1977 Queen’s University, Kingston, Ontario

*Teacher education programmes**Undergraduate mathematics programmes and prospective teachers**Research and mathematics education**Learning and teaching mathematics*

1978 Queen’s University, Kingston, Ontario

*Mathematics courses for prospective elementary teachers**Mathematization**Research in mathematics education*

1979 Queen’s University, Kingston, Ontario

*Ratio and proportion: a study of a mathematical concept**Minicalculators and the mathematics curriculum**Is there a mathematical method?**Topics suitable for mathematics courses for elementary teachers*

1980 Université Laval, Québec, Québec

*The teaching of calculus and analysis**Applications of mathematics for high school students**Geometry in the elementary and junior high school curriculum**The diagnosis and remediation of common mathematical errors*

1981 University of Alberta, Edmonton, Alberta

*Research and the classroom**Computer education for teachers**Issues in the teaching of calculus**Revitalising mathematics in teacher education courses*

1982 Queen’s University, Kingston, Ontario

*The influence of computer science on undergraduate mathematics education**Application of research in mathematics education to teacher training programmes**Imagery and mathematics**Problem solving in the curriculum*

1983 University of British Columbia, Vancouver, British Columbia

*Developing statistical thinking**Training in diagnosis and remediation for teachers**Mathematics and language**The influence of computer science on the mathematics curriculum*

1984 University of Waterloo, Waterloo, Ontario

*Logo and the mathematics curriculum**The impact of research and technology on school algebra**Epistemology and mathematics**Visual thinking in mathematics*

1985 Université Laval, Québec, Québec

*Lessons from research about students’ errors**Logo activities for the high school**Impact of symbolic manipulation software on the teaching of calculus**The role of feelings in the teaching of mathematics*

1986 Memorial University of Newfoundland, St. John’s, Newfoundland

*The role of feelings in learning mathematics**The problem of rigour in mathematics teaching**Microcomputers in teacher education**The role of microcomputers in developing statistical thinking*

1987 Queen’s University, Kingston, Ontario

*Methods courses for secondary teacher education**The problem of formal reasoning in undergraduate programmes**Small group work in the mathematics classroom*

1988 University of Manitoba, Winnipeg, Manitoba

*Teacher education: what it could be**Natural learning and mathematics**Using software for geometrical investigations**A study of the remedial teaching of mathematics*

1989 Brock University, St. Catharine’s, Ontario

*Using computers for investigative work with teachers**Computers in the undergraduate mathematics curriculum**Natural language and mathematical language**Research strategies for pupils’ conceptions in mathematics*

1990 Simon Fraser University, Vancouver, British Columbia

*Reading and writing in the mathematics classroom**The NCTM “Standards” and Canadian reality**Explanatory models of children’s mathematics**Chaos and fractal geometry for high school students*

1991 University of New Brunswick, Fredericton, New Brunswick

*Fractal geometry in the curriculum**Socio-cultural aspects of mathematics**Technology and understanding mathematics**Constructivism: Implications for teacher education in mathematics*

1992 ICME-7, Université Laval, Quebec, Quebec

1993 York University, Toronto, Ontario

*Research in undergraduate teaching and learning of mathematics**New ideas in assessment**Computers in the classroom: mathematical and social implications**Gender and mathematics**Training pre-service teachers for creating mathematical communities in the classroom*

1994 University of Regina, Regina, Saskatchewan

*Theories of mathematics education**Preservice mathematics teachers as purposeful learners: issues of enculturation**Popularizing mathematics*

1995 University of Western Ontario, London, Ontario

*Anatomy and authority in the design and conduct of learning activity**Expanding the conversation: trying to talk about what our theories don’t talk about**Factors affecting the transition from high school to university mathematics**Geometric proofs and knowledge without axioms*

1996 Mount Saint Vincent University, Halifax, Nova Scotia

*Teacher education: challenges, opportunities and innovations**Formation a l’enseignement des mathematiques au secondaire: nouvelles perspectives et defis**What is dynamic algebra?**The role of proof in post-secondary education*

1997 Lakehead University, Thunder Bay, Ontario

*Awareness and expression of generality in teaching mathematics**Communicating mathematics**The crisis in school mathematics content*

1998 University of British Columbia, Vancouver, British Columbia

*Assessing mathematical thinking**From theory to observational data (and back again)**Bring ethnomathematics into the classroom in a meaningful way**Mathematical software for the undergraduate curriculum*

1999 Brock University, St. Catherine’s, Ontario

*Teaching practices and teacher education**Information technology and mathematics education**Early childhood mathematics**applied mathematics at the Secondary Level*

2000 Université du Québec à Montréal, Montréal, Québec

*Mathematics courses for prospective elementary teachers**Crafting an algebraic mind: Intersections from history and the contemporary mathematics classroom**Mathematics education et didactique des mathématiques: Is there a reason for living separate lives?**Teachers, technologies, and productive pedagogy*

2001 University of Alberta, Edmonton, Alberta

*Considering how linear algebra is taught and learned**Children’s proving**Inservice mathematics teacher education**Where is the mathematics?*

