2019 Pretoria (PME43)

- Sizwe Mabizela – Mathematics and mathematicsal literacy: Gains and losses
- Murias Planas – Transition zones in mathematics education research for the development of language as a resource
- Ravi Subramaniam – Representational coherence in instruction as a means of enhancing students’ access to mathematics
- Peter Liljedahl – Institutional norms: The assumed, the actual, and the possible
- Plenary Panel: Judit Moschkovich – Mercy Kazima, Robyn Jorgensen, Yeping Li, Hee-jeong Kim – What is proven to work (according to international comparative studies) in successful countries should be implemented in other countries

2018 Umeå (PME42)

- Mogens Niss – The very multi-faceted nature of mathematics education research
- Nathalie Sinclair – An aesthetic turn in mathematics education
- Kim Beswick – Systems perspectives on mathematics teachers’ beliefs: Illustrations from beliefs about students
- Markku Hannula – From anxiety to engagement: History and future of research on mathematics-related affect
- Plenary Panel: Márcia Pinto – Francesca Morselli, Wee Tiong Seah, Wim Van Dooren, Qiaoping Zhang – Chicken-egg cycles: What needs to come first, high performance or positive affective variables regarding mathematics?

2017 Singapore (PME41)

- Olive Chapman – Mathematics teachers’ perspective of turning points in their teaching
- David Clarke – Using cross-cultural comparison to interrogate the logic of classroom research in mathematics education
- Jarmila Novotná – Problem solving through heuristic strategies as a way to make all pupils engage
- Y C Tay – Mathematical thinking in computing
- Plenary Panel: Ruhama Even – Mike Askew, Roberta Hunter, Leong Yew Hoong, Guri A. Nortvedt – Should research inform practice?

2016 Szeged, Hungary (PME40)

- Roza Leikin – Interplay between creativity and expertise in teaching and learning of mathematics
- Alan Schoenfeld – Solving the problem of powerful instruction
- Masataka Koyama – Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics
- Barbara Jaworski – How to solve it: with a focus on problems in mathematics teaching
- Plenary Panel: Helen Chick – Miriam Amit, Szilard Andras, Markku Hannula, Berinderjeet Kaur – Is problem solving teachable?

2015 Hobart, Tasmania (PME39)

- Lynn English – STEM: Challenges and opportunities for mathematics education
- Oh Nam Kwon – How to teach without teaching: An inquiry-oriented approach in tertiary education
- Johan Lithner – Learning mathematics by imitative and creative reasoning
- Martin Simon – Learning through activity: Analyzing and promoting mathematics conceptual learning
- Plenary Panel: Helen Forgasz – Gilah Leder, Kai-Lin Yang, Jinfa Cai, David Reid – Grouping students by attainment is essential for their learning of mathematics

2014 Vancouver, Canada (PME38)

- George Hart – Informal education that teaches “Math is Cool!”
- Orit Zaslavsky – Thinking with and through examples
- Gabriele Kaiser – Professional knowledge of (prospective) mathematics teachers – its structure and development
- Luis Radford – On teachers and students: an ethical cultural-historical perspective
- Plenary Panel: Mamokgethi Setati Phakeng, David Wagner, Paola Valero, Margaret Walshaw, Anjum Halai – The calculus of social change – mathematics at the cutting edge

2013 Kiel, Germany (PME37)

- Kristina Reiss – You can’t teach an old dog new tricks? Developing mathematical competence over the life span.
- Doug Clarke – Understanding, assessing and developing children’s mathematical thinking: Task-based interviews as powerful tools for teacher professional learning
- Iddo Gal – Mathematical skills beyond the school years: A view from adult skills surveys and adult learning
- João Filipe Matos – Trends and opportunities for research methodologies within the PME community
- Plenary Panel: Peter Liljedahl, Marcelo Borba, Andualem Tamiru Gebremichael, Heidi Krzywacki, Gaye Williams – Education of Young Mathematics Education Researchers

