Research Reports — 49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026

Volume 1

• Mathematics Teachers’ Noticing of Critical Events in Condensed and Expanded Written VersionsAbad, Shira; Ayalon, Michal; Marco, Nadavpp. 3–10
• The Complexity of the Implementation of Mother Tongue-based Bilingual Education in Mathematics Classrooms: an Illustrative Case in South AfricaAdler, Jill; Hamukwaya, Shemunyenge; Essien, Anthonypp. 11–18
• The Mathematical Wellbeing and Thinking Styles of Gifted Primary School StudentsAkcakin, Veysel; Hill, Julia L.; Unlutuk Akcakin, Hanifepp. 19–26
• Pre-service Mathematics Teachers’ Scratch-supported Micro-teaching: a Two-dimensional Samr–computational Thinking AnalysisAkkoc, Haticepp. 27–34
• The E-textbook as a Platform for Instrumental Orchestration: Linking Design and Classroom EnactmentAlmahdi, Ismael; Swidan, Osamapp. 35–42
• Relationship Between Contextualization and Cognitive Demand in Geometry Tasks in Textbooks from Brazil and NorwayAmancio, Gabriel; Amaral, Rúbia; Litoldo, Beatriz; Farsani, Danyalpp. 43–50
• Turning the Preparation for a University Test into a Chance to Reflect on Mathematics LearningAndrà, Chiara; Brunetto, Domenico; Dello Iacono, Umbertopp. 51–58
• Upper Secondary Students’ Impasses During Joint Problem-solving in a “thinking Classroom”Andreassen, Fannie Skoland; Nortvedt, Guri A.; Selling, Alexander Jonas Viktorpp. 59–66
• Leveraging Heteroperception in Collaborative Embodied Design: the Case of Whole-body Enacting a Geometry DefinitionApsari, Ratih Ayu; Abrahamson, Dorpp. 67–74
• Semiotic Noticing: a Tool for ResearchersAsenova, Miglena; Del Zozzo, Agnese; Garzetti, Marziapp. 75–82
• How Vision-language Models Can Support Eye-tracking Analysis in Mathematics Education: a Methodological Study on Number Line ActivitiesAsghari, Parviz; Schindler, Maike; Schulte, Franziska; J. Lilienthal, Achimpp. 83–90
• How Do First-year Teacher Students Evaluate Visual Representations of the Commutativity of Multiplication?Assmus, Daniela; Bohlmann, Nina; Bräuning, Kerstin; Feskorn, Caren; Fritzlar, Torsten; Hahn, Heike; Reinhold, Simone; Resche, Denisepp. 91–98
• Prospective Teachers’ Meanings for Fraction Division: Developing and Applying a Measurement InterpretationAvgeri, Theodora; Bebeni, Maria; Tatsis, Konstantinos; Vamvakoussi, Xeniapp. 99–106
• When Definition Meets Procedure: the Alignment Between Students’ Definitions of Equivalence and Their Algebraic PracticeAziza, Mela; Sangwin, Chrispp. 107–114
• Discovering “whys” Behind the Change Side–change Sign Rule in AlgebraBaccaglini-Frank, Anna; Nannini, Bernardo; Poli, Federicapp. 115–122
• Designing Online Assessment to Study Conceptions of Equivalent Linear Equations in an Mlr EnvironmentBagdadi, Julia; Yerushalmy, Michalpp. 123–130
• The Role of Drawing Type for Drawing Construction and Use in Mathematical ModellingBaumann, Oliver; Schoenherr, Johanna; Gödecke, Pia; Quarder, Jascha; Schukajlow, Stanislaw; Schindler, Maikepp. 131–138
• How to Develop At-risk First Graders’ Patterning Skills: Evaluating a Support Program Beyond Accuracy Through Eye TrackingBaumanns, Lukaspp. 139–146
• Exploring Mathematics Teacher Noticing of Whole-class Discussions Across Career StagesBecker, Federica; Bruns, Juliapp. 147–154
• Assessing Mathematical Modelling Competencies with Digital PortfoliosBeckschulte, Catharina; Quarder, Jascha; Rosendahl, Annika; Schukajlow, Stanislawpp. 155–162
• A Mathematics Teacher’s Functional Approaches and Levels of Decentering While Introducing Quadratic FunctionsBelin, Mervenur; İşler-Baykal, Işıl; Karagöz Akar, Gülserenpp. 163–170
• Instrumental Genesis in Linear Algebra: a Case Study of a Student with Visual ImpairmentBernabè, Valentinapp. 171–178
• Graph Theory in Teacher Education: Investigating Student Teachers’ Motivation and Intention to Use Graph Theory in Lesson PlanningBeste, Meeri-Liisa; Girnat, Boris; Sievert, Henningpp. 179–186
