Dr Doig has a long history of involvement in mathematics education, beginning as a primary teacher, and later as a senior research fellow in the measurement division of the Australian Council for Educational Research (ACER) where he developed innovative techniques for both assessing and reporting mathematics and science. A further aspect of his work includes pre-service and in-service early childhood and primary teacher education. His interests focus particularly on the development of better assessment techniques and more informative reporting of assessment. A further aspect of his work has been his involvement in implementing Japanese lesson study in Australian schools.Professor Novotná has been teacher educator and researcher involved in the research in didactics of mathematics. She focuses mainly on the following topics: communication in the classroom and teachers' and pupils' roles in its development, application of the theory of didactical situations when analysing didactical situations in Czech schools, analysis of solving processes when solving problems with attention paid mainly to data processing and research of linguistic factors influencing the teaching of mathematics with attention paid mainly to linguistically heterogeneous classes and CLIL. She has been involved in the popularization of mathematics on the school level as well as in teacher pre- and in-service education and in several national and international projects.Berinderjeet Kaur has been an academic at the National Institute of Education for the past three decades and is a leading figure in mathematics education in Singapore. She has been involved in numerous international studies of mathematics education and was the mathematics consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools.Dr. Pugalee is professor of education at the University of North Carolina at Charlotte where he serves as Director of the Center for Mathematics, Science, & Technology Education. He earned his Ph.D. in mathematics education from the University of North Carolina at Chapel Hill, and previously taught elementary, middle, and secondary levels. With a decade of experience teaching mathematics and science, he has published research articles in American Educational Research Journal, Educational Studies in Mathematics, and School Science and Mathematics. His works include several books and book chapters published by the National Council of Teachers of Mathematics. In addition, he has published two books on communication and mathematics: Writing to Develop Mathematical Understanding, and Developing Mathematical and Scientific Literacy. His research interest is the relationship between language and STEM teaching and learning.

• Jarmila Novotná: A history of SEMT Section 1 Elementary mathematics teaching Jarmila Novotná: Mellony Graven and Hansa Venkat: 1.1 Interventions to strengthen teaching and learning in contexts of disadvantage Juan Luis Piñeiro and Elena Castro-Rodriguez: 1.2 Primary teachers> ' knowledge for teaching mathematical problem-solving Jarmila Novotná and Hana Moroavá: 1.3 Cultural and linguistic heterogeneity in research presented at SEMT symposia Alena Hospesová and Berinderjeet Kaur: 1.4 Professional development of teachers as an agent of change in primary mathematics teaching Section 2 Contexts for learning mathematics Berinderjeet Kaur: Ruthi Barkai, Esther Levenson, Pessia Tsamir, and Dina Tirosh: 2.1 Early childhood contexts for learning mathematics Petra Scherer: 2.2 Students with special needs - learning mathematics successfully Sarah Hershkovitz and Thierry Dana-Picard: 2.3 Problem Solving, Problem Posing, and Enhancing Creativity Nada Vondrová: 2.4 Learning to solve word problems with understanding Section 3 Aspects of Teaching Mathematics Brian Doig: Jana Visnovská, José Luis Cortina, and Pamela Vale: 3.1 Elementary Mathematics Teaching: Relevance, Conceptualisations, and Research Maria Bartolini Bussi and Alessandro Ramploud: 3.2 From variation pedagogy and lesson study to cultural transposition Jasmina Milinkovic: 3.3 Visualisation as a tool in teaching: Pre-service teachers competencies in visualization Darina Jirotkova, Katerina Juzova, Karolina Mottlova, Jana Slezakova, Tereza Vybiralova, Renata Zemanova: 3.4 Pre-service Primary student teachers' development of competencies in teaching mathematics 204 Section 4 Aspects of Learning Mathematics David Pugalee: Shelby Morge and David Pugalee: 4.1 Promoting Mathematical Literacy: Perspectives from SEMT Toshiakira Fujii: 4.2 Designing and adapting tasks in the Japanese problem-solving lesson within Lesson Study Brian Doig and Susie Groves: 4.3 Japanese Lesson Study: Insights from SEMT Victor Cifarelli, Mary Capraro, and Robert Capraro: 4.4 30 Years of International Progress in Young Children> 's Problem Solving and Posing Afterword Brian Doig and Jarmila Novotná:

A great resource for mathematics educators, especially those who work with master's and doctoral students.

