Concealing and Revealing the Rules of the Game, Christine Knipping, David Reid and Hauke Straehler-Pohl -- Part II Working with Adults -- Learning Mathematics in and out of School: A Workplace Education Perspective, Gail E. FitzSimons -- Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School, Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini -- Working with Adults: A Commentary, Javier Díez-Palomar -- Part III Working with Pre-Schoolers -- ‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years, Anna Chronaki, Georgia Moutzouri and Kostas Magos -- Fairness Through Mathematical Problem Solving in Preschool Education, Zoi Nikiforidou and Jenny Pange -- How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts? Julie Cwikla and Jennifer Vonk -- Working with Pre-Schoolers: A Dual Commentary, Michaela Kaslová and Sixto Romero -- Part IV Taking Spaces and Modalities into Account -- Digital Mathematical Performances: Creating a Liminal Space for Participation, Susan Gerofsky -- Participation in Mathematics Problem-Solving Through Gestures and Narration, Luciana Bazzini and Cristina Sabena -- Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse, Eleni Gana, Charoula Stathopoulou and Petros Chaviaris.- Commentary: Semiotic Game, Semiotic Resources, Liminal Space - A Revolutionary Moment in Mathematics Education! Peter Appelbaum -- Part V Criticising Public Discourse -- Numbers on the Front Page: Mathematics in the News, Dimitris Chassapis and Eleni Giannakopoulou -- On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking, Lluís Albarracín and Núria Gorgorió -- Criticizing Public Discourse and Mathematics Education: A Commentary, Charoula Stathopoulou -- Part VI Organising Dialogue and Enquiry -- Facilitating Deliberate Dialogue in Mathematics Classroom, Ana Serradó, Yuly Vanegas and Joaquim Giménez -- Inquiry-Based Mathematics Teaching: The Case of Célia, Luís Menezes, Hélia Oliveira and Ana Paula Canavarro -- Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners, Panayota Kotarinou and Charoula Stathopoulou -- Organising Dialogue and Enquiry: A Commentary, Lambrecht Spijkerboer and Leonor Santos -- Part VII Providing Information Technology -- Educational Laptop Computers Integrated into Mathematics Classrooms, Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa, Technology and Education: Frameworks to Think Mathematics Education in the 21st Century, Gilles Aldon -- Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered? A Commentary, Fernando Hitt. Part VIII Transcending Boundaries -- Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process, Javier Díez-Palomar -- Service-Learning as Teacher Education, Peter Appelbaum -- The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles: A Commentary, Fragiskos Kalavasis and Corneille Kazadi -- Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques -- Index. |