• Facilitator and Participant Roles in Online Mathematics Teacher Professional DevelopmentBissell, Alistairpp. 187–194
• Preschool Teachers’ Use of Fingers in Early Number TeachingBjörklund, Camilla; Palmér, Hannapp. 195–202
• Why Some Students Struggle to Bridge Through 10Hopkins, Sarah; Bobis, Janette; Russo, James; Hubbard, Jane; Roche, Annepp. 203–210
• Coupling Representations for Sense-making of Sinusoidal Function Parameters: Constraining as a Resource?Boscolo, Alessandra; Funghi, Silvia; Casale, Matteopp. 211–218
• University-based Mathematics Teacher Educators’ Use of an Ideational Resource in Providing Lesson Observation Feedback to Pre-service TeachersBretscher, Nicola; Adler, Jillpp. 219–226
• Making Ar and Vr Shareable: Mirroring as a Coordination ArtefactBruno Franco, Beatrice; Garzetti, Marzia; Robutti, Ornellapp. 227–234
• Developing Education for Sustainable Development-mathematical Modelling Tasks in Primary Mathematics: Insights from a Case StudyBulut, Neslihan; Borromeo Ferri, Ritapp. 235–242
• Community Cultural Wealth of a Multilingual International Student in an Inquiry-based Undergraduate Mathematics CourseCalleros, Ernesto Danielpp. 243–250
• Addressivity in Gestural Communication About MathematicsCampbell, Marijke Annpp. 251–258
• Interdisciplinarity in Mathematics Education: a Dialogue at the Borders Between DisciplinesAdesso, Maria Giuseppina; Capone, Roberto; Faggiano, Eleonora; Fiore, Orianapp. 259–266
• How Pre-service Teachers Respond to Ai-generated Hallucinations in Mathematical Reasoning About E and ΠCaylan-Ergene, Busra; Ergene, Ozkan; Kontorovich, Igor’pp. 267–274
• Comparing Digital and Textbook Interventions for Equation Solving: the Effectiveness of Combining Modeling and Transformational Approaches in Grade 6Chimoni, Maria; Christou, Constantinos; Pitta-Pantazi, Demetrapp. 275–282
• Secondary Teachers’ Interpretations of Students’ Geometric Errors Linked to Spatial ReasoningCibien, Maria Chiarapp. 283–290
• Interplay Between External and Internal Factors in the Use of Genai for the Construction of Proofs: Shorts in the Essential Algebraic CycleContel, Francesco; Cusi, Annalisapp. 291–298
• Task Design Promoting a Synergic Link Between Research and Practice in Teacher EducationCusi, Annalisa; Potari, Despinapp. 299–306
• When Proofs Do(n’t) Help: the Role of Arguments in Validating Universal StatementsDamrau, Milenapp. 315–322
• Sense-making Visibility and Conceptual Specificity in Pme Proceedings from 1978 to 2025Davis, Jon Dewaynepp. 323–330
• Facilitators’ Role in Lesson Study: Adapting a Theoretical FrameworkSkott, Charlotte Krog; Ding, Liping; Sikko, Svein Arnepp. 339–346
• The Role of Same Unit Coordination in the Development of Advanced Multiplicative Reasoning Schemes: a Longitudinal StudyDing, Rui; Xue, Boyuan; Deng, Xixi; Li, Jiajiapp. 347–354
• Towards Theoretical Validation Within Cognitive Role-playing: a High School Case StudyAlbano, Giovannina; Coppola, Cristina; Donatiello, Angelapp. 355–362
• Knowledge Categories for Supporting Teacher Learning: Exploring Facilitators' FocusDreier, Marie; Seibold, Tjorven; Roesken-Winter, Bettinapp. 363–370
• Students’ Mathematical Wellbeing: Feeling Good, Functioning Well, or Both?E, Anni; Hill, Julia; Hunter, Jodiepp. 371–378
• Young Students’ Language Repertoires When Solving Probability TasksEckert, Andreas; Ebbelind, Andreaspp. 379–386
• Debugging as a Learning Process in Early Algebra: Insights from Scratch TasksEfe, Nisa; Özdemir Erdoğan, Emelpp. 387–394
• Discerning Mathematical Ideas in a Choreography: Pre-service Teachers' Interpretations of Beckett's QuadEfron, Dafna; Marco, Nadav; Palatnik, Alikpp. 395–402
• Measuring Mathematical Competencies with a Large-scale Multi-format AssessmentEhrlich, Samantha Annepp. 403–410
