Committees

ICME-16 International Program Committee (IPC)

International IPC Members

Naďa Vondrová (Convenor)

Naďa Vondrová is a full professor at the Faculty of Education, Charles University in Prague. Her research lies in the field of mathematics education, with a focus on problem solving, word problems, and innovative approaches to teaching and learning mathematics. She has long been engaged in the preparation and professional development of mathematics teachers, bridging theory with classroom practice through both research and the creation of teaching materials and methodological guides. She is actively involved in the international mathematics education community, contributing to conferences, collaborative research projects, and professional networks such as ERME and ICMI. Through these activities she has shared and developed insights into how students approach mathematical problems and how teachers can best support their learning.
David Janda (Czech Republic)
Ladislav Kvasz (Czech Republic)
Lisa Lunney Borden (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.
Soledad Estrella (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)

Alessandro Ribeiro holds a PhD in Mathematics Education from the Pontifical Catholic University of São Paulo. He completed three postdoctoral internships, one in the United States (in 2015, at Rutgers University); one in Portugal (in 2017, at the Institute of Education of the University of Lisbon); and one in Spain (in 2025, at the University of Alicante). He is currently an associate professor at the Center for Mathematics, Computation and Cognition at the Federal University of ABC, working in the initial and continuing education of mathematics teachers. He is a researcher in the field of Mathematics Teacher Education, with an emphasis on the learning and development of teachers and teacher educators. He has been a member of the executive team of the Inter-American Committee for Mathematics Education (CIAEM) since 2015, and acts as a guest speaker and reviewer at several events in Brazil and abroad. He was president of the Brazilian Society of Mathematical Education (SBEM) from 2013 to 2016. He is currently a research productivity fellow at the National Council for Scientific and Technological Development (CNPq) in Brazil.
Sarah González (Dominican Republic)
Xiaoli Lu (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)

Vice Chair of Thailand National Commission for “Teachers for Strengthening Local Community” Ministry of Higher Education, Science, Research and Innovation

He is currently a Senior Research Fellow at the Institute for Research and Development in Teaching Profession for ASEAN (IRDTP) at Khon Kaen University (KKU). In 2024, he was awarded the status of Principal Fellow (PFHEA) of the UK Professional Standards Framework for teaching and learning support in higher education. Additionally, he is former KKU's Vice President for Education and Academic Services. He previously served as Dean of the Faculty of Education at Khon Kaen University for two terms in 8 years.

He serves as the President of the Thailand Society of Mathematics Education (TSMEd) and the President of The Educational Foundation for Development of Thinking Skills, and is now President of International Society of Mathematics and Science Education (ISMSE). He holds a Ph.D. in Mathematics Education from the University of Tsukuba, Japan, and has more 20 years of experience studying Japanese Lesson Study.

In 2003, He established the Center for Research in Mathematics Education (CRME), the first such center in Thailand, which later became part of the National Center of Excellence in Mathematics. He has been overseeing the APEC Lesson Study series since 2006. From 2007 to 2013 and upcoming in 2025, he served on the International Program Committee (IPC) for the East Asia Regional Conference on Mathematical Education (EARCOME) and was on its Advisory Board in 2015. He hosted EARCOME 6 in Phuket, Thailand, in 2013. He will serve as Co-Chair of Topic Study Group and IPC member for EARCOME 9, 2025 in Seoul.

Currently, He is Thailand's representative to both the Capacity and Networking Project 3 (CANP 3) and served as the International Commission on Mathematical Instruction (ICMI) country representative from 2012–2023. He also serves on the IPC of ICMI Study 23 and has contributed chapters to both ICMI Study 23 and 24 and has been selected to serve on the IPC for ICME 2028 in Prague. In 2021, the first Lesson Study project school, collaborating with KKU under his coaching, celebrated 20 years of implementing lesson study in Thailand. This initiative now encompasses over 300 project schools across Thailand, involving more than 8,000 teachers and 110,000 students.

He is frequently invited as a speaker and moderator at international conferences, particularly among APEC countries. He has been selected as an international committee (IC) member of the International Group for the Psychology of Mathematics Education (PME) and served as the Conference Chair for the virtual PME44 held on July 19–22, 2021. Additionally, he was invited as a plenary speaker at the PME Regional Conference 2023, which took place from December 2–4, 2023, and will serve as a Plenary Panelist at PME in Chile in 2025.
Jayasree Subramanian (India)

I did my PhD in Representation Theory in connection with Algebraic Number Theory. Alongside, I got deeply invested in political activism on the campus that enabled me to critically engage with gender, caste and class questions. As a result I moved out of mathematics to work in mathematics education and joined a reputed NGO Eklavya Foundation that works with public funded schools in rural India. Currently I am an associate professor in the department of mathematics. My area of research interests in mathematics education are equity and social justice in mathematics education, critical mathematics education and the language question in mathematics education.
Mariam Makramalla (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)

