Past Plenaries and Panels – Logo Test Live

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Annual Conference Archive · Plenaries and panels

Links to recorded plenaries when available Browse past conference plenaries and panel sessions by year. Where recordings are available, the session title links directly to the video.

44 Conferences 214 Plenaries & panels Recordings linked: 8

  • Abraham Arcavi – Let’s talk history…
  • Alf Coles – Teaching in the new climatic regime: Steps to a socio-ecology of mathematics education
  • Patricio Felmer – Implementation of collaborative problem solving: Experiences in Chile
  • Paola Valero – Mathematical subjectivation: Death sentence or chances for a terrestrial life?
  • Plenary Panel: Rina Zazkis – Pat Herbst, Gabriele Kaiser, Despina Potari, David Wagner – A manuscript’s relationship to global sustainability should be a criterion in determining its acceptance for a mathematics education journal.

  • David Wagner – Gatekeeping in mathematics education
  • Michal Tabach – Competencies for teaching mathematics in the digital era: Are we ready to characterize them?
  • Berinderjeet Kaur – The enacted school mathematics curriculum – Mastery learning in Singapore secondary schools
  • Roberto Araya – What mathematical thinking skills will our citizens need in 20 more years to function effectively in a SuperSmart society?
  • Plenary Panel: Keith Jones, Hamsa Venkat, Anna Baccaglini-Frank, Lew Hee-Chan, Oi-Lam Ng – The 4th industrial revolution will transform / disrupt the teaching and learning of mathematics

  • Marcelo Borba – Future of mathematics education post-Covid-19: Digital technology, critical education and epistemology

  • Sizwe Mabizela – Mathematics and mathematicsal literacy: Gains and losses
  • Núria 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

  • 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?

  • 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?

  • 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?

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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?

  • 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.

  • 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

  • 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

  • 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

  • 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?

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

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

  • 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

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