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Proceedings of the 13th International Congress on Mathematical Education

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Cover of 'Proceedings of the 13th International Congress on Mathematical Education'

Table of Contents

  1. Altmetric Badge
    Book Overview
  2. Altmetric Badge
    Chapter 1 Thirteenth International Congress on Mathematical Education: An Introduction
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    Chapter 2 Uncovering the Special Mathematical Work of Teaching
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    Chapter 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative
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    Chapter 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives
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    Chapter 5 “What is Mathematics?” and why we should ask, where one should experience and learn that, and how to teach it
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    Chapter 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning
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    Chapter 7 Transitions in Mathematics Education: The Panel Debate
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    Chapter 8 ICMI Awards Ceremony
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    Chapter 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices
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    Chapter 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education
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    Chapter 11 Elementary Mathematicians from Advanced Standpoints—A Cultural Perspective on Mathematics Education
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    Chapter 12 Design and Development for Large-Scale Improvement
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    Chapter 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter?
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    Chapter 14 Digital Technology in Mathematics Education: Research over the Last Decade
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    Chapter 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research
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    Chapter 16 Assistance of Students with Mathematical Learning Difficulties—How Can Research Support Practice?—A Summary
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    Chapter 17 Mathematics Teachers Working and Learning Through Collaboration
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    Chapter 18 Geometry Education, Including the Use of New Technologies: A Survey of Recent Research
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    Chapter 19 European Didactic Traditions in Mathematics: Aspects and Examples from Four Selected Cases
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    Chapter 20 German-Speaking Traditions in Mathematics Education Research
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    Chapter 21 What Is and What Might Be the Legacy of Felix Klein?
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    Chapter 22 Argentinean National Presentation
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    Chapter 23 Teachers’ Professional Development and Mathematics Education in Brazil
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    Chapter 24 Mathematics Education in Ireland
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    Chapter 25 National Presentation of Japan
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    Chapter 26 National Presentations of Lower Mekong Sub-region Countries
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    Chapter 27 Teaching and Learning Mathematics in Turkey
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    Chapter 28 Topic Study Group No. 1: Early Childhood Mathematics Education (Up to Age 7)
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    Chapter 29 Topic Study Group No. 2: Mathematics Education at Tertiary Level
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    Chapter 30 Topic Study Group No. 3: Mathematics Education in and for Work
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    Chapter 31 Topic Study Group No. 4: Activities for, and Research on, Mathematically Gifted Students
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    Chapter 32 Topic Study Group No. 5: Classroom Practice and Research for Students with Mathematical Learning Difficulties
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    Chapter 33 Topic Study Group No. 6: Adult Learning
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    Chapter 34 Topic Study Group No. 07: Popularization of Mathematics
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    Chapter 35 Topic Study Group No. 8: Teaching and Learning of Arithmetic and Number Systems (Focus on Primary Education)
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    Chapter 36 Topic Study Group No. 9: Teaching and Learning of Measurement (Focus on Primary Education)
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    Chapter 37 Topic Study Group No. 10: Teaching and Learning of Early Algebra
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    Chapter 38 Topic Study Group No. 11: Teaching and Learning of Algebra
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    Chapter 39 Topic Study Group No. 12: Teaching and Learning of Geometry (Primary Level)
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    Chapter 40 Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level
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    Chapter 41 Topic Study Group No. 14: Teaching Learning of Probability
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    Chapter 42 Topic Study Group No. 15: Teaching and Learning of Statistics
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    Chapter 43 Topic Study Group No. 16: Teaching and Learning of Calculus
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    Chapter 44 Topic Study Group No. 17: Teaching and Learning of Discrete Mathematics
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    Chapter 45 Topic Study Group No. 18: Reasoning and Proof in Mathematics Education
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    Chapter 46 Topic Study Group No. 19: Problem Solving in Mathematics Education
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    Chapter 47 Topic Study Group No. 20: Visualization in the Teaching and Learning of Mathematics
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    Chapter 48 Topic Study Group No. 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics
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    Chapter 49 Topic Study Group No. 22: Interdisciplinary Mathematics Education
