| Roberto Araya (Chile) Non-PME Speaker |  |
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PhD in Electrical Engineering from the University of California, Los Angeles. He is Professor of the
Institute of Education of the University of Chile. His research focuses on the design and measurement of the impact of teaching and learning strategies in integrated Science Technology Engineering Math (STEM). He has directed education projects funded by Finnish Academy of Sciences, Inter-American Development Bank (IDB), the Canadian International Development Research Center (IDRC), and Asia Pacific Economic Cooperation (APEC). Together with co-authors, he has received the Best Paper Award at the 10th International Conference on Web-based Learning - ICWL 2011, in Hong Kong, and the Best Poster Award at the 12th European Conference on Technology Enhanced Learning - ECTEL 2017, in Estonia. |
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| David Wagner (Canada) |  |
| After teaching Grades 7-12 mathematics in Canada, I taught in a mining town in Swaziland. Upon returning to teach in Canada, my eyes were opened to the highly cultural nature of mathematics teaching, which I had previously thought to be culture-free and values-free. I decided my life’s work would be to investigate the cultural nature of mathematics and mathematics teaching along with the impact of mathematics teaching practices on individuals and society. My research focuses on human interaction in mathematics and mathematics learning, specifically the way authority works and how it is mediated in language. How is authority communicated? Whose voices does it repress? How can students think of themselves using mathematics; what positions are available to them? How can alternative positions be made available? Questions like these also pertain to the field of mathematics education research. I investigate how particular values have disciplined the field and limited the kinds of research that has become prominent. In my editor and conference leadership roles, I have worked to cultivate interactions among researchers with different perspectives. | |
| Michal Tabach (Israel) |  |
| Integrating technology into mathematics education is a challenge I have been facing for three decades – first as a mathematics teacher and designer of curriculum resources, and currently as a researcher. As a young secondary school teacher, I regularly taught algebra and geometry with open digital tools. In parallel, I worked towards developing tasks and resources for teaching and learning in digital environments. Naturally, as I became more involved in research, I focused on learning mathematics in an open digital tools environment. However, it soon became clear that teachers were key to successful digital integration. This led me to my current focus, teacher education. I am now leading projects aimed at helping practicing teachers integrate technology into their practice, taking into consideration their pedagogical-mathematical needs. I have been a lecturer and researcher at Tel-Aviv University for 12 years. Currently, I am head of the Department of Education in Mathematics, Science and Technology at Tel Aviv University. | |
| Berinderjeet KAUR (Singapore) |  |
| Berinderjeet KAUR is a Professor of Mathematics Education at the National Institute of Education in Singapore. She holds a PhD in Mathematics Education from Monash University in Australia. She has been with the Institute for the last 30 years and is a leader of Mathematics Education in Singapore. In 2010, she became the first full professor of Mathematics Education in Singapore. She has been involved in numerous international studies of Mathematics Education and was the Mathematics Consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools. She is the founding chairperson of conferences for mathematics teachers, in Singapore, that started in 2005. She is also the founding editor of the Association of Mathematics Educators (AME) Yearbook series that started in 2009. She was the President of the Association of Mathematics Educators (AME) from 2004-2010. Her accolades include the Teaching Excellence Commendation by the National Institute of Education in 2005, 2006 and 2018; Fellow of the Teachers Network in 2003 and 2004. At the national level she was awarded the Public Administration Medal in 2006 by the President of Singapore, the Long Public Service with distinction medal in 2016 by the President of Singapore and in 2015, in celebration of 50 years of Singapore’s nation building, recognition as an outstanding educator by the Sikh Community in Singapore for contributions towards nation building. | |
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Roberto Araya (Chile) Non-PME Speaker
PhD in Electrical Engineering from the University of California, Los Angeles. He is Professor of the Institute of Education of the University of Chile. His research focuses on the design and measurement of the impact of teaching and learning strategies in integrated Science Technology Engineering Math (STEM). He has directed education projects funded by Finnish Academy of Sciences, Inter-American Development Bank (IDB), the Canadian International Development Research Center (IDRC), and Asia Pacific Economic Cooperation (APEC). Together with co-authors, he has received the Best Paper Award at the 10th International Conference on Web-based Learning - ICWL 2011, in Hong Kong, and the Best Poster Award at the 12th European Conference on Technology Enhanced Learning - ECTEL 2017, in Estonia. |
