Plenary lectures

 

Plenary Speakers

Marcelo Borba, UNESP – State University of São Paulo, Brazil
Michal Tabach, Tel Aviv University, Israel             
Jaime Carvalho e Silva, University of Coimbra, Portugal
Norma Presmeg, Illinois State University (Professor Emerita), USA

 

 

 

 

Marcelo Borba,
UNESP -
State University of São Paulo, Brazil

Marcelo C. Borba is a professor of the graduate program in mathematics education and of the mathematics department at UNESP (State University of Sao Paulo), campus of Rio Claro, Brazil, where he chairs the research group GPIMEM.
His research interests are on the use of digital technology in mathematics education, online distance education, modelling as a pedagogical approach and qualitative research methodology.
Marcelo has served in the education committee of the main research funding agency of Brazil from 2008 until 2011. He is a member of the editorial board of Educational Studies in Mathematics, and an associate editor of ZDM. He gave numerous invited talks around the world, including Canada, Denmark, Iceland, Mozambique, Mexico, Germany, New Zealand, Italy, Colombia, Argentina and United States.
He has been a member of the program committee of several international conferences. He wrote several books and book chapters, and he refereed papers published in Portuguese and in English. He is the editor of a collection of books in Brazil for the past ten years, which includes 25 books to date.

 

 

 

 

Michal Tabach,
Tel Aviv University, Israel

Michal Tabach is a senior lecturer at Tel-Aviv University, Department of Mathematics, Science and Technology Education.
Her research focuses on learning and teaching processes in the classroom, especially with computerized environments. She studies knowledge shifts between different settings (individuals, small groups and the whole class). She is also using discourse analysis to gain insight into learning processes. In particular, she has an ongoing research related to students’ creative mathematical thinking from kindergarten to 9th grade. She explored possible relations between problem solving and mathematical knowledge in different grade levels, as well as possible connections between problem posing and problem solving, as two aspects of creative mathematical thinking.

 

 

 

 

Jaime Carvalho e Silva,
University of Coimbra, Portugal

Jaime Carvalho e Silva has a Ph.D. in Pure Mathematics (Analysis) by the Universities of Paris 6, France and Coimbra, Portugal. He is an Associate Professor of the Department of Mathematics of the Faculty of Sciences and Technology of the University of Coimbra, Portugal, where he teaches Mathematics for Engineers, and Didactics and History of Mathematics to future teachers of Mathematics. He is the Coordinator of the Center "Softciencias" (Coimbra) that gives support to teachers on the use of technology in school.
He is a member of the coordinating committee of the National Seminar on the History of Mathematics (Portugal) and author of mathematics textbooks for secondary education. He has also coordinated the technical task force that wrote the national mathematics syllabi for secondary education of 1997 and 2003.
Jaime C. Silva was the Secretary-General of ICMI from 2010 to 2012.

 

 

 

 

Norma Presmeg
Illinois State University (Professor Emerita), USA

Norma Presmeg is Professor Emerita from Illinois State University. Her work on creativity started in the 1970s when she wrote a thesis for the MEd degree (1980) on “Parallel threads in the development of Albert Einstein’s thought and current ideas on creativity: What are the implications for the teaching of high school mathematics?”Her PhD dissertation at Cambridge University (1985) was on the topic “The role of visually mediated processes in high school mathematics: A classroom investigation.” Affect as a topic of significance came into her continuing research, through the decade, as a concomitant of work on metaphors and metonymies in mathematics education, visualization, and the role of culture. Her early theoretical foundation in the work of Krutetskii on visualization gave way to Peircean semiotics as a theoretical lens: Semiotic chaining was a useful conceptual framework in research on how to bring cultural practices into mathematics classrooms. Semiotics also proved useful in further research on visualization in non-routine problem solving, including an investigation of ways of facilitating the building of connections by students in their learning of high school trigonometry.