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    Chapter 50 Topic Study Group No. 23: Mathematical Literacy
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    Chapter 51 Topic Study Group No. 24: History of the Teaching and Learning of Mathematics
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    Chapter 52 Topic Study Group No. 25: The Role of History of Mathematics in Mathematics Education
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    Chapter 53 Topic Study Group No. 26: Research on Teaching and Classroom Practice
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    Chapter 54 Topic Study Group No. 27: Learning and Cognition in Mathematics
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    Chapter 55 Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education
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    Chapter 56 Topic Study Group No. 29: Mathematics and Creativity
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    Chapter 57 Topic Study Group No. 30: Mathematical Competitions
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    Chapter 58 Topic Study Group No. 31: Language and Communication in Mathematics Education
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    Chapter 59 Topic Study Group No. 32: Mathematics Education in a Multilingual and Multicultural Environment
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    Chapter 60 Topic Study Group No. 33: Equity in Mathematics Education (Including Gender)
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    Chapter 61 Topic Study Group No. 34: Social and Political Dimensions of Mathematics Education
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    Chapter 62 Topic Study Group No. 35: Role of Ethnomathematics in Mathematics Education
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    Chapter 63 Topic Study Group No. 36: Task Design, Analysis and Learning Environments Programme Summary
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    Chapter 64 Topic Study Group No. 37: Mathematics Curriculum Development
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    Chapter 65 Topic Study Group No. 38: Research on Resources (Textbooks, Learning Materials etc.)
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    Chapter 66 Topic Study Group No. 39: Large Scale Assessment and Testing in Mathematics Education
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    Chapter 67 Topic Study Group No. 40: Classroom Assessment for Mathematics Learning
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    Chapter 68 Topic Study Group No. 41: Uses of Technology in Primary Mathematics Education (Up to Age 10)
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    Chapter 69 Topic Study Group No. 42: Uses of Technology in Lower Secondary Mathematics Education (Age 10–14)
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    Chapter 70 Topic Study Group No. 43: Uses of Technology in Upper Secondary Education (Age 14–19)
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    Chapter 71 Topic Study Group No. 44: Distance Learning, e-Learning, and Blended Learning
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    Chapter 72 Topic Study Group No. 45: Knowledge in/for Teaching Mathematics at Primary Level
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    Chapter 73 Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level
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    Chapter 74 Topic Study Group No. 47: Pre-service Mathematics Education of Primary Teachers
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    Chapter 75 Topic Study Group No. 48: Pre-service Mathematics Education of Secondary Teachers
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    Chapter 76 Topic Study Group No. 49: In-Service Education and Professional Development of Primary Mathematics Teachers
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    Chapter 77 Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers
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    Chapter 78 Topic Study Group No. 51: Diversity of Theories in Mathematics Education
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    Chapter 79 Topic Study Group 52: Empirical Methods and Methodologies
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    Chapter 80 Topic Study Group No. 53: Philosophy of Mathematics Education
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    Chapter 81 Topic Study Group No. 54: Semiotics in Mathematics Education
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    Chapter 82 Classroom Teaching Research for All Students
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    Chapter 83 Mathematical Discourse in Instruction in Large Classes
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    Chapter 84 Sharing Experiences About the Capacity and Network Projects Initiated by ICMI
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    Chapter 85 Mathematics Teacher Noticing: Expanding the Terrains of This Hidden Skill of Teaching
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    Chapter 86 Connections Between Valuing and Values: Exploring Experiences and Rethinking Data Generating Methods
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    Chapter 87 Developing New Teacher Learning in Schools and the STEM Agenda
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    Chapter 88 Videos in Teacher Professional Development
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    Chapter 89 National and International Investment Strategies for Mathematics Education
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    Chapter 90 Transition from Secondary to Tertiary Education
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    Chapter 91 Teachers Teaching with Technology
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    Chapter 92 Mathematics Education and Neuroscience
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    Chapter 93 Reconsidering Mathematics Education for the Future
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    Chapter 94 Challenges in Teaching Praxis When CAS Is Used in Upper Secondary Mathematics
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    Chapter 95 Mathematics in Contemporary Art and Design as a Tool for Math-Education in School
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    Chapter 96 Exploring the Development of a Mathematics Curriculum Framework: Cambridge Mathematics
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    Chapter 97 Theoretical Frameworks and Ways of Assessment of Teachers’ Professional Competencies
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    Chapter 98 Using Representations of Practice for Teacher Education and Research—Opportunities and Challenges