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David Wagner (Canada)
After teaching Grades 7-12 mathematics in Canada, I taught in a mining town in Swaziland. Upon returning to teach in Canada, my eyes were opened to the highly cultural nature of mathematics teaching, which I had previously thought to be culture-free and values-free. I decided my life’s work would be to investigate the cultural nature of mathematics and mathematics teaching along with the impact of mathematics teaching practices on individuals and society. My research focuses on human interaction in mathematics and mathematics learning, specifically the way authority works and how it is mediated in language. How is authority communicated? Whose voices does it repress? How can students think of themselves using mathematics; what positions are available to them? How can alternative positions be made available? Questions like these also pertain to the field of mathematics education research. I investigate how particular values have disciplined the field and limited the kinds of research that has become prominent. In my editor and conference leadership roles, I have worked to cultivate interactions among researchers with different perspectives. |
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Michal Tabach (Israel)
Integrating technology into mathematics education is a challenge I have been facing for three decades – first as a mathematics teacher and designer of curriculum resources, and currently as a researcher. As a young secondary school teacher, I regularly taught algebra and geometry with open digital tools. In parallel, I worked towards developing tasks and resources for teaching and learning in digital environments. Naturally, as I became more involved in research, I focused on learning mathematics in an open digital tools environment. However, it soon became clear that teachers were key to successful digital integration. This led me to my current focus, teacher education. I am now leading projects aimed at helping practicing teachers integrate technology into their practice, taking into consideration their pedagogical-mathematical needs. I have been a lecturer and researcher at Tel-Aviv University for 12 years. Currently, I am head of the Department of Education in Mathematics, Science and Technology at Tel Aviv University. |
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Berinderjeet KAUR (Singapore)
Berinderjeet KAUR is a Professor of Mathematics Education at the National Institute of Education in Singapore. She holds a PhD in Mathematics Education from Monash University in Australia. She has been with the Institute for the last 30 years and is a leader of Mathematics Education in Singapore. In 2010, she became the first full professor of Mathematics Education in Singapore. She has been involved in numerous international studies of Mathematics Education and was the Mathematics Consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools. She is the founding chairperson of conferences for mathematics teachers, in Singapore, that started in 2005. She is also the founding editor of the Association of Mathematics Educators (AME) Yearbook series that started in 2009. She was the President of the Association of Mathematics Educators (AME) from 2004-2010. Her accolades include the Teaching Excellence Commendation by the National Institute of Education in 2005, 2006 and 2018; Fellow of the Teachers Network in 2003 and 2004. At the national level she was awarded the Public Administration Medal in 2006 by the President of Singapore, the Long Public Service with distinction medal in 2016 by the President of Singapore and in 2015, in celebration of 50 years of Singapore’s nation building, recognition as an outstanding educator by the Sikh Community in Singapore for contributions towards nation building. |
| Hamsa Venkat (South Africa) |  |
| Hamsa Venkat holds the SARCHi SA Numeracy Chair at the University of the Witwatersrand in Johannesburg – now in its second 5-year phase of research and development in primary mathematics. She leads a team of academics, postdoctoral and postgraduate students, all involved in studying and improving primary mathematics teaching and learning in government primary schools serving disadvantaged students. Her work in South Africa has been in the areas of Mathematical Literacy and Primary Mathematics. Prior to this, Hamsa was based in England, working initially as a high school mathematics teacher in London comprehensive schools, before moving into teacher education at the Institute of Education and research in mathematics education at King’s College London. She obtained her PhD at Kings College London and is the winner of the 2005 British Educational Research Association dissertation award for making the most significant doctoral contribution to research in education in 2004. She has published widely, across articles and books, guest edited a range of Special Issues, and her research work continues to feed into provincial and national policy initiatives. | |
| Keith Jones (UK) |  |
