Pre CERME presentations


NB: if you are registered for CERME, you can find all the papers and poster abstracts at - it will be a great advantage to read them beforehand, as presentations will be very short to allow for questions and discussion

2:00 PM Computability as a key aspect of future teachers’ knowledge of real numbers and function, Rongrong Huo (poster).

Abstract: The poster is about the knowledge that secondary teachers can or should have about real numbers and real functions, to be able to explain and understand how computers handle them. The notion of computability is considered of potential importance in view of experiments with advanced assignment for student teachers.

2:10 PM Improving middle school algebra through bi-institutional lesson study, Derya Diana Cosan (poster).

Abstract: My project investigates the potentials of a new method to develop algebra teaching in Danish middle school, in view of facilitating the pupils’ transition to upper secondary school. The method engages teachers from these institutions in so-called lesson studies. My research on international perspectives of the potentials in relation to transition problems in mathematics will be based on the Anthropological Theory of the Didactic, to model mathematical and didactical phenomena across institutions.

2:20 PM Learning to speak mathematically at the Japanese supplementary school in Sweden, Mayu Aoki (co-author: Carl Winsløw) (paper).

Abstract: Natural language is known to play a crucial and specific role for childrens in school mathematics. Not only does is carry special vocabulary, but subtle differences between natural languages may lead to surprising challenges for learners who are not simply taught mathematics in their mother tongue. In this paper, we shall consider some cases from the teaching of mathematics at Japanese schools abroad, while following at the same time a regular school in the local language (here, Swedish). In turns out that Japanese teachers spontaneously emphasize certain subtle particularities, not only in how mathematical symbols are “read out” in natural language, but also in the terminology required to explain crucial techniques – a terminology which may have no equivalent in their pupils’ regular school experience or, indeed, in daily life Japanese.


2:40 PM Board work as a resource for lesson study in mathematics, Yukiko Asami-Johansson (co-author: Koji Otaki and Junki Akamoto)(paper).

Abstract: This paper investigates the role of bansho (board work) in Japanese mathematics teachers’ study activities aimed at developing their own proficiency as teaching professionals. Applying the concept of “the paradidactic” provided by the anthropological theory of the didactic, we distinguish board work as a resource between in benefiting teachers’ teaching in the classroom didactically and the teachers’ studying their lessons outside the classroom paradidactically. We describe four different types of teachers’ study activities of board work in Japan and analyse in what ways those activities function as a paradidactic resource for teachers’ collective developing of their expertise.

3:00 PM Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context, Andreas Tamborg (co-author: Liv Nøhr ) (paper).

Abstract:  This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematics classroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics.

3:20 PM Constraints and conditions for teaching data science as part of mathematical modelling in upper secondary mathematics, Britta Eyrich Jessen (paper).

Abstract: In this paper we address recent years attempt to include data science in school mathematics treated from the perspective of mathematical modelling. In our analysis we draw on the notion of scale of levels of co-determinacy from the Anthropological Theory of the Didactic (ATD) to identify the options or limitations for implementing data science in mathematics education as part of mathematical modelling. We analyse trends in educational debate, curriculum documents, textbooks and teaching material developed for Danish upper secondary school and called ‘Data analysis and Cancer’. We identify fruitful conditions and delimiting constraints for merging mathematics and data science in upper secondary mathematics.


3:40 PM Implementation through adaptation: Relations between mathematics, programming and computational thinking, Morten Misfeldt (co-authors: Thomas Brahe, Uffe Thomas Jankvist, Raimundo Elicer,1 Eirini Geraniou, Kajsa Bråting and Andreas Lindenskov Tamborg) (paper).

Abstract:  This paper examines the experience of three teachers in developing teaching resources for programming and computational thinking (PCT) as part of a project that integrates mathematics and PCT. Using interviews, we explore the teachers' understanding of this integration and their approach to transmitting it through teaching sequences. The findings reveal that the teachers face challenges in exerting agency over the innovation and adapting it for implementation, affecting their ability to integrate PCT and mathematics effectively.