Selected Regular Lectures from the 12th International Congress on Mathematical Education

Understanding the nature of the geometric work through its development and its transformations: Kuzniak Alain (France).- Integration of technology into mathematics teaching: Past, present and future: Adnan Baki (Turkey).- Investigating the influence of teachers' pedagogical beliefs and reported practices on student achievement in basic mathematics: Allan B.I. Bernardo (Philippines), Auxencia A. Limjap (Philippines).- Developing free computer-based learning objects for high school mathematics: Examples, issues and directions: Humberto José Bortolossi(Brazil).- Doing research within the anthropological theory of the didactic: The case of school algebra: Marianna Bosch (Spain).- Curriculum reform and mathematics learning: Evidence from two longitudinal studies: Jinfa Cai (USA).- Mathematical problem solving beyond school: Digital tools and students' mathematical representations: Susana Carreira (Portugal).- Teaching probability in secondary school: Paulo Cezar Pinto Carvalho (Brazil).- Mathematics is alive! Project based mathematics: Kyung Yoon Chang (Korea).- Weaving exploration in the process of acquisition and development of mathematical knowledge: Marcos Cherinda (Mozambique).- An illustration of the explanatory and discovery functions of proof: Michael de Villiers (South Africa).- Constructing abstract mathematical knowledge in context: Tommy Dreyfus (Israel).- Digital technology in mathematics education: Why it works (or doesn't): Paul Drijvers (Netherlands).- Mathematical thinking styles in school and across cultures: Rita Borromeo Ferri (Germany).- Learning to see: The viewpoint of the blind: Lourdes Figueiras (Spain), Abraham Arcavi(Israel).- Issues and concerns about integrations of ICT into the teaching and learning of mathematics in Africa : Botswana case: Kgomotso Gertrude Garegae (Botswana).- Learning mathematics in secondary school: The case of mathematical modelling enabled by technology: Jonaki B Ghosh (India).- Doing mathematics in teacher preparation: Giving space and time to think, reflect, share and feel: Frédéric Gourdeau (Canada).- Resources, at the core of mathematics teachers' work: Ghislaine Gueudet (France).- Mathematics education reform movement in Indonesia: Sutarto Hadi (Indonesia).- Emotions in problem solving: Markku S. Hannula (Finland).- Freudenthal's work continues: Marja van den Heuvel-Panhuizen(Netherland).- Hands that see, hands that speak: Investigating relationships between sensory activity, forms of communicating and mathematical cognition: Lulu Healy (Brazil).- Teachers learning together: Pedagogical reasoning in mathematics teachers' collaborative conversations: Ilana Seidel Horn (USA).- Transforming education through lesson study: Thailand's decade-long journey: Maitree Inprasitha (Thailand).- Dialectic on the problem solving approach: Illustrating hermeneutics as the ground theory for lesson study in mathematics education: Masami Isoda (Japan).- History, application, and philosophy of mathematics in mathematics education: Accessing and assessing students' overview and judgment: Uffe Thomas Jankvist (Denmark).- Teaching mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh (Korea).- Implications from Polya and Krutetskii: Wan Kang (Korea).- Derivative or derivation? Matthias Kawski (USA).- The social dimension of argumentation and proof in mathematics classrooms: Christine Knipping (Germany).- Mathematical literacy for living in the highly constructionism: Theory of learning or theory of design? Chronis Kynigos (Greece).- Adjacent schools with infinite distance - Narratives from North Korean mathematics classrooms: Jung Hang Lee (USA/Korea).- Mobile linear algebra with Sage: Sang-Gu Lee (Korea).- Discernment and reasoning in dynamic geometry environments: Allen Leung (Hong Kong).- Riding the third wave: Negotiating teacher and students' value preferences relating to effective mathematics lesson: Chap Sam Lim (Malaysia).- Learning mathematics by creative or imit