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    Chapter 99 How Does Mathematics Education Evolve in the Digital Era?
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    Chapter 100 Scope of Standardized Tests
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    Chapter 101 Mathematics for the 21st Century School: The Russian Experience and International Prospects
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    Chapter 102 Lesson/Learning Studies and Mathematics Education
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    Chapter 103 Mathematics Houses and Their Impact on Mathematics Education
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    Chapter 104 An Act of Mathematisation: Familiarisation with Fractions
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    Chapter 105 The Role of Post-Conflict School Mathematics
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    Chapter 106 Applying Contemporary Philosophy in Mathematics and Statistics Education: The Perspective of Inferentialism
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    Chapter 107 Teaching Linear Algebra
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    Chapter 108 Creativity, Aha!Moments and Teaching-Research
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    Chapter 109 White Supremacy, Anti-Black Racism, and Mathematics Education: Local and Global Perspectives
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    Chapter 110 Research on Non-university Tertiary Mathematics
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    Chapter 111 Flipped Teaching Approach in College Algebra: Cognitive and Non-cognitive Gains
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    Chapter 112 A Knowledge Discovery Platform for Spatial Education: Applications to Spatial Decomposition and Packing
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    Chapter 113 Designing Mathematics Tasks for the Professional Development of Teachers Who Teach Mathematics Students Aged 11–16 Years
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    Chapter 114 Contributing to the Development of Grand Challenges in Maths Education
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    Chapter 115 The Role of the Facilitator in Using Video for the Professional Learning of Teachers of Mathematics
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    Chapter 116 Making Middle School Maths Real, Relevant and Fun
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    Chapter 117 “Oldies but Goodies”: Providing Background to ICMI Mission and Activities from an Archival Perspective
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    Chapter 118 Using Braids to Introduce Groups: From an Informal to a Formal Approach
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    Chapter 119 Curious Minds; Serious Play
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    Chapter 120 International Similarities and Differences in the Experiences and Preparation of Post-Graduate Mathematics Students as Tertiary Instructors
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    Chapter 121 Using LISP as a Tool for Mathematical Experimentation
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    Chapter 122 Mathematics Teachers’ Circles as Professional Development Models Connecting Teachers and Academics
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    Chapter 123 Exploring and Making Online Creative Digital Math Books for Creative Mathematical Thinking
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    Chapter 124 The Shift of Contents in Prototypical Tasks Used in Education Reforms and Their Influence on Teacher Training Programs
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    Chapter 125 Analysis of Algebraic Reasoning and Its Different Levels in Primary and Secondary Education
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    Chapter 126 Designing and Evaluating Mathematical Learning by a Framework of Activities from History of Mathematics
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    Chapter 127 Sounding Mathematics: How Integrating Mathematics and Music Inspires Creativity and Inclusion in Mathematics Education
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    Chapter 128 Adopting Maxima as an Open-Source Computer Algebra System into Mathematics Teaching and Learning
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    Chapter 129 The Power of Geometry in the Concept of Proof
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    Chapter 130 Workshop: Silent Screencast Videos and Their Use When Teaching Mathematics
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    Chapter 131 Shout from the Most Silent Nation, North Korea: Can Mathematics Education Be Politically Neutral?
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    Chapter 132 Workshop Theme: “Use of Educational Large-Scale Assessment Data for Research on Mathematics Didactics”
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    Chapter 133 Curriculum Development in the Teaching of Mathematical Proof at the Secondary Schools in Japan
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    Chapter 134 Symmetry, Chirality, and Practical Origami Nanotube Construction Techniques
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    Chapter 135 Reflecting Upon Different Perspectives on Specialized Advanced Mathematical Knowledge for Teaching
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    Chapter 136 Collaborative Projects in Geometry
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    Chapter 137 Workshop on Framing Non-routine Problems in Mathematics for Gifted Children of Age Group 11–15
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    Chapter 138 Enacted Multiple Representations of Calculus Concepts, Student Understanding and Gender
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    Chapter 139 Using Inquiry to Teach Mathematics in Secondary and Post-secondary Education
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    Chapter 140 Making of Cards as Teaching Material for Spatial Figures
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    Chapter 141 Creative Mathematics Hands-on Activities in the Classroom
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    Chapter 142 Teachers Activities at ICME-13
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    Chapter 143 Early Career Researcher Day at ICME-13
Overall attention for this book and its chapters
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • Among the highest-scoring outputs from this source (#15 of 856)
  • High Attention Score compared to outputs of the same age (92nd percentile)

