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
• INDIVIDUAL DIFFERENCES IN CONCEPTUAL AND PROCEDURAL KNOWLEDGE OF FRACTIONS AND ALGEBRA: A RASCH-BASED ANALYSISD'Erchie, Michael; Forsmann, Claire; Schneider, Michael; Obersteiner, Andreaspp. 331–338
• 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
• 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
• PRE-SERVICE TEACHERS’ USE OF CRITERION KNOWLEDGE IN THEIR ANALYSIS OF MODELLING-RELATED CLASSROOM SITUATIONSFischer, Michael; Hartmann, Stefanie; Medwed, Anna; Bracke, Martin; Kuntze, Sebastianpp. 563–570
• 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
• EXPLORING IDENTITIES OF MATHEMATICAL DISTANCING THROUGH STORYTELLING ON SOCIAL NETWORKSJimenez, Leslie; Campos, Vicentepp. 699–706
• “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
• FRACTION LEARNING IN A DIGITAL LEARNING PLATFORM: A PILOT STUDYNurminen, Heli; Halme, Hilma; Kortelainen, Arto; McMullen, Jake; Van Hoof, Jopp. 1075–1082
• ACCOMMODATION, INCLUSION, AND EXPANSION: THEORIZING EQUITABLE INSTRUCTIONOslund, Joy; Alshuli, Tasnim; Gerson, Hope; Yu, Paulpp. 1083–1090
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