Towards a National Mathematics Curriculum: Conforming, Reforming or Transforming? Merrilyn Goos, University of Limerick, Ireland, and The University of Queensland, Australia
Students’ Voice: Perspectives of How Their Teachers Facilitate Learning of Mathematics Berinderjeet Kaur, National Institute of
Education, Nanyang Technological University, Singapore
Characteristics of Organization of the Courses of Study and Guidebooks for Mathematics in Japan Masataka Koyama, Hiroshima University, Japan
The Implementation of Teacher Professional Development Program in Indonesia Yaya S. Kusumah, Universitas Pendidikan Indonesia, Indonesia
Mathematics Learning Through Arts, Technology and Robotics: Multi- and Transdiscpilinary Steam Approaches Zsolt Lavicza, Johannes Kepler University, Austria
Perspectives Needed to Examine the Quality of a Structured Problem-Solving Lesson for Teachers’ Professional Development Masakazu Okazaki, Okayama University, Japan
A Cultural-Historical Approach to Teaching and Learning: The theory of objectification Luis Radford, Université Laurentienne, Canada
Democratising School Mathematics: For Equity and Justice Anita Rampal, University of Delhi, India
Comparing Solution Strategies to Promote Algebra Learning and Flexibility Bethany Rittle-Johnson, Vanderbilt University, USA
Good, Bad & Evil Mathematics - Tales of Totals, Numbers & Fractions Allan Tarp, MATHeCADEMY.net, Denmark
Flashing Back and Looking Ahead – Didactical Implications for the Flexible Use of Technologies in the Digital Age Hans-Georg Weigand, University of Wuerzburg, Germany
Eye Movements as Reflections of Cognitive Processes in Mathematics Chao-Jung Wu, National Taiwan Normal University, Taiwan