2012 Taipei, Taiwan (PME36)

- Wann-Sheng Horng – Narrative, Discourse and Mathematics Education: An Historian’s Perspective
- Maria Alessandra Mariotti – ICTs as Opportunities for Teaching-learning in a Mathematics Classroom: The Semiotic Potential of Artefacts
- Merrilyn Goos – Creating Opportunities to Learn in Mathematics Education: A Sociocultural Journey
- Marta Civil – Opportunities to Learn in Mathematics Education: Insights from Research with “Non-dominant” Communities
- Plenary Panel: Lulu Healy, Richard Barwell, Karin Brodie, K. Subramaniam, Jean-Baptiste Lagrange – Opportunities to Learn in Mathematics Education

2011 Ankara, Turkey (PME35)

- Janet Ainley – Developing Purposeful Mathematical Thinking: A Curious Tale of Apple Trees
- Ali Doğanaksoy – Morals of an Anecdote as Starting Point of a Lecture in Mathematics
- Brian Doig – Children’s Informal Reasoning: Concerns and Contradictions
- Konrad Krainer – Teachers as Stakeholders in Mathematics Education Research
- Plenary Panel: Gabriele Kaiser, Uri Leron, Frederick K.S. Leung, Carolyn Maher – Supporting the Development of Mathematical Thinking

2010 Belo Horizonte, Brazil (PME34)

- Ubiratan d’Ambrosio – From EA, through Pythagoras, to Avatar: Different settings for mathematics
- Brent Davis – Concept studies: Designing settings for teachers’ disciplinary knowledge
- Fou-Lai Lin – Mathematical tasks designing for different learning settings
- João Filipe Matos – Towards a learning framework in mathematics: Taking participation and as key concept
- Anne Watson – Locating the spine of mathematics teaching
- Plenary Panel: Jeff Evans, Silvia Alatorre, Henk van der Kooij, Despina Potari, Andrew Noyes – Mathematics in different settings

2009 Thessaloniki, Greece (PME33)

- Andreas Demetriou – The architecture and development of mathematical thought
- Paul Ernest – What is first philosophy in mathematics educaion?
- Shlomo Vinner (reactor to P. Ernst’s plenary) – Mathematics education and values
- Candia Morgan – Understanding practices in mathematics education: structure and text
- Rudolf Sträßer – Instruments for learning and teaching mathematics – an attempt to theorize about the role of textbooks, computers and other artefacts to teach and learn mathematics
- Plenary Panel: David Clarke, Deborah Loewenberg Ball, João Pedro da Ponte, Minoru Ohtani, Barbara Jaworski – Theoretical perspectives in mathematics teachers’ education

2008 Morelia, Mexico (PME32 & PME NA XXX)

- Jens Høyrup – The tortuous ways toward a new understanding of algebra in the Italian Abbacus school (14th–16th centuries)
- Aurora Gallardo – Historical epistemological analysis in mathematical education: Negative numbers and the nothingness
- Patrick W. Thompson – Conceptual analysis of mathematical ideas: Some spadework at the foundation of mathematics education
- Ruhama Even – Offering mathematics to learners in different classes of the same teacher
- Plenary Panel: Kathleen Hart, Michèle Artigue, Marj Horne – PME history: Cognitive theories and school practices

2007 Seoul, Korea (PME31)

- Chris Breen – On humanistic mathematics education: A personal coming of age?
- Michael Otte – Certainty, explanation and creativity in mathematics.
- Anna Sierpinska – I need the teacher to tell me if I am right or wrong.
- Jeong-Ho Woo – School mathematics and cultivation of min
- Plenary Panel: Koeno Gravemeijer, Cristina Frade, Willi Dörfler, Martin A.Simon, Masataka Koyama – School mathematics for humanity education

2006 Prague, Czech Republic (PME30)

- Guy Brousseau – Mathematics, didactical engineering and observation.
- Norma Presmeg – A semiotic view of the role of imagery and inscriptions in mathematics teaching and learning.
- Pessia Tsamir & Dina Tirosh – PME 1 to 30: Summing up and looking ahead: A personal perspective on infinite sets.
- Stanislav Stech – School mathematics as a developmental activity
- Plenary Panel: Romulo Lins, Zahra Gooya, Susie Groves, Konrad Krainer – Mathematics in the centre

2005 Melbourne, Australia (PME29)

- Fou-Lai Lin – Modeling student’s learning on mathematical proof and refutation
- Kaye Stacey – Traveling the road to expertise: A longitudinal study of learning
- Anna Sfard & Anna Prusak – Identity that makes a difference: Substantial learning as closing the gap between actual and designated identities
- Peter Reimann – Co-constructing artifacts and knowledge in net based teams: Implications for the design of collaborative learning environments
- Plenary Panel: Graham Jones, Julian Williams, Yoshinori Shimizu, Michael Neubrand, Carolyn Kieran – What do studies like PISA mean to the mathematics education community?