• Discerned Aspects of Multiplicative Structures Explaining Differences in 6-yearolds’ Arithmetic SkillsEkdahl, Anna-Lena; Björklund, Camillapp. 411–418
• From Manipulation to Construction: the Role of Semiotic Conversions in Bridging the Gap Between the Drawing and the FigureFaggiano, Eleonora; Capone, Robertopp. 419–426
• “i Proudly Showed It to My Seatmate“ – Pre-service Primary Teachers’ Authentic and Hubristic PrideFalke, Sarah; Roesken-Winter, Bettina; Meyer-Jenßen, Larspp. 427–434
• Do Students Think When They Are Engaged? Student Engagement in a Thinking ClassroomFauskanger, Janne; Mosvold, Reidarpp. 435–442
• How a Primary School Teacher Enhances Different Core Practices During a Professional Development CourseAlpízar-Vargas, Marianela; Fernández, Ceneida; Llinares, Salvadorpp. 443–450
• From 17 Watermelons to 17 Sdgs: How Pre-service Teachers Reflect on Their Own Esd TasksFischer, Michael; Hackl, Johanna; Sitte, Jana; Göller, Robinpp. 451–458
• From Classroom Practice to Pedagogical Innovation: Ai-supported Mathematical Modelling for Sustainable FuturesFu, Aryapp. 459–466
• Framing Teacher Noticing Through the Lens of Habermas' Theory of Rationality in Mathematics EducationGaliç, Selen; Urhan, Selin; Lavicza, Zsoltpp. 467–474
• Amount of Information in Modelling Problems: Exploring Confidence and Performance Gaps Between Students and Pre-service TeachersGarcía-Cerdá, Clara; Ferrando, Irene; Segura, Carlospp. 475–482
• Professional Identity Profiles of Secondary Mathematics Teachers: a Latent Class AnalysisGarrido-Rojas, Jesus; Moreno, Antonio; Ruiz-Hidalgo, Juan F.pp. 483–490
• Do Beliefs Predict Interest and Self-concept (development) in University Mathematics? a Latent Change-score ApproachGeisler, Sebastianpp. 491–498
• Understanding Student Agency in Mathematics: a Critical Dialogue Between Educational Psychology and Mathematics EducationGiberti, Chiara; Mameli, Consuelo; Grazia, Valentinapp. 499–506
• Effect of Positive Reflections on Mathematics-related Identity – a Mixed Methods ApproachGildehaus, Lara; Göller, Robinpp. 507–514
• Initial Results from a Survey of Engineers: from Not Using Mathematics at All, to Performing Tasks Using Software. Implications for Research.González-Martín, Alejandro S.; Hitier, Mathilde; Morcos, Jonathanpp. 515–522
• How Differences Become Generative: Dialogical Learning Between Mathematicians and TeachersGoor, Myriampp. 523–530
• Development and Validation of a Test Instrument for Assessing Functional Thinking in Secondary EducationGreefrath, Gilbert; Bommert, Emilia; Kirsten, Katharinapp. 531–538
• Replicating the Derivative Knowledge Model: Evidence from Taiwanese High School StudentsGuo, Pin-Chen; Yang, Kai-Lin; Litteck, Kristin; Heinze, Aisopp. 539–546
• Performance Feedback, Exercise Engagement, and Dropout Intention in University MathematicsGöller, Robinpp. 547–554
• Characterizing Teachers' Mathematical Conversations with Llms Through the Lens of Mathematically Responsive TeachingMarco, Nadav; Harel, Raz; Schwarts, Gilpp. 555–562
• Development of Preservice Mathematics Teachers’ Ai Literacy: “i'm a Math Teacher, So Who Else Is Going to Teach Also About This?”Haser, Çiğdem; Petre, Ion; Savaş, Kübra Nurpp. 571–578
• Mathematics Content and Mathematics Pedagogy Knowledge: How Do They Interact?Hatisaru, Vesife; Richardson, Stevenpp. 579–586
• Facilitators’ Justifications for Whether or Not Discussions Are Productive for Teacher LearningHechler, Marion; Shure, Victoria; Lehmann, Malte; Rösken-Winter, Bettinapp. 587–594
• The Role of Embodiment in Computational Thinking Activities: How Embodiment Can Support the Understanding of Algorithms in the Context of Programming Educational RobotsHeibeyn, Laura; Büscher, Carinapp. 595–602
• Towards an Ontology of Ecological Practices: Teaching Mathematics as “not Knowing Together”Helliwell, Tracy; Coles, Alfpp. 603–610
