Presenters

Dr. Michal Yerushalmy is a professor emeritus in the department of Mathematics Education at the University of Haifa, Israel. Yerushalmy is the director of MERI - the Mathematics Education Research and Development Innovation center, a member of the Learning in Networked Society (LINKS) National Research Center. Until recently (2016) she was the Vice President for Research of the University of Haifa. Yerushalmy studies mathematical learning and teaching, focusing on design and implementation of reform curricula and on processes involved in learning with multiple external representations, bodily interactions and modeling. Yerushalmy authored and designed numerous software packages and interactive textbooks. She co-authored with J.L. Schwartz the Geometric Supposer and designed the VisualMath algebra and calculus curriculum. Yerushalmy’s R&D has focused on ways of using technology to make mathematical inquiry-learning available everywhere using mobile phones (The Math4Mobile project), and on ways to support teaching with online formative assessment (The STEP project).

Judah L. Schwartz was Professor of Engineering Science and Education at the Massachusetts Institute of Technology [1973-2000] and Professor of Education at the Harvard Graduate School of Education [1981-2003]. Professor Schwartz was trained in theoretical physics and mathematics and did research for some years in the area of atomic physics. In the course of that research, he and his colleagues developed a variety of computer graphics techniques that proved to be useful in the teaching of mathematics and science. His current research interests include the design of microcomputer software environments to improve the teaching and learning of science and mathematics and the application of cognitive science techniques to the study of mathematics and science education. He has been a visiting Professor at universities in France, Italy and Israel, has consulted and lectured widely and published extensively in the area of educational technology. He is the author or co-author of many software environments including The Semantic Calculator, The Algebraic Proposer, M-SS-NG L-NKS, What Do You Do With A Broken Calculator?, The Geometric Supposer Series, The Geometric superSupposer, Sir Isaac Newton's Games, The Calculus Toolkit, The Function Analyzer, The Newtonian Sandbox, The Function Supposer Series, Div, Grad, Curl & almost All That!, Unsolving..., The Function Family Register, What Shape is That Color?, Calculus Unlimited and the <in COMMON> series. Professor Schwartz has a long standing interest in alternative modes of assessment and has edited reports entitled “The Prices of Secrecy: The Social, Intellectual and Psychological Costs of Current Assessment Practice” and “Assessing Mathematics Understanding & Skills Effectively”. Major publications include a book-length case study of educational reform entitled "The Geometric Supposer; What Is It A Case Of?" and "Software Goes to School: Teaching for Understanding in the Age of Technology", a book co-edited with colleagues from the Educational Technology Center at Harvard. For the past three years (2014-17) he has taught a course entitled "The Art & Craft of Posing Problems & Making Conjectures" in the Mathematics for Teaching masters' program at the extension school of Harvard University.

Ferdinando Arzarello has been full professor of Mathematics until 31-10-2017 at Mathematics Department “G. Peano” of Turin University. Currently he is still charged of a course for Master students and of Seminars for PhD students in the same Department. Former President of ERME (2009-2013) and of ICMI (2013-2016). He has directed many dissertations in mathematics education at Master and PhD level. He is author of more than 150 international publications in the field of mathematics education. His main subjects of research concern the learning/teaching of Algebra, Geometry and Calculus at secondary school level, especially within technological environments; curriculum design; the role of semiotic resources, particularly gestures, in mathematics learning processes.

Dr. Olsher is a lecturer at the department of Mathematics Education, and researcher at MERI - the Mathematics Education Research and Innovation center, both at the University of Haifa's Faculty of Education. Dr. Olsher's current research deals with potential contribution of digital assessment products in the classroom, and developing and using digital textbooks and technologies to better represent and use learning objects in different learning environments. Among the projects is the STEP (Seeing The Entire Picture) platform for formative assessment in mathematics. A noticeable past project Dr. Olsher participated in as chief screenplay writer and teacher, was the Private Tutor television series intended for matriculation exams preparation. The television series was produced by the Israeli Educational Television Channel in collaboration with the Ministry of Education, and is still available on you-tube and is widely used by both students and teachers.

