Ce numéro spécial 22.1 de la Quaderni di Ricerca contient les actes de la conférence 63e CIEAEM, qui s’est déroulée du 24 au 29 juillet 2011.

Conférences plénières
– Mathematicians, Mathematics Educators and the state of the world (Ubiratan D’Ambrosio)
– Learning Mathematics In and Out of School: A workplace education perspective (Gail E. FitzSimons)
– Mathematics for social inclusion (Ramon Flecha)
– On Social Class in Place – and Community- Based Mathematics Instruction: a Cross-Case Comparison from Rural America (Robert Klein)
– Re-interpreting Students’Interest in Mathematics: Youth Culture Resisting Modern Subjectification (Paola Valero)

Oral presentations
– Usages des Technologies Dans et Hors la Classe (Gilles Aldon)
– Playing with Numbers in Cultures: Beginning to Trouble Essentialist Views of Mathematical Knowledge re – production (Ana Chronaki, Georgia Mountzouri)
– Mathematical Games Played by Elementary School Students (Dores Ferreira, Pedro Palhares and Jorge Nuno Silva)
– Intercultural Debates and Citizenship. Some Teacher. Research Consequences (Joaquim Giménez, Yuli Vanegas, and Xavier Vilella)
– Mathematical Modelling and Bank Loan Systems: An Experience with a Group of Youngs and Adults (Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini)
– Un sens des mathématiques dans l’enseignement (Eric Laguerre)
– Numeramentality: A research program in Mathematics Education (Samuel Edmundo Lopez Bello)
– Le développement du raisonnement proportionnel à travers des problèmes statistiques chez des élèves du 3è sycle du primaire (Khoi Mai Huy, and Laurent Theis)
– Mathematics and solar roaster in high school (Alejandro Rosas Mendoza, Leticia del Rocío Pardo and José Luis Gómez)
– Everyday life models generated by social sciences students (Alejandro Rosas, and Leticia del Rocío Pardo)
– Playing board games inside and outside the classroom (Chrysanthi Skoumpourdi)
– Recognizing modeling routes for empowering 12-16-year-old pupils (Manel Sol, Joaquim Giménez, and Nuria Rosich)
– Trying to be democratic in mathematics class (David Wagner, and Beth Herbel-Eisenmann)
– Service learning as teacher education (Peter Appelbaum)
– Soutenir les élèves à risque en apprentissage des mathématiques. Étude de cas d’un élève classé « déficient intellectuel léger » (Normand Caron, and Corneille Kazadi)
– Schools and families as partners in the mathematics learning process: Portuguese data from the FAMA project (Margarida César)
– Women in relation to school techonology and mathematics: reading hegemonic discourses via « cyborgs » and « subalterns » (Ana Chronaki)
– Family Math involvement in Spain: the families’voices (Javier Díez-Palomar, Sandra Torras, and Silvia Molina)
– Assessing Evaluation: The problem of discriminatory students evaluation (Liora Hoch, and Miriam Amit)
– I’m going to tell you to save you wondering: How enabling becomes disabling in a Canadian mathematics classroom (Christine Knipping, Hauke Straehler-Pohl, and David A. Reid)
– Analyse d’un problème sous l’angle des décalages entre ce qui est attendu par l’enseignant et ce que permet le problème (Claudine Mary and Laurent Theis)
– Cabinetmarkers’everyday use of mathematics (Laia Saló)
– Parent-trainer training course for success in mathematics and science (Ana Serradó, and Maria Meletiou-Mavrotheris)
– Analysing the discourse of low expectations (Hauke Straehler-Pohl, Sainza Fernández, Uwe Gellert, and Lourdes Figueiras)
– Learning Mathematics as a « practically able » learner: An instance of institutional denial of access (Hauke Straehler-Pohl, and Uwe Gellert)
– Mathematical literacy from the point of view of teachers and students in technical-industrial education in Brazil (Elisabete Zardo Búrigo)
– Getting « real » with « rational numbers » to facilitate access and participation (Zuly L. Alfonzo, and Vena M. Long)
– A case study on access and participation: Teaching mathematics based on computerised didactic units (Joaquim Barbé, Lorena Espinoza, and Uwe Gellert)
– Reinforcing Arithmetic Problem Solving through the Use of a Properly Created Software (Luciana Bazzini, and Pietro Madaro)