2004 Bergen, Norway (PME28)

- Kirsti Klette, respondent Inger Wistedt – Classroom business same as usual? (What) do researches and policy makers learn from classroom studies?
- Barbara Jaworski, respondent Chris Breen – Grappling with complexity: Co-learning in inquiry communities in mathematics teaching development
- Arthur B. Powell, respondent Paola Valero – The diversity backlash and the mathematical agency of students of color
- Rina Hershkowitz – From diversity to inclusion and back: A lens on learning
- Plenary Panel: Peter Gates, Marit Johnsen-Hoines, Madalena Pinto Santos, Renuka Vithal – “Suffer Little Children” Tensions, conflicts and opportunities in working for inclusion and diversity in mathematics education.

2003 Honolulu, Hawai’i (PME27)

- Jo Boaler – Creating useful knowledge for teaching: Lessons learned from studies of student learning
- Barbara Dougherty & Joseph Zilliox – Voyaging from theory to practice in teaching and learning
- Toshiakira Fujii – Probing students’ understanding of variables through cognitive conflict: Is the concept of a variable so difficult for students to understand?
- Nicolina Antonia Malara – The dialectics between theory and practice: Theoretical issues and classroom episodes.
- Nainoa Thompson – Navigating between theory and practice
- Plenary Panel: Jarmila Novotná, Agatha Lebethe, Gershon Rosen, Vicki Zack – Teachers who navigate between research and their practice

2002 Norwich, United Kingdom (PME26)

- Margaret Brown – Researching primary numeracy
- Herbert P. Ginsburg – Little children, big mathematics: Doing, learning and teaching in the preschool
- Carolyn Maher – How students structure their own investigations and educate us: What we’ve learned from a fourteen year study
- Richard Noss – Mathematical epistemologies at work
- Lieven Verschaffel -Taking the modeling approach to word problems seriously: promises and pitfalls
- Plenary Panel: João Filipe Matos, Suzie Groves, Joop van Dormolen, Rosetta Zan – Learning from learners

2001 Utrecht, The Netherlands (PME 25)

- Gilah Leder – Pathways in mathematics towards equity: A 25 year journey
- Jan De Lange – The P in PME: progres and problems in mathematics education
- Martin Hughes – Linking home and school mathematics
- Paulo Abrantes – Revisiting goals and the nature of mathematics for all in the context of a national curriculum
- Erna Yackel – Explanation, justification and argumentation in mathematics classrooms
- Plenary Panel: Catherine Sackur, Alan Bell, Andrea Peter-Koop, Fred Goffree, Jorge Tarcisio Da Roca-Falcão – 25 years of PME: Past and future challenges

2000 Hiroshima, Japan (PME 24)

- Rafael Núñez – Mathematical Idea Analysis: What Embodied Cognitive Science Can Say About the Human Nature of Mathematics
- Raymond Duval – Basic issues for research in mathematical learning
- Ferdinando Arzarello – Inside and outside: Spaces, times and language in proof production
- Nobuhiko Nohda – Mathematical teaching and learning by ‘Open approach method’
- Plenary Panel: Peter Sullivan, Paolo Boero, Margaret Brown, Fou-Lai Lin – Teaching and learning in school mathematics: What has research told us about mathematics teaching and learning?

1999 Haifa, Israel (PME 23)

- Kenneth Ruthven – Constructing a calculator-aware number curriculum: The challenges of systematic design and systemic reform
- Rina Hershkowitz – Where in shared knowledge is the individual knowledge hidden?
- Heinz Steinbring – Reconstructing the mathematical in social discourse – aspects of an epistemology-based interaction research
- David Chillag – Mathematics education from mathematicians’ perspectives
- Geoffrey Saxe – Professional development, classroom practices, and students’ mathematics learning: A cultural perspective
- Plenary Panel: Anna Sfard, P. Nesher, Stephen Lerman, E. Forman – Doing research in time of paradigm wars