2002 Queen’s University, Kingston, Ontario

*Mathematics and the arts**Philosophy for children on mathematics**The arithmetic/algebra interface: Implications for primary and secondary mathematics**Mathematics, the written and the drawn**Types and characteristics desired of courses in mathematics programs for future (and in-service) teachers*

2003 Acadia University, Wolfville, Nova Scotia

*The history of mathematics as a pedagogic tool in Grades K-12**Teacher research: An empowering practice?**Images of undergraduate mathematics*

2004 Université Laval, Quebec City, Quebec

*Learner-generated examples**Transition to university mathematics**Integrating applications and modelling in secondary and postsecondary mathematics**Elementary teacher education: Defining the crucial experiences**A critical look at the language and practice of mathematics education*

2005 University of Ottawa, Ottawa, Ontario

*Mathematics education, society, and peace**Learning mathematics in the early years (pre-K-3)**Discrete mathematics**Socio-cultural dimensions of mathematics learning*

2006 University of Calgary, Calgary, Alberta

*Secondary mathematics teacher development**Developing links between statistical and probabilistic thinking in school mathematics education**Developing trust and respect when working with teachers of mathematics**The body, the sense, and mathematics learning*

2007 University of New Brunswick, Fredericton, New Brunswick

*Outreach in mathematics – Activities, engagement, & reflection**Geometry, space, and technology: Challenges for teachers and students**The design and implementation of learning situations**The multifaceted role of feedback in the teaching and learning of mathematics*

2008 Université de Sherbrooke, Sherbrooke, Quebec

*Mathematical reasoning of young children**Mathematics-in-and-for-Teaching (MifT): The case of algebra**Mathematics and human alienation**Communication and mathematical technology use throughout the post-secondary curriculum**Cultures of generality and their associated pedagogies*

2009 York University, Toronto, Ontario

*Mathematically gifted students**Mathematics and the life sciences**Contemporary and Emergent Research Methodologies in Mathematics Education**Reframing learning (mathematics) as collective action**Studying teaching in practice**Mathematics as social (in)justice*

2010 Simon Fraser University, Burnaby, British Columbia

*Teaching mathematics to special needs students: Who is at-risk?**Attending to data analysis and visualizing data**Recruitment, attrition, and retention in post-secondary mathematics**Can we be thankful for mathematics? Mathematical thinking and aboriginal people**Beauty in applied mathematics**Noticing and engaging the mathematicians in our classrooms*

2011 Memorial University of Newfoundland, St. John’s, Newfoundland

*Mathematics teaching and climate change**Meaningful procedural knowledge in mathematics learning**Emergent methods for mathematics education research: Using data to develop theory**Using simulation to develop students’ mathematical competencies – Post secondary and teacher education**Making art, doing mathematics**Selecting tasks for future teachers in mathematics education*

2012 Université Laval, Québec City, Québec

*Numeracy: Goals, affordances, and challenges**Diversities in mathematics and their relation to equity**Technology and mathematics teachers (K-16)**Proof in mathematics and in schools**The role of text/books in the mathematics classroom**Preparing teachers for the development of algebraic thinking at elementary and secondary levels*

2013 Brock University, St. Catharines, Ontario

*MOOCs and online mathematics teaching and learning**Exploring creativity: From the mathematics classroom to the mathematicians’ mind**Mathematics of Planet Earth 2013: Education and communication**What does it mean to understand multiplicative ideas and processes? Designing strategies for teaching and learning**Mathematics curriculum re-conceptualisation*

2014 University of Alberta, Edmonton, Alberta

*Mathematical habits of mind**Formative assessment in mathematics: Developing understandings, sharing practice, and confronting dilemmas**Texting mathematics**Complex dynamical systems**Role-playing and script-writing in mathematics education: Practice and research*

2015 Université de Moncton, Moncton, New Brunswick

*Task Design and Problem Posing**Indigenous Ways of Knowing in Mathematics**Theoretical Frameworks in mathematics education research**Early Years Teaching, Learning, and Research: Tensions in**Adult- Child Interactions around Mathematics**Innovations in Tertiary Mathematics Teaching, Learning, and Research*

2016 Queen’s University, Kingston, Ontario

*Computational Thinking and Mathematics Curriculum**Mathematics in Teacher Education: What, How… and Why / Les mathématiques dans la formation des enseignants : quoi, comment… et pourquoi**Problem Solving: Definition, Role, and Pedagogy / Résolution de problèmes : définition, rôle, et pédagogie associée**Mathematics Education and Social Justice: Learning to Meet the Others in the Classroom / Éducation mathématique et justice sociale : apprendre à rencontrer les autres dans las classe**Role of Spatial Reasoning in Mathematics**The Public Discourse About Mathematics and Mathematics Education / Le discours public sur les mathématiques et l’enseignement des mathématiques*

2017 McGill University, Montréal, Québec

*Teaching First Year Mathematics Courses in Transition**from Secondary to Tertiary**Elementary Preservice Teachers and Mathematics Anxiety:**Searching For New Responses to Enduring Issues**Social Media and Mathematics Education**Quantitative Reasoning in the Early Years**Social, Cultural, Historical and Philosophical Perspectives**on Tools for Mathematics**Deep Understanding of School Mathematics*