Committee
ICME-16 International Program Committee (IPC)
International IPC Members
- Naďa Vondrová (IPC chair/Convenor)
- David Janda (LOC co-chair)
- Ladislav Kvasz (LOC co-chair)
- (Canada)
Lisa Lunney Borden is a Professor of mathematics education at St. Francis Xavier University in Canada and holds the John Jerome Paul Chair for Equity in Mathematics Education. Having taught 7-12 mathematics in a Mi’kmaw community, she credits her students and the community for helping her to think differently about mathematics teaching and learning. She is committed to research and outreach that focuses on decolonizing mathematics education through culturally based practices and experiences that are rooted in Indigenous languages and knowledge systems.
- (Chile)
Soledad Estrella is a mathematics educator and teacher trainer specializing in preschool and primary education, and also serves as a faculty member for undergraduate and graduate programs. She is the Head of Research at the Institute of Mathematics of the Pontificia Universidad Católica de Valparaíso, Chile. Her research focuses on Statistics Education, Inference, and Probability, emphasizing early learning, statistical and computational thinking, and teacher professional development through Lesson Study methodology. She serves as President of the Chilean Society of Mathematics Education (SOCHIEM, 2025–2026) and Secretary of the Inter-American Committee on Mathematics Education (CIAEM, 2024–2027).
- Alessandro Ribeiro (Brazil)
- Sarah González (Dominican Republic)
- (China)
Xiaoli Lu is Associate Professor of Mathematics Education at East China Normal University. Her research focuses on mathematical modelling education, mathematics teacher learning, and curriculum reform. She has published widely in international mathematics education journals, with recent work centred on conceptualising and measuring creativity in mathematical modelling. She also serves as Academic Secretary of the Chinese Society of Mathematics Education (2021–2025).
- Maitree Inprasitha (Thailand)
- Jayasree Subramanian (India)
- (Egypt)
Mariam is a critical Egyptian scholar whose thinking is grounded in political economy and decomposing curriculum reform to ask whether reforms serve to reproduce colonialist thought. In this vein, she investigates sociocultural power dynamics and politics, anti-colonialist thought, and assets in education. One of her particular areas of interest relates to how historical political arrangements create situations of inequity and the implications for this in cross-cultural exchange of ideas on curriculum reform.
- Forster Ntow (Ghana)
- Anthony Essien (South Africa)
- Arne Jakobsen (Norway)
- (UK)
Professor Jenni Ingram is Professor of Mathematics Education at the University of Oxford in the United Kingdom. Her research focuses on mathematics classroom interaction and international assessments of mathematics. She is also a secondary mathematics teacher educator working closely with pre-service and in-service mathematics teachers.
- Iman Osta (Lebanon)
- (NZ)
Lisa Darragh is a senior lecturer and researcher at the University of Auckland. Her research interests centre on mathematics learner identity and other social and political issues in mathematics education. She is currently researching online mathematics instructional programmes (with a Royal Society Te Apurangi Fast start Marsden Grant), inclusive teaching practices in mathematics (with a Teaching and Learning Research Initiative Grant from NZCER) and the issue of attrition and retention of mathematics teachers in diverse contexts. Lisa teaches on postgraduate programmes and initial teacher education at primary and secondary levels. She has served as associate editor for Mathematics Education Research Journal and is co-convenor of the Mathematics / Pāngarau special interest group for the New Zealand Association of Educational Research.
- Solomon Friedberg (USA)
- Jasmina Milinković (Serbia)
- Merrilyn Goos (Australia)
- Jean-Luc Dorier (Switzerland)
- (Australia)
Dr Kim Beswick (BSc, DipEd, PhD) is the former Head of the School of Education and Director of the Gonski Institute for Education at the University of New South Wales. Kim’s ongoing research interests centre on the beliefs and knowledge that underpin the practice of mathematics teachers and how professional learning can provide a catalyst for change. She is particularly interested in how teachers’ beliefs and knowledge relate to their expectations of and aspirations for their students.