Working Groups at Each Annual Meeting

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