1998 Stellenbosch, South Africa (PME 22)

- Stephen Lerman – A moment in the zoom of a lens: Towards a discursive psychology of mathematics teaching and learning
- Paul Cobb – Analyzing the mathematical learning of the classroom community: The case of statistical data analysis
- Cyril Juilie – The production of artefacts as goal for school mathematics?
- Jill Adler – Resources as a verb: recontextualising resources in and for school mathematics
- Michael Apple – Markets and standards: The politics of education in a conservative age
- Plenary Panel: Chris Breen, Barbara Jaworski, Konrad Krainer, Lena Licón Khisty – Diversity and change in mathematics teacher education

1997 Lahti, Finland (PME 21)

- Sari Levänen – Neuromagnetic approach in cognitive neuroscience
- Judith Anne Mousley & Peter Sullivan – Dilemmas in the professional education of mathematics teachers
- Ole Björkqvist – Some psychological issues in the assessment of mathematical performance
- Shlomo Vinner – From intuition to inhibition – mathematics, education and other endangered species
- Andrea A. Di Sessa – Open toolsets: New ends and new means in learning mathematics and science with computers
- Plenary Panel: Kathryn Crawford, Jaine Ainley, N. Balacheff, Jim Kaput – Cognition, technology and change

1996 Valencia, Spain (PME 20)

- David Pimm – Modern Times: The symbolic surfaces of language, mathematics and art
- Gila Hanna – The On-going Value of Proof
- Angel Gutiérrez – Visualization in 3-Dimensional Geometry: In search of a framework
- Plenary Panel: Teresina Nunes, Colette Laborde, Terasina Nunes, Luis Puig – Language in mathematics education

1995 Recife, Brazil (PME 19)

- Jere Confrey – Student Voice in Examining ‘Splitting’ as an Approach to ratio, Proportions and Fractions
- David O. Tall – Cognitive Growth in Elementary and Advanced Mathematical Thinking
- Analúcia Dias Schliemann – Some Concerns about Bringing Everyday Mathematics to Mathematics Education
- Vera John-Steiner – Spontaneous and Scientific Conceptions in Mathematics: A Vygotskian Approach
- Plenary Panel: Ricardo Nemirovsky, Maria Bartolino Bussi, Luciano Meira, Gérard Vergnaud – Analyses of video extract

1994 Lisbon, Portugal (PME 18)

- Niels Jahnke – The historical dimension of mathematics understanding – Objectifying the subjective
- Carolyn Kieran – A functional approach to the introduction of algebra: some Pros and Cons
- João Pedro Da Ponte – Mathematics Teachers’ Professional Knowledge
- John Mason – Researching from the Inside in Mathematics Education: Locating an I-you relationship
- Plenary Panel: Paul Ernest, Lucia Grugnetti, Teresa Rojano, Anna Sfard, Eduardo Veloso – History of mathematics

1993 Tsukuba, Japan (PME 17)

- Edward A. Silver – On Mathematical Problem Posing
- Gilah Leder – Reconciling affective and cognitive aspects of mathematics learning: reality or a pious hope
- Ichei Hirabayashi – Practical requirements to psychological research in mathematics education
- Kathleen Hart – Confidence in Success
- Plenary Panel: Fou Lai Lin, C. Comiti, N. Nohda, T. Schroeder, Dina Tirosh – How to link affective and cognitive aspects

1992 Durham, USA (PME 16)

- Michèle Artigue – The importance and limits of epistemological work in didactics
- Celia Hoyles – Illuminations and Reflections – Teachers, methodologies and mathematics
- Gerald A. Goldin – On developing a unified model for the psychology of mathematical learning and problem solving
- Gontran J. Ervynck – Mathematics as a Foreign Language
- Plenary Panel: Tommy Dreyfus, K. Clements, John Mason, B. Parzysz, Norma Presmeg – Visualization and imagistic thinking

1991 Assisi, Italy (PME 15)

- Mariolina Bartolini Bussi – Social Interaction and Mathematical Knowledge
- Willibald Dörfler – Meaning: image schemata protocols
- Tommy P. Dreyfus – On the status of visual reasoning in mathematics and mathematics education
- Tatiana Gabay – The activity theory of learning and mathematics education in the USSR