– Interdisciplinarity projects with social relevance from mathematical education (Rosa Becerra Hernández)
– The way we work: Contributions of collaborative work to mathematics learning (Ines Borges, and Margarida César)
– Educational laptop computers integrated into mathematics classrooms: is it a possible dream? (Maria Elisabette Brisola Brito Prado, and Nielce Meneguelo Lobo da Costa)
– Towards reflexive discussions in mathematical modelling (Jonei Cerqueira Barbosa)
– A socio-political analysis of mathematics teaching in the classroom (Petros Chaviaris, Charoula Stathopoulou, and Eleni Gana)
– Les TIC sous forme de capsules virtuelles comme support à l’appropriation des connaissances en mathématiques auprès des élèves ordinaires et EHDAA de niveau secondaire (Diane Gauthier, Sandra Larouche, Marc-Pascal Harvey, Carl Bilodeau, Stéphanie B. Bilodeau, Nadia Fortin, Marie-Josée Lépine, Steeve Ouellet, and Pascal Tremblay)
– Digital mathematical performances: creating a liminal space for participation (Susan Gerofsky)
– Les interventions didactiques de l’enseignement dans l’enseignement des probabilités à des élèves en difficulté intégrée en classe ordinaire au primaire (Vincent Martin, Laurent Theis, and Claudine Mary)
– Curriculum, textbooks, mathematics teaching: what really happens in the classroom? (Charoula Stathopoulou, Eleni Gana, and Petros Chaviaris)
-Blind students’participation in mainstream mathematics classes (Claudia Ventura, N. Santos and Margarida César)
– Using e-Portfolios as a strategy to improve learning through participation and collective reflection (Marcelo Bairral, and Rafael dos Santos)
– Challenges of teacher education in geometry (Lina Fonseca and Elisaete Cunha)
– Formation des enseignants et utilisation de la technologie liée aux processus visuels en mathématiques (Fernando Hitt)
– Secondary mathematics teachers incorporating digital technologies into their classroom practice (Verónica Hoyos)
– Middle school mathematics teachers’initial perception about WebQuests (Aytaç Kurtulus, H. Bahadir Yanik, and Tuba Ada)
– Teaching practices research as a source to develop training programs for mathematics teachers (Victor Larios Osorio, Vicenç Font Moll, Joaquím Giménez, Alejandro Díaz, and Barriga Casales)
– Mathematics teacher education as a freedom practice: An approach of practical reflection (Nielce Meneguelo Lobo da Costa, Maria Elisabette Brisola Brito Prado, Ruy César Pietropaolo, and Tânia Maria Menconça Campos)
– The interrelationships of mathematics and the school unit as viewed by prospective and in-service school principals: A systems theory approach (Andreas Moutsios-Rentzos, and François Kalavasis)
– Mathematics assessment: A critical and participative experience (Andrés Moya Romero)
– The mathematics teacher learning through his practice: The influence of his didactic and mathematical knowledge (David Páez and José Guzmán)
– Mathematical knowledge for teaching: Exploring different meanings of education (Alessandro Jacques Ribeiro)
– As time goes by: What remains from teachers’professional development? (Stefan Zehetmeier)
– Systematic formation and discovery in the path toward the concept. Activities in a first grade of the primary school (Nilla Bonissoni, Paolo Longoni, Gianstefano Riva and Ernesto Rottoli)
– Démarche d’observation en tant qu’outil de structuration de la pensée (Helena Boublil-Ekimova)
– How do fair sharing tasks facilitate young children’s access to fractional concepts? (Julie Cwikla, and Jeniffer Vonk)
-Problem stories: Methodology for integration in elementary school (Maria de Fátima Sardinha, Pedro Palhares, and Fernando Azevedo)
– L’utilisation des représentations par deux enseignantes du collégial pour l’introduction de la dérivée (Sarah Dufour, and Fernando Hitt)
– The creative potential of mathematical model eliciting activities (Talya Gilat, and Miriam Amit)
– La structure de la démonstration avec d’activités de géométrie (Lourdes Guerrero)
– The influence of Dynamic Geometry Software on the development of geometric justifications (Víctor Larios and Noraísa González)
