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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.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/proceedings-of-the-eighth-international-mathematics-education-and-society-conference-volume-3/136644/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/proceedings-of-the-eighth-international-mathematics-education-and-society-conference-volume-3/136644.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-20","2026-08-22",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"这一卷（Volume 3）包含哪些类型的学术内容？","Question",{"text":113,"@type":114},"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。","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"本卷的研究议题主要围绕哪些主题展开？",{"text":118,"@type":114},"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。",{"name":120,"@type":111,"acceptedAnswer":121},"Volume 3中是否包含与教师教育或课堂实践相关的讨论？",{"text":122,"@type":114},"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。","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},136644,1787390474,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Proceedings of the Eighth International Mathematics Education and Society Conference  \nVolume 3  \nSwapna Mukhopadhyay and Brian Greer (Editors)  \nPortland, Oregon, United States  \n21st to 26th June 2015  \nMES8  \nContents  \nINTRODUCTION 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 13  \nOPENING ADDRESS  \n\n| Ubiratan D’Ambrosio\u003Cbr>From Mathematics Education and Society to Mathematics Education and a Sustainable Civilization 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 19\u003Cbr>PLENARY PAPERS |\n| --- |\n| Munir Fasheh\u003Cbr>Over 68 years with mathematics: My story of healing from modern superstitions and reclaiming my sense of being and well-being 􀀮 􀀮 􀀮 33\u003Cbr>Bob Peterson\u003Cbr>Weaving social justice in elementary mathematics 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 61\u003Cbr>Anita Rampal\u003Cbr>Curriculum and critical agency: Mediating everyday mathematics 􀀮 83\u003Cbr>Ole Skovsmose\u003Cbr>Uncertainty, pedagogical imagination, explorative reasoning, social justice, and critique 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 111\u003Cbr>SYMPOSIA |\n\nAndrea McCloskey, Einat Heyd-Metzuyamin, Mellony Graven, and Beth Herbel-Eisenmann (discussant)  \nRituals: Connecting the social and disciplinary aspects of  \nmathematics classrooms 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 127  \nDavid Stinson and Erika Bullock (coordinators), Indigo Esmonde, Eric (Rico) Gutstein, Tesha Sengupta-Irving, Danny Martin, Niral Shah (presenters), and Rochelle Gutierrez (discussant)  \nExploring different theoretical frontiers 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 133  \nMark Wolfmeyer, Nataly Chesky, and John Lupinacci  \nSTEM: Friend or foe to critical math education? 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 139  \nKeiko Yasukawa, Kara Jackson, Brian Street, Alan Rogers, and Stephen Reder (discussant)  \nNumeracy as social practice 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 145 PROJECT PRESENTATIONS  \nJillian Cavanna  \nMathematics teachers’ use of data and evidence in practice:  \nIntersection of accountability and agency 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 151  \nMary Foote, Amy Roth McDuffie, Erin Turner, Julia Aguirre, Tonya Gau Bartell, and Corey Drake  \nTeachers Empowered to Advance Change in Mathematics (TEACH MATH) 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 157  \nJuan Manuel Gerardo, Rochelle Gutiérrez, and Gabriela Vargas  \nAfterschool and into the classroom: Beginning secondary mathematics teachers’ NOS/OTR@S relationships with marginalized students 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 164  \nShana Graham  \nIndigenization of mathematics curriculum: An evolving experience  \n􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 170  \nAnahí Huencho Ramos  \nMapuche Ethnomathematics: mathematical learning’s promotion from cultural knowledge 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 176  \nLateefah Id-Deen  \nUsing cogenerative dialogue to incorporate students’ perspectives about their experiences in a mathematics classroom in an urban school 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 181  \nDorota Lembrér, Maria Johansson, and Tamsin Meaney  \nPower in preschools: How to support teachers in unpacking the  \nprocess 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 188  \nCarlos López-Leiva, Eugenia Vomvoridi-Ivanovic, and Craig Willey  \nAnalyzing the cultural responsiveness of two mathematics units 􀀮 194  \nJasmine Ma and Sarah Radke  \nInterplay of artistic identities and mathematical dispositions at an art  \ncrating company 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 200  \nKathleen Nolan  \nVirtually there (again): Internship e-advisors and professional  \nlearning communities in mathematics teacher education 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 206  \nSusan Staats and Forster Ntow  \nCritical professional identity of pre-service teacher: Introducing theories of equity in a college algebra class 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 212  \nVictoria Trinder and Gregory Larnell  \nToward a decolonizing pedagogical perspective for mathema","cbCaia6jpsYNWU5T","https://ap.wps.com/l/cbCaia6jpsYNWU5T","pdf",2722191,398,"English","# INTRODUCTION\n## OPENING ADDRESS\n## PLENARY PAPERS\n## SYMPOSIA\n## PROJECT PRESENTATIONS\n## RESEARCH PAPERS","[{\"question\":\"这一卷（Volume 3）包含哪些类型的学术内容？\",\"answer\":\"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。\"},{\"question\":\"本卷的研究议题主要围绕哪些主题展开？\",\"answer\":\"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。\"},{\"question\":\"Volume 3中是否包含与教师教育或课堂实践相关的讨论？\",\"answer\":\"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。\"}]","Proceedings of the Eighth International Mathematics Education and Society Conference - Volume 3 | PDF",1003]