• The Voices of Students Labelled as Low Attaining in Mathematics: Echos of Dominant DiscoursesHelme, Rachel Elizabethpp. 611–618
• Teachers' Perceived Barriers to Promoting Creativity in Mathematics ClassroomsHier, Marcel; Schoenherr, Johannapp. 619–626
• Teacher Education and Ethical Awareness, Human Dignity and Democratic ParticipationHiis Hauge, Kjellrun; Kacerja, Suela; Abtahi, Yasminepp. 627–634
• Sense-making in Mathematical Modelling: Investigating College Students’ Competencies in a Food Security Modelling TaskHlangwani, Wisani; Moodley, Miranda; Jaftha, Jacob; Mhakure, Duncanpp. 635–642
• Basic Arithmetic Skills of Elementary School Teacher Students in Different Number RangesHoth, Jessica; Holland, Ricarda; Wosch, Carolin; Rolfes, Tobiaspp. 643–650
• Design Principles for Supporting Knowledge Integration in a Digital Game-based Learning EnvironmentHuang, Xiaoshan; Ikonen, Sofia; Veermans, Koen; McMullen, Jakepp. 651–658
• Calculating the Impossible: Student Suspension of Sense-making in an Overspecified and Contradictory Geometry TaskIhsan, Iden Rainal; Yang, Kai-Linpp. 659–666
• Unbounded Number Lines Reflect the Complexity of Rational Number KnowledgeIkonen, Sofia; McMullen, Jakepp. 667–674
• Primary Students’ Mathematics Related CostsIlomanni, Pia; Haataja, Eeva; Niemi, Laura; Radišić, Jelena; Laine, Anupp. 675–682
• Bridging Representations in Fraction Operations: Exploring the Decision-making of Future Teachers in Germany and SpainIvars, Pedro; Fernández, Ceneida; Kuntze, Sebastian; Krummenauer, Jenspp. 683–690
• Indeterminate Operations as a Route into Early Algebra: a Multi-modal Semiotic Analysis of a Chinese Primary ClassroomJi, Yuanpp. 691–698
• “like a Little Glimmer of Light”: Understanding and Validating Students’ Creative ProcessesJoklitschke, Julia; Schindler, Maike; Rott, Benjaminpp. 707–714
• Conceptual Diversity of Logarithms: Research Mathematicians' Views on Relations Between Concept Definitions and InterpretationsJulsgård, Sarapp. 715–722
• Is Confidence More Important Than Knowledge?Kadluba, Alina; Kingan, Madeleine; Obersteiner, Andreas; Star, Jon R.pp. 723–730
• Beginning Third-grade Students’ Manipulative-based Understanding of the Place-value Position Principle for Two-digit and Three-digit NumbersKaiser, Anna; Ufer, Stefanpp. 731–738
• Teachers’ Meta-didactical Praxeologies in Technology-supported Formative Assessment: a Professional Development StudyKaplan-Can, Gözde; Morselli, Francescapp. 739–746
• Advanced Mathematical Knowledge from the Eye of Experts: the Case of LimitToker Kekik, Habibe; Karagöz Akar, Gülseren; Sevinç, Şerifepp. 747–754
• Sketch-to-dance for Aesthetically Driven Covariational ReasoningKaravakou, Myrto; Margolis, Claudinepp. 755–762
• Prospective Teachers’ Instrumental Genesis in Designing Ai-generated Mathematical ApplicationsKattou, Maria; Christou, Constantinos; Pitta-Pantazi, Demetrapp. 763–770
• What Counts as Foundational Numeracy? a Post-covid Scoping Review of Early Number Learning in Marginalised Global South ContextsKaur, Tandeep; Venkat, Hamsa; Graven, Mellony; Mukaka, Angel; Mathews, Corin; Abdulhamid, Lawan; Yushau, Balarabepp. 771–778
• Exploring Primary School Students’ Validation Approaches in the Task of Modelling with DataKawakami, Takashi; Akizawa, Katsukipp. 779–786
• The Interplay Between Mathematics Teacher’s Identity and Their TeachingKawamura, Mayumipp. 787–794
• Explanations of Gender Effects on Learning Computational Thinking in Mathematics: a Literature ReviewKerres, Johanna Hedwig; von Monkiewitsch, Till; Lüken, Miriampp. 795–802
• Do Task Type and Study Program Influence Mathematics Students' Task Evaluations Regarding Values, Costs, Effort, and Self-efficacy?Kiesel, Chia; Weber, Birke-Johanna; Rach, Stefanie; Lindmeier, Ankepp. 803–810
• Teachers' Orchestration of Multimodal Meaning-making Approaches in Primary MathematicsKim, Eunjipp. 811–818