Dr. Allen Leung obtained his PhD in Mathematics at University of Toronto, Canada. Before engaging in mathematics education research, he was a secondary school mathematics teacher in Hong Kong. Dr Leung is currently an Associate Professor of Mathematics Education at Hong Kong Baptist University. Previously, he was an Assistant Professor at The University of Hong Kong and the Education University of Hong Kong. Dr Leung’s main research interests are dynamic geometry environment, development of mathematics pedagogy using variation, tool-based mathematics task design, STEM education, proof and argumentation in mathematics education and lesson study. He has published in major international mathematics education journals and books, PME conference Proceedings. Dr Leung was involved in ICME 11, 12 and 13 as a Topic Study Group organizing member, a presenter of Regular Lecture and a member of a survey team. He made contributions to four ICMI Studies and was an IPC member of the 22nd ICMI Study: Task Design in Mathematics Education. Recently, he co-edited the Springer book “Digital Technologies in Designing Mathematics Education Tasks - Potential and Pitfalls (Mathematics Education in the Digital Era Book Series)".

Binyan Xu received her PhD in Mathematics Education at the University of Osnabrueck in Germany. Currently, she is a Professor of Mathematics Education at the East China Normal University. Her research interests focus on the students’ mathematics core competences assessment and design of mathematics project to improve students’ engagement in mathematics activities in classroom. She is key member for developing mathematics standards in Shanghai. Now she is the co-chair of Local Organizing Committee of the 14th International Congress on Mathematics Education (ICME 14) in 2020 in Shanghai. Since 2017, she is the EC member of the International Commission of Mathematical Instruction.

At the University of Maryland, Daniel Chazan holds the Jean, Jeffrey, and David Mullan Professor of Teacher Education in the Department of Teaching and Learning, Policy and Leadership, is Director of the Center for Mathematics Education, and co-Director of Terrapin Teachers. Chazan studies the teaching of mathematics in compulsory high school settings as a practice--embedded inside societal institutions, within societies with particular kinds of structure--that is carried out by individuals with identities and knowledge. His professional interests include: student-centered mathematics teaching, the potential of history and philosophy of mathematics and technology for informing teaching, constructive links between educational scholarship and practice, and the preparation of future teachers.

Cristina Sabena is Associate Professor in Mathematics Education at the University of Torino, where she teaches Mathematics Education to future primary teachers. She is Member of CIEAEM and of ERME Board. She has been Principal Investigator for the European Project FaSMEd (Improving progress for lower achievers through Formative Assessment in Science and Mathematics Education) on the role of technology to foster formative assessment in mathematics and science. Her research interests include the multimodal aspects of mathematics teaching-learning, formative assessment processes and the development of theoretical thinking in mathematics, and the networking of different theoretical approaches in mathematics education.

Annalisa Cusi graduated in Mathematics at Modena and Reggio Emilia University in 2001, where she obtained a PhD in Mathematics in 2009. She’s been teaching Mathematics and Physics in upper secondary school since 2001. She worked as a research fellow at Torino University from 2014 to 2016 within the European Project FaSMEd. Her main research interests are: innovation in the didactic of algebra; the analysis of teaching/learning processes, with a focus on the role played by the teacher; methods to promote early algebraic thinking in young students; teacher professional development; formative assessment processes in Mathematics.

Rachel Hess-Green’s post-doctoral research focuses on the professional development of teachers using the automatic formative assessment platform. She has been teaching mathematics at undergraduate level for ten years, for students and teachers. Her PhD in mathematics education concentrated on values and culture in a mathematics camp for high-achieving students. Previously, she developed algorithms in image processing and machine learning. Her first and second degrees are in mathematics.

Shlomi Ishak is a math teacher in junior high and high school and also an instructor in practical engineering school .Shlomi Ishak holds a bachelor’s degree in computer science and a master degree in mathematics education.

Hagit Weiss is a deputy headmaster of high school “Nofey-Golan” in Golan Heights and a math teacher for thirty years. Hagit holds a master degree in mathematics education. She is interested in renewable pedagogy.