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)

Jonei Cerqueira BARBOSA   (Brazil)

Richard BARWELL (Canada)

Robert Q. BERRY III (USA)

Kim BESWICK (Australia)

Jill BROWN (Australia)

Yiming CAO (China)

Cheng Meng CHEW (Malaysia)

Anna CHRONAKI (Greece)

Alison CLARK-WILSON (UK)

Sandra CRESPO (USA)

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)

Edyta NOWIŃSKA   (Poland)

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)

Natalia SOPRUNOVA (Russia)

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

1 IL_Dor ABRAHAMSON.pdf


2. Openness of Problem Solving in the 21st Century: Mathematical Or Social?  

2 IL_Baba T.pdf


3. The Transition from Mathematical Argumentation to Mathematical Proof, A Learning and Teaching Challenge.

3 IL_Balacheff.pdf


5.Why Language Diversity Matters in Mathematics Education

5 IL_Barwell.pdf


7. Catalyzing Change: Initiating Critical Conversations in Mathematics Teaching and Learning

7 IL_Robert Berry_.pdf


8. Affect and Mathematics Teaching.

8 IL_Kim BESWICK.pdf


9.Challenging Tasks: Real-World, Digital Technologies, Affordances – Opportunities For Learning

9 IL_Jill BROWN.pdf


10. Chinese Mathematics Curriculum Reform For Compulsory Education in the 21st Century

10 IL_Yiming CAO.pdf


11.Online Cognitive Diagnostic Assessment with Ordered Multiple-Choice Items for Year Four Topic of Time

11 IL_CHEW CHENG MENG.pdf


13. (Re)Assessing Mathematics: Retaining the Integrity of Mathematics As A Human Activity in the Digital Age

13 IL_Alison_CLARK_WILSON.pdf


15. The Construct of Attitude in the Field of Mathematics Education: Relevance, Complexity and Further Directions of Research

15 IL_ Di Martino.pdf


16. Beyond Procedural Skills: Affordances of Typical Problems for the Teaching of Mathematics

16 IL_Jaguthsing DINDYAL.pdf


17. Carnegie Math Pathways: Using Networked Improvement to Reform College Mathematics

17 IL_Ann Edwards.pdf


18. Textbook Transformation as a form of Textbook Development: Approaches, Issues and Challenges from a Social and Cultural Perspective

18 IL_Lianguo Fan.pdf


19.The Role of Learning Trajectory in Teaching Mathematics Using Realistic Mathematics Education (Rme) Approach.

19 IL_Fauzan.pdf


20. Promoting Active Learning Via Problem Solving for Teachers and Students

20 IL_Patricio FELMER.pdf


21. Experimentations in Mathematics Education with Art and Visuality

21 IL_Claudia FLORES.pdf


23. Recognizing the Invisibilized Relational Labor of Black Learners in the U.S.: Conceptualizing Racialized and Gendered Work of Mathematics Learning

23 IL_Maisie GHOLSON.pdf


24. Students' Learning Pathways in Structured Problem Solving As A Context For Productive Discussion in Mathematics Professional Development

24 IL_Keiko HINO.pdf


25. Chinese Lesson Study in Mathematics: A Local Practice Or A Global Innovation?

25 IL_Rongjin  HUANG.pdf


26. Developing Mathematical Practices within Communities of Mathematical Inquiry

26 IL_Roberta Hunter.pdf


27. Examining Interchangeability of Three Mathematics Tests in the College Entrance Examinations in China

27 IL Chunlian JIANG.pdf


28. The Ladder and Slide Framework For Visualizing the Integration of Technology By Mathematics Teachers in Their Classes

28 IL_Kasti.H.pdf


29. What Can History Do for the Teaching of Mathematical Modelling in Scientific Contexts: Why and How?

29 IL_Tinne Hoff KJELDSEN.pdf


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.

33 IL_LEE Ngan Hoe.pdf


35. A Study on the Characteristics of Teacher-Student Interaction in Mathematics Classroom of Chinese Senior High Schools in the Information Technology Environment

35 IL_Li Zhongru.pdf


36. Fostering Student Agency in Learning Mathematics: Perspectives from Expert Teachers in Shanghai

36 IL_JunLI.pdf


37. Using Virtual Manipulatives and Explicit Instruction to Teach Mathematical Concepts to Students with Autism Spectrum Disorders

37 IL_Di LIU.pdf


38. Are You Really Teaching Mathematics? What Education Can Learn from History

38 IL_Liu PH.pdf


39. Effects of Instructional Videos on Students Learning.

39 IL_Rachel Lui.pdf


41. On the Notion of Mathematical Competence

41 IL_Mirko Maracci.pdf


42. The Power of Mathematical Tasks for Teacher Training

42 IL_SALOME MARTINEZ.pdf


43. Mathematical Instruction and Textbook Use in Post-Secondary and Tertiary Contexts: A Discussion of Methods

43 IL_Vilma Mesa.pdf


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.

45 IL_Judit MOSCHKOVICH.pdf


46. Trends, Emphases, and Potential Shifts in Research on Discussion in Mathematics Teaching

46 IL_Mosvold.pdf


47. Information Technology in Teaching Mathematics At High Schools in Vietnam

47 IL_Chi Thanh NGUYEN.pdf


49. Further Questions About the Language As Resource Approach to Multilingual Mathematics Learning

49 IL _NPlanas.pdf


50. Enhancing Language As A Catalyst For Developing Robust Understanding – A Topic-Specific Research Approach

50 IL_Prediger.pdf


51. Investigating Mental Mathematics' Solving Processes: The Development of A Research Program

51 IL_Jerome PROULX.pdf


52. Digital Technologies, Cultures and Mathematics Education

52 IL_Ana SACRISTAN.pdf


53. Professional Development of Mathematics Teachers: Perspectives and Experience from East Africa

53 IL_Veronica SARUNGI.pdf


54. Influence of University-Based Learning Opportunities on the Professional Development of Future Mathematics Teachers.

54 IL_Björn SCHWARZ.pdf


55. Advances in Argumentation and Mathematics Education

55 IL_Baruch B. Schwarz.pdf


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


58. Mathematics: Code For Interdisciplinary Dialogues.

58 IL_HyunyongSHIN.pdf


59. Culture and Mathematics or Mathematics in the Service of a Universal Civilization

59 IL_Moustapha SOKHNA.pdf


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

62 IL_Strutchens.pdf


63. Mathematics For Human Flourishing

63 IL_Francis SU.pdf


64. Language in Mathematics Education: Issues and Challenges.

64 IL_Konstantinos TATSIS.pdf


65. What Matters for Effective Mathematics Educator: Preservice or In-Service Training?

IL_Alphonse Uworwabayeho.pdf


66. Capacity Building While Scaling Up: A Model For Rollout of Mental Mathematics Teaching in South Africa

66 IL_Hamsa VENKAT.pdf


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.

68 IL_Monica VILLARREAL.pdf


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

70 IL_Xinrong YANG.pdf


71. Learning Analytics to Support Student in the Context of Mathematical Inquiry

71 IL_Yerushalmy michal.pdf


72. Freudenthal Ideas Continues in Indonesia: From ICMI 1994 to ICME-14 in Shanghai

72 IL_Zulkardi.pdf