| Keith Jones works at the University of Southampton, UK, in the university’s Mathematics and Science Education Research Centre. His expertise in mathematics education spans the teaching and learning of geometrical reasoning and proof, the use of technology in mathematics education, and mathematics teacher education and professional development. He is co-editor of the international journal Research in Mathematics Education and on the editorial board of ESM, JMTE, and IJTME. He served on the PME IC from 2013-2017 and co-edited the PME Newsletter from 2014-2018. He has taken part in several ICMI studies, including on geometry education, on digital technologies in mathematics education, on proof and proving, and on task design in mathematics education. He has served on the international programme committee for a number of conferences and has led and worked on numerous projects. He has published widely, including the co-authored books Key Ideas in Teaching Mathematics and Youngsters Solving Mathematical Problems with Technology, and the co-edited books International Perspectives on the Teaching and Learning of Geometry in Secondary Schools and, most recently, Broadening the Scope of Research on Mathematical Problem Solving. | |
| Lew Hee- Chan (South Korea) |  |
| Professor Lew Hee-Chan is the 10th President of Korea National University of Education from 2016. Raised in Seoul, He received his Bachelor‘s Degree (B.S.) in Math Education (1980), and his Master‘s Degree (M.Ed) in Math Education (1983) from Seoul National University. After graduation from Seoul National University, he received Doctoral Degree (Ed.D) from Temple University in Philadelphia in 1989. He began his career as a professor at Korea National University of Education in 1991, and then he served as the Director of the Education Research Institute (2006-2008) and Dean of Planning (2008-2010) in KNUE. He owned numerous professional memberships including International Committee member of International Group for the Psychology of Mathematics Education (2003 - 2007), Chairperson of 10th Asian Technology Conference in Mathematics (2004 – 2005), Joint Chairperson and International Program Committee member of The 12th International Congress on Mathematical Education (2008-2012), and IPC member of ICME-13 (2012 - 2016). He served as the Chairperson of The Korean Society of Educational Studies in Mathematics [KSESM] (2010 - 2012) and took the honorary Chairman of KSESM (2012 – Present). | |
| Anna Baccaglini-Frank(Italy) |  |
| Anna Baccaglini-Frank is an associate professor at the Department of Mathematics of the University of Pisa, Italy, where she teaches graduate students of mathematics and preservice primary school teachers. After graduating in mathematics, she followed her passion for mathematics education and began to work at the Education Development Center (Newton, MA, USA). As a young researcher she pursued doctoral studies in Mathematics Education studying conjecture generation in dynamic geometry environments under the supervision of Maria Alessandra Mariotti. For years, she continued to study how digital environments can be used to design inclusive activities that promote mathematical learning at all school levels, focussing especially on the production of mathematical conjectures. She also opened her research to the area of mathematical learning difficulties. Based on this research she wrote the entry "Mathematical Learning Difficulties and Dyscalculia” for the Encyclopedia of Mathematics Education. Among other activities, she serves on the editorial board of Digital Experiences in Mathematics Education, she is a member of the steering committee of the Italian Association of Research in Mathematics Education (AIRDM), she leads a Thematic Working Group at CERME, and she coordinates research-to-action activities of a group of in-service teachers in Pisa. | |
| Oi-Lam NG (Hong Kong) |  |
| Oi-Lam Ng is an Assistant Professor in the Department of Curriculum and Instruction at The Chinese University of Hong Kong. Her research interests include technology innovations in mathematics education, language and mathematics discourse, mathematics teacher noticing, and STEM education. Particularly, she is interested in advancing a Papert-inspired conception of “learning as Making,” and the new opportunities it entails for engaging learners in constructionist practices with emergent technologies (3D printing, coding etc). Oi-Lam’s research has been funded by Research Grant Council of Canada and Hong Kong respectively, and her current funded research is entitled, “The effects of implementing a ‘learning as Making’ pedagogy on school mathematics learning: Primary students’ inquiry-based Making with 3D Printing Pens”. Her work has been published in Educational Studies in Mathematics, ZDM: International Journal on Mathematics Education, and British Journal of Educational Technology. Oi-Lam teaches mathematics and STEM education courses. She received her PhD at Simon Fraser University, Canada. | |
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Hamsa Venkat (South Africa)
Hamsa Venkat holds the SARCHi SA Numeracy Chair at the University of the Witwatersrand in Johannesburg – now in its second 5-year phase of research and development in primary mathematics. She leads a team of academics, postdoctoral and postgraduate students, all involved in studying and improving primary mathematics teaching and learning in government primary schools serving disadvantaged students. Her work in South Africa has been in the areas of Mathematical Literacy and Primary Mathematics. Prior to this, Hamsa was based in England, working initially as a high school mathematics teacher in London comprehensive schools, before moving into teacher education at the Institute of Education and research in mathematics education at King’s College London. She obtained her PhD at Kings College London and is the winner of the 2005 British Educational Research Association dissertation award for making the most significant doctoral contribution to research in education in 2004. She has published widely, across articles and books, guest edited a range of Special Issues, and her research work continues to feed into provincial and national policy initiatives. |