Anthony (Tony) Essien holds the south African numeracy chair at the wits school of education. He was the deputy head of school for research at the wits school of education from June 2020 to September 2022. Prof Essien was also the head of the mathematics education division at the same school from January 2017 to May 2021. He is a series editor of studies on mathematics education and society, and an editorial board member of educational studies in mathematics (ESM). He is also an associate editor of the African journal of research in mathematics, science and technology education. He was an elected member of the international committee (board of trustees) for the international group for the psychology of mathematics education (IGPME) from 2018 to 2022. Anthony also served as an associate editor of Pythagoras (the academic journal of the association for mathematics education of South Africa) for 11 years. His field of research is in language issues in the teaching and learning of mathematics from primary level to teacher education. His most recent books are multilingual yearbook 2021: policy and practice in stem education contexts, and multilingualism in mathematics education in Africa, and innovation beyond disruption.
Arne Jakobsen (Norway)
Jenni Ingram (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)

Professor of Mathematics Education and Fulbright Fellow, Iman Osta is currently the Dean of the Faculty of Teacher Education at the Makassed University of Beirut (MUB). She has conducted academic work and educational Consultation in Educational Assessment, Curriculum Design,

Iman Osta has taught at the American University of Beirut (AUB) (1990 to 2000) and the Lebanese American University (LAU) (2000 to 2021), where she also served as Assistant-Dean, as Chair of the Department of Education, and Director of the MEPI Tomorrow’s Leaders Graduate (TLG) program. She has also conducted research at the University of Maryland in the USA (2013), in the capacity of Fulbright Visiting Scholar.

Along her professional path, she offered development workshops for in-service math teachers at all grade levels (elem., middle and sec.). She participated in the development of, and training for, the Ministry’s curriculum reform initiative in Lebanon and chaired the Assessment and Evaluation committees for the Math discipline. She led and participated in collaborative projects with many universities in the world (e.g. Michigan State University MSU, University of California Davis UCD, UQAM in Canada, Aegean University in Greece, University of Cyprus).

She has done consultancy work with international organizations and educational institutions, such as UNESCO, UNICEF, ESCWA, EU in the EQUIP2 Project in Sudan, The Kuwaiti Foundation for the Advancement of Science KFAS, Alef Education in the UAE. A particularly long-term consultancy engagement was in USAID-funded projects, namely DRASATI and QITABI projects, included tasks of capacity building for math teachers, development of training manuals and materials for math teaching and training, quality control for digital math lessons covering the curriculum for the elementary level, and development of class observation tools.
Lisa Darragh (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)

Solomon Friedberg is McIntyre Professor of Mathematics at Boston College (USA). A mathematician working in number theory and related areas, he has been involved with mathematics education since the 1990s. As a mathematician, he has a long and on-going record of scholarship, has former PhD students who are now faculty members in the US, Asia and Europe, and has organized many conferences, workshops and programs around the world. In mathematics education, has worked extensively with both pre-service and in-service K-12 math teachers, led a project to create new materials to support math graduate students in learning how to teach, led a nationwide project to evaluate the math standards of each US state, and served as Chair of the US National Commission on Mathematics Education. Friedberg has also worked with Chilean mathematicians in support of math education there. Friedberg is a Fellow of the American Mathematical Society and of the American Association for the Advancement of Science and he received the 2021 AMS Award for Impact on the Teaching and Learning of Mathematics.
Jasmina Milinković (Serbia)
Merrilyn Goos (Australia)

Merrilyn Goos is Emeritus Professor of Education at The University of Queensland, Australia, and holds Adjunct Professor appointments to the University of Limerick, Ireland, and the University of the Sunshine Coast, Australia. From 2025–2028 she is President of the International Commission on Mathematical Instruction.
Jean-Luc Dorier (Switzerland)
CARREER

Since September 2006
Professeur ordinaire de didactique des mathématiques – Université de Genève, FPSE, Section des Sciences de l’Education et Institut Universitaire de Formation des Enseignants (IUFE)

Since Aug. 2018
coordinator of the primary school teachers’ training programme

14 July 2015 – 15 July 2017
President of the Department of Educational Sciences in Geneva University

September1999 – September 2006
Professeur des Universités at the Institut Universitaire de Formation des Maîtres (IUFM) – Lyon. Promotion to the first class since October 2005.

October 1991 – September 1999
Maître de Conférences in the Faculté de Sciences Économiques – Université Grenoble.

October 1990 – October 1991
Professeur Agrégé – Faculté de Sciences Économiques – Université Grenoble.

October 1987 – October 1990
Ancien Normalien Doctorant – Institut Fourier, Université Grenoble 1.

MAIN TOPICS OF RESEARCH

www.unige.ch/fapse/dimage/en/research-projects/
- The teaching and learning of Linear Algebra in sciences university: epistemological and didactical aspects
- The teaching of mathematics in relation to other disciplines
- Promoting investigation-based learning in mathematics and sciences across Europe – PRIMAS – www.primas-project.eu
- Head of Research project including 14 researchers financed by the Swiss National Funds for research on Problem solving as an object and a tool at various teaching levels https://www.unige.ch/fapse/dimage/fr/projets-de-recherche/projet-fns/
Kim Beswick (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.