• Combining Linguistic and Covariational Reasoning Analyses of Students' Descriptions of ChangeStevens, Irma E.; Kimber, Elizabeth; Moore, Kevin C.pp. 819–826
• Insights from Evaluating Adolescents’ Metacognitive Accuracy During a Mathematics Standardized TestKingan, Madeleine; Star, Jonpp. 827–834
• “fairness” or “sameness”? Community College Students’ Perspectives on Equity in the Mathematics ClassroomsKirikcilar, Rabia Gul; McCormick, Megan {Mack}; Mesa, Vilma; Watkins, Laura; Kimani, Patrick; Lim, Dexterpp. 835–842
• Proof Summary and Proof ComprehensionKirsten, Katharinapp. 843–850
• Mathematizing (with) the Body: Sensing “inscribability” While Modeling and 3d PrintingKorompli, Charikleia; Kynigos, Chronispp. 851–858
• The Impact of Student and Task Characteristics on Validation Processes in Data-based ModellingKosiol, Timo; Menzel, Marielena; Geisler, Sebastian; Rach, Stefaniepp. 859–866
• The Interplay of Emotion and Decision: an Instrument for Math Teacher Error ResponseKourti, Styliani-Kyriaki; Christou, Konstantinos P.pp. 867–874
• Context, Data, and Assumptions: Their Roles in Mathematical Modeling and Data ScienceKularajan, Sindura; Anhalt, Cynthia; Kohler, Brynjapp. 875–882
• Idiosyncratic Metaphors in a Mathematical Investigation: the Sieve of EratosthenesLacerda Jacinto, Everton; Zazkis, Rinapp. 883–890
• Tracing Pre-service Primary Teachers’ View of Mathematics Through Retrospective GraphsLahdenperä, Juulia; Haser, Çiğdempp. 891–898
• Promoting Argumentation as a Socially Situated Practice Through Informal Mathematical ProjectLattaro, Paola; Atriano, Giancarlo; Della Ventura, Eliana; Mellone, Maria; Pacelli, Tizianapp. 899–906
• The Role of the Facilitator in Mathematics Teacher Learning: Recognition, Debt, Grievance and Refusal in Socio-ecological Relationsle Roux, Kate; Solares-Rojas, Armando; Coles, Alfpp. 907–914
• Designing Curriculum-integrated Mathematics Instruction in Vocational Contexts: a Case of Arithmetic Sequences and DepreciationLee, Changsuk; Kwon, Oh Nampp. 915–922
• The Interplay of Fourth Graders’ Mathematics Attitudes and Performance: a Multilevel StudyLehtonen, Daranee; Satomaa, Esa; Van Hoof, Jo; Parviainen, Marika; Laakso, Mikko-Jussi; Metsämuuronen, Jari; Dagienė, Valentinapp. 923–930
• Flexibility (beyond Procedural) in Problem SolvingLeong, Yew Hoong; Li, Xinpp. 931–938
• Learning by Prompting as an Extension of Learning by Making in Turtle Geometry ProgrammingLepore, Mario; Capone, Roberto; Faggiano, Eleonorapp. 939–946
• Mathematical Thinking Experience as a Key Predictor of Students’ Mathematical CreativityLi, Jingyi; Guo, Yufengpp. 947–954
• “maths Just Wasn’t My Thing”: Students’ Retrospective Narratives of Mathematics as a GatekeeperLisarelli, Giuliapp. 955–962
• Pits and Piles, Directions, and Debt: Pre-service Teachers' Conceptions of Negative NumbersMacmillan, Emily; Ingram, Jennipp. 963–970
• Tensions and Task Design: a Case in Mathematics Teacher EducationMamolo, Ami Maria; Zazkis, Rinapp. 971–978
• What Counts as a “good Data-based Argument”? Students’ Evaluative Criteria in a Class DiscussionVielmo, Carlotta; Maracci, Mirkopp. 979–986
• Embodied Instructional Interventions for the Emergence of Formal Geometry ReasoningMarco, Nadav; Palatnik, Alikpp. 987–994
• Mathematical Debate as a Site of Collective EmbodimentMatteucci, Amedeo; Veronesi, Ilaria; Tortoriello, Francesco Saveriopp. 995–1002
• Patterns of Learning Strategies and Their Role in Motivation and Academic Success in Undergraduate MathematicsMayerhofer, Martin; Eichmair, Michael; Lüftenegger, Markopp. 1003–1010
• High Schoolers' Spontaneous Use of Cross-notation Knowledge of Rational NumbersMcMullen, Jake; Star, Jonpp. 1011–1018
• Unpacking Meta-didactic Praxeologies in Teacher PreparationMensah, Farouq Sessahpp. 1019–1026
• Sensing and Making Sense of Deformations: Embodied Pathways to Advanced Mathematical Thinking and Early Teacher IdentityMiranda, Annamariapp. 1027–1034
