Proceedings of the Eighth International Mathematics Education and Society Conference - Volume 3

Aug 22, 2026

Proceedings of the Eighth International Mathematics Education and Society Conference, Volume 3, compiling introductory material, opening address, plenary papers, symposia, project presentations, and research papers. The contributions examine mathematics education through lenses of social justice, critical agency, curriculum mediation, uncertainty and pedagogical imagination, numeracy as social practice, and decolonizing perspectives. Topics also include STEM and critical math education, ethnomathematics, cultural responsiveness, equity theories in college algebra, and teacher learning communities supporting change.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages398

Reading Time16 h 43 min

AccessFree to download

INTRODUCTION

OPENING ADDRESS

PLENARY PAPERS

SYMPOSIA

PROJECT PRESENTATIONS

RESEARCH PAPERS

Proceedings of the Eighth International Mathematics Education and Society Conference Volume 3 Swapna Mukhopadhyay and Brian Greer (Editors) Portland, Oregon, United States 21st to 26th June 2015 MES8 Contents INTRODUCTION 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 13 OPENING ADDRESS | Ubiratan D’Ambrosio
From Mathematics Education and Society to Mathematics Education and a Sustainable Civilization 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 19
PLENARY PAPERS | | --- | | Munir Fasheh
Over 68 years with mathematics: My story of healing from modern superstitions and reclaiming my sense of being and well-being 􀀮 􀀮 􀀮 33
Bob Peterson
Weaving social justice in elementary mathematics 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 61
Anita Rampal
Curriculum and critical agency: Mediating everyday mathematics 􀀮 83
Ole Skovsmose
Uncertainty, pedagogical imagination, explorative reasoning, social justice, and critique 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 111
SYMPOSIA | Andrea McCloskey, Einat Heyd-Metzuyamin, Mellony Graven, and Beth Herbel-Eisenmann (discussant) Rituals: Connecting the social and disciplinary aspects of mathematics classrooms 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 127 David Stinson and Erika Bullock (coordinators), Indigo Esmonde, Eric (Rico) Gutstein, Tesha Sengupta-Irving, Danny Martin, Niral Shah (presenters), and Rochelle Gutierrez (discussant) Exploring different theoretical frontiers 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 133 Mark Wolfmeyer, Nataly Chesky, and John Lupinacci STEM: Friend or foe to critical math education? 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 139 Keiko Yasukawa, Kara Jackson, Brian Street, Alan Rogers, and Stephen Reder (discussant) Numeracy as social practice 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 145 PROJECT PRESENTATIONS Jillian Cavanna Mathematics teachers’ use of data and evidence in practice: Intersection of accountability and agency 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 151 Mary Foote, Amy Roth McDuffie, Erin Turner, Julia Aguirre, Tonya Gau Bartell, and Corey Drake Teachers Empowered to Advance Change in Mathematics (TEACH MATH) 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 157 Juan Manuel Gerardo, Rochelle Gutiérrez, and Gabriela Vargas Afterschool and into the classroom: Beginning secondary mathematics teachers’ NOS/OTR@S relationships with marginalized students 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 164 Shana Graham Indigenization of mathematics curriculum: An evolving experience 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 170 Anahí Huencho Ramos Mapuche Ethnomathematics: mathematical learning’s promotion from cultural knowledge 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 176 Lateefah Id-Deen Using cogenerative dialogue to incorporate students’ perspectives about their experiences in a mathematics classroom in an urban school 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 181 Dorota Lembrér, Maria Johansson, and Tamsin Meaney Power in preschools: How to support teachers in unpacking the process 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 188 Carlos López-Leiva, Eugenia Vomvoridi-Ivanovic, and Craig Willey Analyzing the cultural responsiveness of two mathematics units 􀀮 194 Jasmine Ma and Sarah Radke Interplay of artistic identities and mathematical dispositions at an art crating company 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 200 Kathleen Nolan Virtually there (again): Internship e-advisors and professional learning communities in mathematics teacher education 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 206 Susan Staats and Forster Ntow Critical professional identity of pre-service teacher: Introducing theories of equity in a college algebra class 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 212 Victoria Trinder and Gregory Larnell Toward a decolonizing pedagogical perspective for mathema

FAQs

这一卷（Volume 3）包含哪些类型的学术内容？

包含引言、开幕报告、全体大会论文（plenary papers）、专题研讨（symposia）、项目报告（project presentations）以及研究论文（research papers）等板块。

本卷的研究议题主要围绕哪些主题展开？

围绕数学教育与社会正义、批判性行动与能动性、日常数学的媒介作用、不确定性与探索性推理、以及数感/素养作为社会实践等展开。

Volume 3中是否包含与教师教育或课堂实践相关的讨论？

包含。文中有关于教师在数学教学中的数据与证据运用、教师专业身份与公平理论、师范教育中的去殖民视角，以及支持教师发展的讨论。

Aug 22, 2026

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