1990 Oaxtepex, Mexico (PME 14)

- Nicolas Balacheff – Beyond a psychological approach of the psychology of mathematics education
- Eugenio Filloy – Yague PME Algebra research: A working perspective
- Robert B. Davis – The knowledge of cats: Epistemological foundations of mathematics education
- Plenary Symposium: Alan Bishop – Responsibilities of the PME research community

1989 Paris, France (PME 13)

- Jean Dhombres – L’atelier obscur – transformations accélérées de l’education scientifique pendant la Révolution Française
- Thomas Carpenter & Elizabeth Fennema – Building on the knowledge of students and teachers
- Paolo Boero – Mathematical Literacy for all: experiences and problems
- Colette Laborde – Hardiesse et raison des recherches Française en didactiques des mathématiques

1988 Veszprem, Hungary (PME 12)

- Terezinha Nunes – Street Mathematics and School Mathematics
- Gustav Habermann & Sándor Klein – A look at the affective side of mathematics learning in Hungarian Secondary Schools
- Leen Streefland – Reconstructive Learning
- Pearla Nesher – Beyond Constructivism: Learning mathematics at school

1987 Montreal, Canada (PME 11)

- David Wheeler – The world of mathematics: Dream, myth or reality?
- Gérard Vergnaud – About Constructivism
- Hermine Sinclair – Constructivism and the Psychology of Mathematics
- Jeremy Kilpatrick – What Constructivism might be in Mathematics Education
- Plenary Panel: Nicolas Herscovics, David Wheeler, Gérard Vergnaud, Hermine Sinclair, Jeremy Kilpatrick – Constructivism

1986 London, United Kingdom (PME 10)

- Seymour Papert – Beyond the Cognitive: the Other Face of Mathematics
- Christine Keitel – Cultural Perspectives and Presuppositions in Psychology of Mathematics Education
- Xue-Shi Bian – Pupils’ Experience of Learning Mathematics
- Kevin Francis Collis – Learning Intellectual Skills and School Mathematics: A Psychological Viewpoint
- Michael Stubbs – Language Meaning and Logic: a case study of some children’s langauge

1985 Noordwijkerhout, The Netherlands (PME 9)

- Alan Bishop -The Social Psychology of Mathematics Education
- Hassler Whitney – Taking Responsibility in School Mathematics Education
- Fred Goffree & Adri Treffers -Rational Analysis of Realistic Mathematics Education – the Wiskobas Program
- Richard Lesh – Conceptual Analysis of Mathematical Ideas and Problem Solving Processes
- Claude Gaulin – The Need of Emphasizing Various Graphical Representations of 3-Dimensional Shapes and Relations
- Régine Douadi – The Interplay between Different Settings. Tool-Object Dialectic in the Extension of Mathematical Ability – Examples from Elementary School Teaching
- Frederik Van der Blij – Mathematics and the Visual Arts

1984 Sydney, Australia (PME 8)

- Graham A. Jones – Research in Mathematics Education in Australia – a brief encounter
- Gérard Vergnaud – Problem Solving and Symbolism in the Development of Mathematical Concepts
- Tadasu Kawaguchi – On some tendencies in Mathematics Education Research in Japan with special reference to psychological aspects

1983 Shoresh, Israel (PME 7)

- David Wheeler – Some problems that research in mathematics education should address
- Hans Freudenthal – Heuristics a Singular or a Plural?
- Kathleen Hart – Tell me what you are doing – Discussions with Teachers and Children
- Efraim Fischbein – Role of Implicit Models in Solving Elementary Arithmetical Problems

1982 Antwerpen, Belgium (PME 6)

- Willem Kuyk – A Neuropsychodynamical Theory of Mathematics Learning
- George Papy – The Need for an Epistemological Understanding of Mathematics.

1981 Grenoble, France (PME 5)

- Gérard Vergnaud – Quelques Orientation Théoretiques et Méthodologiques des Recherches Française en Didactique des Mathématique
- Richard R. Skemp – What is a Good Environment for the Intelligent Learning of Mathematics? Do Schools Provide it? Can they?
- Thomas Romberg – Towards a Research Consensus in some Problem Areas in the Learning and Teaching of Mathematics
- Jeremy Kilpatrick – Research on Mathematical Learning and Thinking in the United States