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

 

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