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20 X users
4 Facebook pages
4 Wikipedia pages
2 Google+ users


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Proceedings of the 13th International Congress on Mathematical Education
Published by
Loughborough University, January 2017
DOI 10.1007/978-3-319-62597-3
978-3-31-962596-6, 978-3-31-962597-3, 978-3-31-973756-0

Jaworski, Barbara, Chapman, Olive, Clark-Wilson, Alison, Cusi, Annalisa, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami, Joubert, Marie, Robutti, Ornella


Gabriele Kaiser


The authors of this paper were tasked by ICME-13 organisers with conducting a survey on the topic “Mathematics Teachers Working and Learning through Collaboration”. Four research questions guided the survey, concerned with: the nature of collaborative working; the people who engage collaboratively; the methodological and theoretical perspectives used; what learning could be observed and how it related to collaboration? The resulting survey drew from a wide range of sources, identifying papers relevant to the topic—316 papers were identified, analysed against a set of criteria and organised into three major themes, each relating to one or more of our research questions: Different contexts and features of mathematics teachers working in collaboration; Theories and methodologies framing the studies; Outcomes of collaborations. In addition to the papers revealed by the survey, the team sought contributions from projects around the world which are not represented in the published literature. Members from these projects offered ‘narratives’ from the work of teachers in the projects. This paper reports on the nature of the projects revealed by the survey and the narratives, their theoretical and methodological focuses, and the range of findings they expressed. While we offer a significant range of factors and findings, resulting from a very considerable work, we are aware of limitations in our study: we missed relevant papers in journals outside our range; papers reviewed were usually not authored by teachers so the teachers’ voice was often missing; narratives came from projects with which we were familiar, so we missed others. The survey team is in the process of initiating an ICMI study which can take this work into these missing areas. This paper follows closely the presentation made by the survey team at the ICME-13 congress. In presenting findings from the survey, we have tried to provide examples from and make reference to the survey papers. Because the set of references would be too large to fit within our word limit, we have had to reduce the number of references made. However, readers can find a full set of references in a more detailed paper, Robutti et al. in (ZDM Mathematics Education, 48(5), 651–690, 2016).

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X Demographics

The data shown below were collected from the profiles of 20 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 30 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 30 100%

Demographic breakdown

Readers by professional status Count As %
Professor 3 10%
Student > Master 3 10%
Professor > Associate Professor 3 10%
Student > Ph. D. Student 3 10%
Student > Doctoral Student 2 7%
Other 6 20%
Unknown 10 33%
Readers by discipline Count As %
Mathematics 5 17%
Social Sciences 5 17%
Arts and Humanities 2 7%
Biochemistry, Genetics and Molecular Biology 1 3%
Computer Science 1 3%
Other 3 10%
Unknown 13 43%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 27. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 March 2024.
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Altmetric has tracked 26,017,215 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 94th percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 856 research outputs from this source. They receive a mean Attention Score of 2.0. This one has done particularly well, scoring higher than 98% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 428,160 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 92% of its contemporaries.
We're also able to compare this research output to 3 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them