Invited Lecturer | Presentation | Country |
Lawan Abdulhamid | Responsive Mathematics Teaching: Attending to Challenges of its Implementation in Resource Constraint Contexts | South Africa |
Danielle Amour | Co-constructing First Nations perspectives and Knowledges for STEM | Australia |
Anna Baccaglini-Frank | Enabling mathematics discourse of struggling students: How far can “exploratory” activities go? | Italy |
Sarah Bansilal | Exploring the relationship between South African preservice teachers’ experience, confidence and proficiency in geometry | South Africa |
Lisa Lunney Borden | Un-settling conversations on mathematics education: Enacting equity as process | Canada |
Arindam Bose | Out of school knowledge of modes of quantification and implications for school learning | India |
Sylvia Celedon-Pattichis | Leveraging Bilingualism to Broaden Participation of Latinx Students in Mathematics and Computing
| United States |
Man Ching Esther Chan | Are learning analytics and AI compatible with classroom research? Transcending the methodology wars | Australia |
Narumon Changsri | The Impact of Open Class on Teachers’ Perceived Beliefs and Practices | Thailand |
Maud Chanudet | Teaching practices in problem solving. Collaborative research to study the processes of devolution and institutionalization. | Switzerland |
Theodore Chao | Building Community Around Mathematics Storytelling | United States |
Daniel Chazan | Illustrating the importance of designing infrastructures for mathematics teaching and mathematics teacher education | United States |
Aurélie Chesnais | Language and conceptual development in mathematics learning and teaching | France |
Ban Heng Choy | Productive teacher noticing: The key to unlocking responsive teaching in mathematics classrooms. | Singapore |
Edward Doolittle | Mathematics as a Spiritual Being | Canada |
Michiel Doorman | Meaningful, relevant and inclusive mathematics education | Netherlands |
Donna Fernandez | Alliance of Indigenous Math Circles Strengthening Identity | United States |
Vince Geiger | The Role of Mathematics Education in Responding to Disruptive Times | Australia |
Pedro Gómez | Building community in Mathematics Education | Colombia |
Katalin Gosztonyi | Series and networks of problems in the teaching of discrete mathematics | Hungary |
Yufeng Guo | What connections should elementary mathematics establish? Perspective on link elementary mathematics and advanced mathematics | China |
Anahí Huencho | Humanizing mathematics education through the video ethnography of indigenous cultural practices. | Chile |
Jodie Hunter | Developing equity in mathematics education by recognising and building on the strengths and resources of diverse communities | New Zealand |
Naomi Ingram | Growing relationships with mathematics to navigate confusion and challenge | New Zealand |
Ladislav Kvasz | Cognitive principles of genetic constructivism | Czech Republic |
Woong Lim | The Emergence of AI Mathematics in K-12 Education: Insights from South Korea | Korea |
Bożena Maj-Tatsis | Perspectives on young students’ mathematical reasoning | Poland |
Uldarico Malaspina | Phases and strategies on mathematical problem posing. Interrelations with inquiry and mathematical modeling in teacher training didactical experiences | Peru |
James A. Mendoza Álvarez | Insights on Including Tasks Linked to Teaching Secondary Mathematics in Undergraduate Mathematics Courses | United States |
Siun nic Mhuiri | Dialogic mathematics teaching: Exploring purpose | Ireland |
Roger Miarka | Amidst wars, resource scarcity, and a rapidly accelerating and globalizing technology: Ethnomathematics, its 40th anniversary, and the search for an agenda responsive to contemporary challenges | Brazil |
Mikio Miyazaki | How can you expand your research within and beyond mathematics education? | Japan |
Verónica Molfino | CONNECTIONS BETWEEN LEARNING HIGHER MATHEMATICS AND TEACHING MIDDLE SCHOOL MATHEMATICS: A POSSIBLE PATH | Uruguay |
Samantha Morrison | Exploring the development of South African learners’ number sense using base ten thinking | South Africa |
Tracey Muir | Making mathematical thinking visible in primary classrooms: Moving beyond tasks, talk, and turn-taking | Australia |
Oi-Lam Ng | From programming-rich to AI-literate and data-science-enhanced mathematics education | Hong Kong |
Keiichi Nishimura | Mathematical Science Education to Develop Citizens Capable of Participating in Democratic Activities | Japan |
Samet Okumus | Middle school students’ reasoning about the volume of three-dimensional objects | Turkey |
Jeongsuk Pang | Successes and Challenges of Improving Mathematics Instruction by Using Five Practices for Orchestrating Productive Mathematics Discussions | Korea |
Ioannis Papadopoulos | Students’ use of “mental” and “unconventional” brackets across educational levels: An oddity or a reliable option? | Greece |
Hugo Parra | Is research in Teacher Training addressing mathematical educational problems in vulnerable populations? | Venezuela |
Alon Pinto | Rethinking the disconnect between school mathematics and university mathematics | Israel |
Anita Rampal | Disruptive Imaginaries of Transnational Mathematics Education: Centering People and the Planet | India |
Benjamin Rott | Research on mathematical problem solving – Quo Vadis? | Germany |
Ángel Ruiz | “An offer that cannot be refused” (The Godfather) opened a decade of Mathematical Reform | Costa Rica |
James Russo | Deepening our understanding of how primary school teachers use games to support mathematics instruction | Australia |
Luz Manuel Santos Trigo | Revisiting and extending mathematical problem-solving foundations through the systematic and coordinated use of digital technologies | Mexico |
Annie Savard | Teaching Financial Numeracy in Mathematics Classrooms: Beyond Adding Money | Canada |
Carly Sawatzki | Making mathematics the centrepiece of a modern financial education | Australia |
Sara Scaglia | REFLEXIVE DISCUSSIONS ON DEMOCRACY IN THE MATH CLASSROOM | Argentina |
Nathalie Sinclair | Time and Mathematics Education | Canada |
Alejandra Sorto | Constructing the Observables, Claiming the Unobservable: The Challenges of Analytic Tools in Mathematics and Statistics Education Research | United States |
Hassane Squalli | Algebraic Thinking: Research and Curricular Perspectives | Canada |
Guangming Wang | Chinese Experience on the Study of Intelligent Measurement of Mathematics Learning Quality of Primary and Secondary School Students | China |
Ting Ying Wang | Secondary mathematics teachers’ professional noticing: A cross-cultural perspective | Chinese Taipei |
Keith Weber | Diagrams, justification, and proof | United States |
Stefan Zehetmeier | Researching the impact of mathematics teacher professional development programmes | Austria |