|
Keith Jones (UK)
Keith Jones works at the University of Southampton, UK, in the university’s Mathematics and Science Education Research Centre. His expertise in mathematics education spans the teaching and learning of geometrical reasoning and proof, the use of technology in mathematics education, and mathematics teacher education and professional development. He is co-editor of the international journal Research in Mathematics Education and on the editorial board of ESM, JMTE, and IJTME. He served on the PME IC from 2013-2017 and co-edited the PME Newsletter from 2014-2018. He has taken part in several ICMI studies, including on geometry education, on digital technologies in mathematics education, on proof and proving, and on task design in mathematics education. He has served on the international programme committee for a number of conferences and has led and worked on numerous projects. He has published widely, including the co-authored books Key Ideas in Teaching Mathematics and Youngsters Solving Mathematical Problems with Technology, and the co-edited books International Perspectives on the Teaching and Learning of Geometry in Secondary Schools and, most recently, Broadening the Scope of Research on Mathematical Problem Solving. |
|
Lew Hee- Chan (South Korea)
Professor Lew Hee-Chan is the 10th President of Korea National University of Education from 2016. Raised in Seoul, He received his Bachelor‘s Degree (B.S.) in Math Education (1980), and his Master‘s Degree (M.Ed) in Math Education (1983) from Seoul National University. After graduation from Seoul National University, he received Doctoral Degree (Ed.D) from Temple University in Philadelphia in 1989. He began his career as a professor at Korea National University of Education in 1991, and then he served as the Director of the Education Research Institute (2006-2008) and Dean of Planning (2008-2010) in KNUE. He owned numerous professional memberships including International Committee member of International Group for the Psychology of Mathematics Education (2003 - 2007), Chairperson of 10th Asian Technology Conference in Mathematics (2004 – 2005), Joint Chairperson and International Program Committee member of The 12th International Congress on Mathematical Education (2008-2012), and IPC member of ICME-13 (2012 - 2016). He served as the Chairperson of The Korean Society of Educational Studies in Mathematics [KSESM] (2010 - 2012) and took the honorary Chairman of KSESM (2012 – Present). |
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Anna Baccaglini-Frank(Italy)
Anna Baccaglini-Frank is an associate professor at the Department of Mathematics of the University of Pisa, Italy, where she teaches graduate students of mathematics and preservice primary school teachers. After graduating in mathematics, she followed her passion for mathematics education and began to work at the Education Development Center (Newton, MA, USA). As a young researcher she pursued doctoral studies in Mathematics Education studying conjecture generation in dynamic geometry environments under the supervision of Maria Alessandra Mariotti. For years, she continued to study how digital environments can be used to design inclusive activities that promote mathematical learning at all school levels, focussing especially on the production of mathematical conjectures. She also opened her research to the area of mathematical learning difficulties. Based on this research she wrote the entry "Mathematical Learning Difficulties and Dyscalculia” for the Encyclopedia of Mathematics Education. Among other activities, she serves on the editorial board of Digital Experiences in Mathematics Education, she is a member of the steering committee of the Italian Association of Research in Mathematics Education (AIRDM), she leads a Thematic Working Group at CERME, and she coordinates research-to-action activities of a group of in-service teachers in Pisa. |
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Oi-Lam NG (Hong Kong)
Oi-Lam Ng is an Assistant Professor in the Department of Curriculum and Instruction at The Chinese University of Hong Kong. Her research interests include technology innovations in mathematics education, language and mathematics discourse, mathematics teacher noticing, and STEM education. Particularly, she is interested in advancing a Papert-inspired conception of “learning as Making,” and the new opportunities it entails for engaging learners in constructionist practices with emergent technologies (3D printing, coding etc). Oi-Lam’s research has been funded by Research Grant Council of Canada and Hong Kong respectively, and her current funded research is entitled, “The effects of implementing a ‘learning as Making’ pedagogy on school mathematics learning: Primary students’ inquiry-based Making with 3D Printing Pens”. Her work has been published in Educational Studies in Mathematics, ZDM: International Journal on Mathematics Education, and British Journal of Educational Technology. Oi-Lam teaches mathematics and STEM education courses. She received her PhD at Simon Fraser University, Canada. |