• Prospective Secondary Teachers' Personal Relationship with Combinatorics: Implications for Their Didactical and Mathematical TrainingMorcos, Jonathan; González-Martín, Alejandro S.pp. 1035–1042
• Mathematics Teachers' Emotional Support Related to Students’ Motivation, Mindset, Anxiety, and SkillsMädamürk, Kaja; Kurvits, Jüripp. 1043–1050
• Thinking Classrooms: Characterizing Thin SlicingNachlieli, Talli; Tabach, Michalpp. 1051–1058
• Younger Children’s Enacting Ethics with MathematicsNakawa, Nagisa; Uegatani, Yusuke; Hattori, Yuichiro; Peni, Nur Robiah Nofikusumawatipp. 1059–1066
• How to Make 4c/id Visible? an Online Professional Learning Environment for Mathematics Teachers on Diagnosing and Supporting Problem SolvingNeck, Melanie; Leuders, Timo; Reinhold, Frankpp. 1067–1074
• Accommodation, Inclusion, and Expansion: Theorizing Equitable InstructionOslund, Joy; Alshuli, Tasnim; Gerson, Hope; Yu, Paulpp. 1083–1090
• Semantic Contamination of Explaining: the Case of “setsumei” in Japanese Primary School Mathematics TextbooksOtani, Hiroki; Masaaki, Ishikawapp. 1091–1098
• A Tool for Identifying Future Primary School Teachers’ Conceptions of ProofDa Ronch, Mickael; Mili, Ismaïl; Ouvrier-Buffet, Cecilepp. 1099–1106
• Analysing the Transition Between Perception–action Loops in Blind Learners’ Audio–mediated Mathematical ActivityPalaj, Loris; Manolino, Carolapp. 1107–1114
• Grade 6 Students’ Equation Solving After Direct Instruction and Guided ConstructionSäfström, Anna Ida; Palmberg, Björn; Sidenvall, Johanpp. 1115–1122
• Mathematizing in a Play-oriented Preschool ContextPalmér, Hanna; Elofsson, Jessica; Walla, Maria; Björklund, Camillapp. 1123–1130
• Relationships Between Self-concept, Self-efficacy, and Grade 4 Number Achievement Across Genders in Swedish Timss 2023Paloniemi Lindström, Mari; Sterner, Helénpp. 1131–1138
• Managing Inevitable Bias: a Framework for Culturally Responsive Assessment in Mathematics Teacher EducationPark, Hajin; Seah, Wee Tiongpp. 1139–1146
• Electricity Bills as Boundary Objects Between Students’ Mathematics and Their ContextPatel, Vishrut; Sule, Aniket; Naik, Shwetapp. 1147–1154
• Intended and Enacted Reasoning in Prospective Mathematics Teachers’ Task DesignsPesen, Melek; Erktin, Eminepp. 1155–1162
• Mathematics Co-teaching: Specialized Knowledge for Teaching Mathematics by Elementary School and Special Education TeachersPiñeiro, Juan Luis; Castro-Rodríguez, Elenapp. 1163–1170
• Partitioning of Discrete and Continuous Quantities at KindergartenPitta, Georgia; Vamvakoussi, Xeniapp. 1171–1178
• Upper Elementary Students’ Performance and Reasoning on Function-graph TasksPittalis, Marios; Strachota, Susanne; Chimoni, Maria; López, Mathíaspp. 1179–1186
• What Is 3+50%? Various Students' Meaning About %Proulx, Jeromepp. 1187–1194
• Sixth-grade Students’ Sense-making of Ratio Through Problem PosingPutri, Ratu Ilma Indra; Putri, Dhea Anisah; Zulkardi, Zulkardi; Doorman, MIchielpp. 1195–1202
• Mathematization Using Functions in Data-based Modelling by Upper Secondary StudentsRach, Stefanie; Menzel, Marielena; Geisler, Sebastian; Kosiol, Timopp. 1203–1210
• Preservice Teachers’ Understanding of Multiplication: Insights Via Representations?Assmus, Daniela; Bohlmann, Nina; Bräuning, Kerstin; Feskorn, Caren; Fritzlar, Torsten; Hahn, Heike; Reinhold, Simone; Resche, Denisepp. 1211–1218
• Proto-bayesian Reasoning of Young Students in the Context of Drawing with ReplacementFritzlar, Torsten; Resche, Denisepp. 1219–1226
• Self-concept and Interest at the Transition to University Mathematics: a Replication StudyRichter, Hans; Geisler, Sebastianpp. 1227–1234
• Developing a Questionnaire on Quality Principles in Primary Mathematics Teaching: Incorporating Student and Expert PerspectivesRothering, Sophia; Roesken-Winter, Bettina; Lehmann, Malte; Meyer-Jenßen, Larspp. 1235–1242
