CIEAEM previous meetings

71 July 2019 Braga Connections and understanding in mathematics education: making sense of a complex world
70 July 2018 Mostaganem "Mathematics and living together": Why, How, What?
69 July 2017 Berlin Mathematisation: social process & didactic principle
68 July 2016  Prague Restricted meeting of the Commission/CIEAEM research contribution in mathematics education
67 July 2015  Aosta (I) Teaching and learning mathematics: resources and obstacles
66 July 2014  Lyon (F) Mathematics and realities
65 July 2013  Torino (I) Mathematics education in a globalized environment
64 July 2012  Rhodes (Gr) Mathematics Education and Democracy: learning and teaching practices
63 July 2011 Barcelona (SP) Facilitating access and participation: Mathematical practices inside and outside the classroom
62 April 2010 London (UK) Restricted meeting for the commission members. Mathematics as a living, growing discipline CIEAEM’s contribution to making this explicit.
61 July 2009 Montreal (CA) Mathematical activity in classroom practice and as research object in didactics: two complementary perspectives.
60 April 2008 Paris (FR) Restricted meeting for the commission members/Complexity and Mathematics Education. New direction for CIEAEM?
59 July 2007 Dobogòkò (H) Mathematical activity in classroom practice and as research object in didactics: two complementary perspectives.
58 July 2006 Srnì (CZ) Changes in the Society: a challenge for Mathematic Education (II)
57 July  2005 Palermo (I) Changes in the Society a challenge for Mathematic Education (I)
56 April 2004 París (FR) Restricted Meeting of the Commission CIEAEM in today´s world 
55 July 2003 Plock (PL) The use of didactic materials  for developing pupils mathematical activities
54 July 2002 Vilanova i la Geltru (ES) A challenge for mathematics education to reconcile commonalities and differences
53 July 2001 Verbania (I) Mathematical Literacy in the Digital Era
52 April 2000 Amsterdam (NL) Restricted meeting of the Commission/Preparation of the future meetings
51 July 1999 Chichester (GB) Cultural diversity and mathematics education
50 July 1998 Neuchâtel (CH) Links between theory and practice
49 July 1997 Setubal (P) Interaction in the mathematics classroom
48 July 1996 Huelva (ES) Restricted Meeting of the Commission. Constitution of CIEAEM
47 July 1995 Berlin (D) Mathematics (education) and common sense
46 July 1994 Toulouse (F) Graphical and symbolical representation in mathematics education
45 July 1993 Cagliari (I) Assessment focussed on the students
44 August 1992 Chicago (USA) The student confronted by mathematics
43 July 1991 Locarno (CH) Restricted Meeting of the Commission/Preparation of the future meetings
42 July 1990 Szczyrk (PL) The teacher of mathematics in the changing world
41 August 1989 Bruxelles (B) Role and conceptions of mathematics curricula
40 July 1988 Budapest (H) Restricted meeting/Structure and politics of the commission
39 August 1987 Sherbrooke (CN) The role of errors in the learning and teaching of mathematics
38 August 1986 Southampton (UK) Mathematics for those between 14 and 17, is it really necessary?
37 August 1985 Leiden (NL) Mathematics for all action in the computer age
36 April 1984 Frascati (I) Restricted meeting/Aims, priorities and future modes of       
35 August 1983 Lisboa (P) Mathematics education in relation to the reality of schools and society
34 August 1982 Orléans (F) Means and materials for the teaching of mathematics
33 August 1981 Pallanza (I) Processes of geometrisation and visualisation
32 July 1980 Oaxtepec (Mexico) Mathematical and pedagogical aspects of mathematisation and applying mathematics
31 August 1979 Veszprem (H) Mathematics for all and for everyone
30 August 1978 Santiago (E) Connections between mathematics education and the subjects to which it serves and from which it is induced
29 August 1977 Lausanne (CH) Evaluation in the teaching of mathematics
28 August 1976 Louvain-la-Neuve (B) Some questions related to the use of problems in the teaching of mathematics
27 August 1975 Tunis (Tunisie) Teaching mathematics, why?
26 August 1974 Bordeaux (F) Probabilities and statistics in the primary and secondary  education
25 August 1973 Québec (CND) The mathematical activity development in the education
24 August 1972 Morlanwelz (B) Algorithmic thinking in the school teaching
23 August 1971 Krakow (PL) The mathematical logic at school
22 August 1970 Nice (F) Progress in mathematics since 1945. Study of new concepts
21 April 1967 Gandia (E) The teaching of the mathematics for those between 6 and 12
20 April 1966 Dublin (IR) First steps in calculus in a modern mathematical teaching 
19 April 1965 Milano Marittima (I) The place of the geometry in a modern mathematical teaching
18 August 1964 Oberwolfach (D) Contribution of psychology to a modern mathematical teaching
17 August 1963 Digne (F) A reconstruction of the mathematics for those between 16 and 18
16 August 1962 Morlanwelz (B) Experimental and axiomatic attitudes in the teaching the mathematics
15 July 1961 Founex-Coppet (CH) Languages of the mathematics
14 August 1960 Krakow (PL) Basic mathematics
13 August 1959 Aarhus (DK) The Universities and the schools coping with their mutual responsibilities
12 August 1958 Saint Andrews (UK) The question of problems in the mathematics teaching
11 April 1957 Madrid (E) Teaching materials
10 August 1956 Novi Sad (Y) The primary school teachers training
9 August 1955 Ramsau (A) The probabilities and statistics teaching at the university and the school. A releasing pedagogy
8 April 1955 Bellano (I) The pupil coped with mathematics
7 August 1954 Oosterbeek (NL) The modern mathematics at school
6 July 1953 Calw (D) The connections between the pupils thinking and the teaching of mathematics
5 August 1952 Wellerbach (L) Relations between mathematics teaching, modern science and technique requirements
4 April 1951 La Rochette (F) Mathematical and mental structures
3 August 1951 Herzberg (CH) The functional curriculum from kindergarten to University
2 April 1951 Keerbergen (B) The teaching of geometry in the first years of secondary schools
1 August 1950 Debden (UK) Relations between secondary mathematical curricula and intellectual capacity development of adolescent