– A modelling case study to investigate students’functional thinking: Galilei’s sacks (Maria Lo Cicero)
– Promoting the power of Mathematics- Children learning fractions with understanding (Emma Mamede and Manuela Oliveira)
– Metacognitive functions during problem solving in pairs: A case study (Evangelos Mokos, and Sonia Kafoussi)
– Je me demande si je suis sur le bon chemin…: Analyse d’une pratique enseignante portant sur la compréhension des relations de comparaison au primaire (Izabella Oliveira, and Stéphanie Rhéaume)
– La planification des enseignants sur la résolution de problèmes: À quoi pensent-ils? (Carmen Paz Oval-Soto, and Izabella Oliveira)
– Problem texts and epistemological issues (Luigi Menna)
– Discovering the power of agent-based modelling to deal with complex systems in diverse contexts (Marta Ginovart, Xavier Portell, and Monica Blanco)

Special sessions
– Talented students’use of representations in solving a 3- dimentional non-routine task (Miriam Amit, and Dorit Neria)
– Une étude comparative: Matrices et systèmes lineaires dans l’enseignement secondaire français et brésilien (Tania Campos, Michèle Artigue and Marlene Alves)
– Une analyse de l’approche du concept de fraction proposé par le curriculum de l’Etat de Sao Paulo (Tania Campos, Angélica Silva, Raquel Canova, and Marlene Alves)
– Mathematical practices inside the classroom: An episode of cooperative interaction in pair work (Judith Chico, Nuria Planas, Laura Morera, and Josep Maria Fortuny)
– Epistemic and didactic values of the demonstrative process in different cultures: A case study in geometry with Chinese and Italian students (Benedetto Di Paola, and Filippo Spagnolo)
– Facilitating college access for capable students struggling with mathematics (Serge Hazanov)
– Gifted students’achievement of high levels of probabilistic reasoning: The case of « Kidumatica » (Irma Jan, and Miriam Amit)
– Mathematical challenges in a primary school: Learning experiences based on collaborative work (Medeiro, and Margarida César)
– The concept of series in textbooks and in teaching practices (Rachid Seffrah, and Alejandro González-Martin)
– Mathematical difficulties of students with Asperger syndrome in multiplication: A pilot research (Ionanis Noulis, and Sonia Kafoussi)
-Apports et potentiels d’une situation physique comme support d’apprentissage de la fonction quadratique et de sa caractéristique de variation (Mireille Saboya, Bernadette Janvier, and François Lagacé)
– Stratégies d’enseignement mises en place par une enseignante pour developer une activité de contrôle chez les élèves du secondaire (M. Saboya)

Forum of ideas
– Quelques particularités de l’enseignement des mathématiques dans les classes bilingues aux lycées franco-slovaques (Viera Cernanova)
-Why, how and where the absolute value is used in basic level? An analysis through textbooks (María Patricia Colin Uribe, and Gustavo Martínez-Sierra)
– A tool for teachers within critical mathematics education (Fernando Dominguez)
– GéogébraTUTOR: Un système tutoriel pour soutenir l’apprentissage de la géométrie (Nicolas Leduc, Philippe Richard, and Michèle Tessier-Baillargeon)
– La Fontaine and Mathematics: Contributions for learning functions in the 8th grade (Ricardo Machado, and Margarida César)
– Mathematical origami contest « The Crane » (Malgorzata Mikolajczyk)
– A didactic online activity for trigonometry in high school (Gabriel Molina, Alejandro Rosas, and Apolo Castañeda)
– Mathematics education and ethnomathematics. A connection in need of reinforcement (Pedro Palhares)
– Pupil’s conceptions of mathematical problems: Are we assuring equal opportunities? (Ana Remesal)
– Good practice in the everyday use of netbooks in mathematics lessons (Nadia Stehlikova, and David Stein)
– Gender and grade differences when reading mathematical texts (Ana Serradó)
– Family math for adult learners: An European Network (Sandra Torras, and Javier Díez-Palomar)
– Algebraic Thinking in Primary School (Leonel Vieira, Pedro Palhares, and Joaquim Giménez)