• Pre-service Teachers' Developing Beliefs About Ai in Education: a Semester-long StudyRott, Benjamin; Bresges, Andrépp. 1243–1250
• Chatgpt’s Pedagogical Approach in MathematicsRubel, Laurie H; Goidel, Shimritpp. 1251–1258
• Learning Trajectories of Pattern and Structure Recognition Regarding Repeating PatternsRudack, Rebecca; Bruns, Juliapp. 1259–1266
• Sensing Math Anxiety: How Emotional Skills Shape Children’s Ability to Make Sense of MathematicsRuiz, Beatrizpp. 1267–1274
• Facilitator Agency as an Ongoing Accomplishment Across Mathematics Pd EcologiesSabbah, Soryna; Ehrenfeld, Nadavpp. 1275–1282
• Eliciting the Discernment of Variables in Young Children Through Betta-the-bee GameCasi, Raffaele; Sabena, Cristina; Soldano, Carlottapp. 1283–1290
• Knowledge Co-construction in Online International Learning: a Study of Collaborative Linear Algebra Problem SolvingAlice, Barana; Giulia, Boetti; Marina, Marchisio Conte; Adamaria, Perrotta; Sacchet, Matteopp. 1291–1298
• Emotions in Problem Posing: a Case Study Assessing Students' Enjoyment and Anger Through Facial ExpressionsSchmidt, Laura; Janina, Krawitzpp. 1299–1306
• Activities and Research Foci in Mathematical Modelling: a Literature ReviewSchukajlow, Stanislaw; Krawitz, Janinapp. 1307–1314
• Game Design, Problem Solving and Probabilistic Thinking: an Exploratory StudySchürmann, Uwe; Bruckmaier, Georg; Repenning, Alexanderpp. 1315–1322
• Students’ and Teachers’ Perspectives on Social-emotional Support When Learning Mathematics Via Anonymous Whatsapp PostsSegal, Ruti; Biton, Yaniv; Fellus, Olgapp. 1323–1330
• Scaffolding Students' Collaborative Problem-solving Activities in an Advanced Upper Secondary Mathematics ClassroomSelling, Alexander Jonas Viktor; Nortvedt, Guri A.pp. 1331–1338
• Children’s Problem-solving Strategies as a Mediator Between Spatial Visualization and Arithmetic Word Problem-solving AccuracySeo, Jisoo; Stylianides, Gabriel J.; Evangelou, Mariapp. 1339–1346
• Moving from Language as Resource to Language as Sources of Meaning in Mathematics EducationSharma, Sashipp. 1347–1354
• Facilitator Moderation Strategies for Supporting Teacher Learning in DiscussionsShure, Victoria; Roesken-Winter, Bettinapp. 1355–1362
• Instructional Language in School Textbook Proofs: a Cross-cultural StudySimas, Fabio Luiz Borges; Fischer, Michael; Amaral, Rúbia Barcelospp. 1363–1370
• Support in the Use of the Number Line: a Case StudySimon, Anna Lisa; Schindler, Florian; Schindler, Maikepp. 1371–1378
• Which Item Characteristics Drive the Difficulty of Mental Addition and Subtraction TasksSommerhoff, Danielpp. 1379–1386
• Teaching Patterns in a Reformed Curriculum. a Case StudySouralis, Christos; Triantafillou, Chrissavgi; Stouraitis, Konstantinospp. 1387–1394
• “i Could Lose Something”: Emotional Influences on Measuring Vocational Students’ Risk LiteracySpijkstra, Marieke; Moons, Filippp. 1395–1402
• ‘measuring Is Not a Valid Argument in Mathematics.’ Really? Do Students Recognize the Context-specificity of Sociomathematical Norms?Sporn, Femke; Litteck, Kristin; Neumann, Irene; Heinze, Aisopp. 1403–1410
• Functional Thinking: the Interrelation Between Students’ Function Conceptions and Their Representational CompetenciesDigel, Susanne; Sproesser, Utepp. 1411–1418
• Mathematical Problem-solving Knowledge for Teaching: Insights from a Scoping ReviewStreit, Hendrik; Rott, Benjaminpp. 1419–1426
• Llama Lima– a Living Meta-analysis on the Effects of Generative Ai on Learning MathematicsStrohmaier, Anselm; Bödefeld, Samira; Reinhold, Frankpp. 1427–1434
• Learning Beginning Algebra in an Excel Environment as a Complex Dynamic SystemTabach, Michal; Heyd-Metzuyanim, Einat; Aviram, Tamarpp. 1435–1442
• Artificial Intelligence-supported Mathematical Task Designs Based on Pre-service Mathematics Teachers’ Beliefs About the Nature of MathematicsTaş, Fatih; Dede, Yüksel; Akyıldız Taş, Pınarpp. 1443–1450
