, Luleå University of Technology, Sweden English
Use of Mathematical Software for Teaching and LearningAjit Kumar, Department of Applied Mathematics, Institute of Chemical Technology; and S. Kumaresan, Department of Mathematics, University of Mumbai. INDIA English
Video Study of Mathematics Teaching in ChileRoberto Araya & Pablo Dartnell Programa de Investigación en Educación Universidad de Chile English
Where have all the future mathematicians gone? Or are they still around? Report of Survey Team 1Survey Team 1. --- Chair: Derek Holton (New Zealand) - [email protected] --- Team members: Ren Zizhao (China) - [email protected], Eric Muller (Canada) - [email protected], Oscar Adolfo Sánchez Valenzuela (Mexico), and Juha Oikkonen (Finland) - [email protected] English
¿Qué calidad educativa matemática pretendemos? Una propuesta de criterios para la mejora de nuestra enseñanza.José Aymerich Miralles, Universitat JAUME I de Castellón (España) Spanish