• Strategies Used by Higher-performing Students in Solving Combinatorial ProblemsThomas, Charlott; Pöhler, Birtepp. 1451–1458
• Children's Pattern Interpretations at the Process and Content Level in the Exploration of Structural Properties of OperationsTilke, Franziska; Höveler, Karinapp. 1459–1466
• Shedding Light on Curiosity Windows in a Middle-school Mathematics ClassroomTrifonov, Margarita; Cooper, Jason; Koichu, Borispp. 1467–1474
• Actor or Executor? How Does Generative Ai Reshape Student Agency in MathematicsTroilo, Federica; Faggiano, Eleonora; Turgut, Melihpp. 1475–1482
• Exploring Students’ Use of Ai Systems in University Mathematics EducationTröbelsberger, Larissa; Fock, Alissa; Oldenburg, Reinhard; Siller, Hans-Stefanpp. 1483–1490
• From Half of a Half to a Third on the Number Line: Interpreting and Responding to Fraction ThinkingTunc Pekkan, Zelha; Yilmaz, Beydapp. 1499–1506
• Mathematical Giftedness in the Classroom: a Case Study Exploring the Interactional DynamicsUchikubo, Natsukipp. 1515–1522
• Who Benefits from Optimizing Mathematically Productive Struggle? Initial Insights from Prospective Elementary Teachers' Mathematical JustificationsKamlue, Nitchada; Van Zoest, Laurapp. 1523–1530
• Teachers’ Responses to Early Number Instructional ExplanationsVenkat, Hamsa; Mukuka, Angelpp. 1531–1538
• Effectiveness of Metacognitive Instruction on Children’s Declarative Knowledge During Mathematics Problem SolvingVissariou, Aikaterini; Desli, Despinapp. 1539–1546
• Effects of Real-world Contexts on Mathematical Modelling Problems in Primary Educationvon Hering, Robert; Jacobsen, Lena; Sievert, Henningpp. 1547–1554
• Students’ Beliefs About Open Modelling ProblemsVöllinger, Nils; Schukajlow, Stanislaw; Krawitz, Janinapp. 1555–1562
• Embodied Numerosity: Exploring Variability in Finger Counting Methods of 6-7-year-old ChildrenWay, Jennifer; Cartwright, Katherinpp. 1563–1570
• The Unreasonable Effectiveness of Divergent Perspectives in Cooperative Problem Solving: a Microgenetic Study of a 3d Geometry Construction ActivityWei, Hang; Lomos, Catalina; Li, Xiaoran; Palatnik, Alik; Abrahamson, Dorpp. 1571–1578
• Exploratory Analysis of Differentiation Errors - Error Profiles of StudentsWeigt, Ole; Leuders, Timo; Loibl, Katharina; Holzäpfel, Larspp. 1579–1586
• Task-specific Vs. Aggregated Feedback: Learners’ Perceived Usefulness of Feedback in Online Self-assessmentsWolfert, Carl; Neumann, Irene; Sommerhoff, Danielpp. 1587–1594
• Same Math, Different Story: Context and Students’ Beliefs About the Relevance of MathematicsWulff, Mira Hykkelbjerg; Funk, Marcel; Sporn, Femke; Heinze, Aisopp. 1595–1602
• Stochastic Competencies Development in Grade 4Wunsch, Antonia; von Hering, Robert; Sievert, Henningpp. 1603–1610
• Developing Ai Literacy Through Digital Making: a Study on Students’ Conceptualizations of Ai and Shifts in Understanding Data’s RoleYe, Huiyan; Ng, Oi-Lam; Cui, Zhihaopp. 1611–1618
• Instrumental Genesis and Cognitive Offloading in Student-genai Interaction: a Case Study in Mathematical ModelingYi, Linxuan; Liu, Dipp. 1619–1626
• Epistemological Beliefs and Pedagogical Approaches to Geometry: a Phenomenological Study of Pre-service Primary TeachersYilmaz Aslan, Bilge; Özmusul, Begüm; Öğüt, Mehmet Nuripp. 1627–1634
• From Repeating to Growing: a Systematic Review of Early Patterning Research and Mathematical OutcomesYüce, Kübra Nur; Yıldırım, Betül Fatma; Özger, Muhammet Sıtkı; Şahin, Canan; Özel, Serkanpp. 1635–1642
• What Facilitators Expect and What Teachers Think: Comparing Conceptions of High-quality Mathematics TeachingZastrow, Maya; Fink, Bianca; Kempen, Leander; Schacht, Florian; Holzäpfel, Larspp. 1643–1650
• Latent Profiles of Mathematical Resilience and Their Relationship with Academic Achievement in Middle School Students: a Person-centred ApproachAkcakin, Veysel; Zengin, Alipp. 1651–1658