Dr Doig has a long history of involvement in mathematics education, beginning as a primary teacher, and later as a senior research fellow in the measurement division of the Australian Council for Educational Research (ACER) where he developed innovative techniques for both assessing and reporting mathematics and science. A further aspect of his work includes pre-service and in-service early childhood and primary teacher education. His interests focus particularly on the development of better assessment techniques and more informative reporting of assessment. A further aspect of his work has been his involvement in implementing Japanese lesson study in Australian schools.Professor Novotná has been teacher educator and researcher involved in the research in didactics of mathematics. She focuses mainly on the following topics: communication in the classroom and teachers' and pupils' roles in its development, application of the theory of didactical situations when analysing didactical situations in Czech schools, analysis of solving processes when solving problems with attention paid mainly to data processing and research of linguistic factors influencing the teaching of mathematics with attention paid mainly to linguistically heterogeneous classes and CLIL. She has been involved in the popularization of mathematics on the school level as well as in teacher pre- and in-service education and in several national and international projects.Berinderjeet Kaur has been an academic at the National Institute of Education for the past three decades and is a leading figure in mathematics education in Singapore. She has been involved in numerous international studies of mathematics education and was the mathematics consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools.Dr. Pugalee is professor of education at the University of North Carolina at Charlotte where he serves as Director of the Center for Mathematics, Science, & Technology Education. He earned his Ph.D. in mathematics education from the University of North Carolina at Chapel Hill, and previously taught elementary, middle, and secondary levels. With a decade of experience teaching mathematics and science, he has published research articles in American Educational Research Journal, Educational Studies in Mathematics, and School Science and Mathematics. His works include several books and book chapters published by the National Council of Teachers of Mathematics. In addition, he has published two books on communication and mathematics: Writing to Develop Mathematical Understanding, and Developing Mathematical and Scientific Literacy. His research interest is the relationship between language and STEM teaching and learning.

• Jarmila Novotná: A history of SEMT Section 1 Elementary mathematics teaching Jarmila Novotná: Mellony Graven and Hansa Venkat: 1.1 Interventions to strengthen teaching and learning in contexts of disadvantage Juan Luis Piñeiro and Elena Castro-Rodriguez: 1.2 Primary teachers> ' knowledge for teaching mathematical problem-solving Jarmila Novotná and Hana Moroavá: 1.3 Cultural and linguistic heterogeneity in research presented at SEMT symposia Alena Hospesová and Berinderjeet Kaur: 1.4 Professional development of teachers as an agent of change in primary mathematics teaching Section 2 Contexts for learning mathematics Berinderjeet Kaur: Ruthi Barkai, Esther Levenson, Pessia Tsamir, and Dina Tirosh: 2.1 Early childhood contexts for learning mathematics Petra Scherer: 2.2 Students with special needs - learning mathematics successfully Sarah Hershkovitz and Thierry Dana-Picard: 2.3 Problem Solving, Problem Posing, and Enhancing Creativity Nada Vondrová: 2.4 Learning to solve word problems with understanding Section 3 Aspects of Teaching Mathematics Brian Doig: Jana Visnovská, José Luis Cortina, and Pamela Vale: 3.1 Elementary Mathematics Teaching: Relevance, Conceptualisations, and Research Maria Bartolini Bussi and Alessandro Ramploud: 3.2 From variation pedagogy and lesson study to cultural transposition Jasmina Milinkovic: 3.3 Visualisation as a tool in teaching: Pre-service teachers competencies in visualization Darina Jirotkova, Katerina Juzova, Karolina Mottlova, Jana Slezakova, Tereza Vybiralova, Renata Zemanova: 3.4 Pre-service Primary student teachers' development of competencies in teaching mathematics 204 Section 4 Aspects of Learning Mathematics David Pugalee: Shelby Morge and David Pugalee: 4.1 Promoting Mathematical Literacy: Perspectives from SEMT Toshiakira Fujii: 4.2 Designing and adapting tasks in the Japanese problem-solving lesson within Lesson Study Brian Doig and Susie Groves: 4.3 Japanese Lesson Study: Insights from SEMT Victor Cifarelli, Mary Capraro, and Robert Capraro: 4.4 30 Years of International Progress in Young Children> 's Problem Solving and Posing Afterword Brian Doig and Jarmila Novotná:

A great resource for mathematics educators, especially those who work with master's and doctoral students.

Dr Doig has a long history of involvement in mathematics education, beginning as a primary teacher, and later as a senior research fellow in the measurement division of the Australian Council for Educational Research (ACER) where he developed innovative techniques for both assessing and reporting mathematics and science. A further aspect of his work includes pre-service and in-service early childhood and primary teacher education. His interests focus particularly on the development of better assessment techniques and more informative reporting of assessment. A further aspect of his work has been his involvement in implementing Japanese lesson study in Australian schools.Professor Novotná has been teacher educator and researcher involved in the research in didactics of mathematics. She focuses mainly on the following topics: communication in the classroom and teachers' and pupils' roles in its development, application of the theory of didactical situations when analysing didactical situations in Czech schools, analysis of solving processes when solving problems with attention paid mainly to data processing and research of linguistic factors influencing the teaching of mathematics with attention paid mainly to linguistically heterogeneous classes and CLIL. She has been involved in the popularization of mathematics on the school level as well as in teacher pre- and in-service education and in several national and international projects.Berinderjeet Kaur has been an academic at the National Institute of Education for the past three decades and is a leading figure in mathematics education in Singapore. She has been involved in numerous international studies of mathematics education and was the mathematics consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools.Dr. Pugalee is professor of education at the University of North Carolina at Charlotte where he serves as Director of the Center for Mathematics, Science, & Technology Education. He earned his Ph.D. in mathematics education from the University of North Carolina at Chapel Hill, and previously taught elementary, middle, and secondary levels. With a decade of experience teaching mathematics and science, he has published research articles in American Educational Research Journal, Educational Studies in Mathematics, and School Science and Mathematics. His works include several books and book chapters published by the National Council of Teachers of Mathematics. In addition, he has published two books on communication and mathematics: Writing to Develop Mathematical Understanding, and Developing Mathematical and Scientific Literacy. His research interest is the relationship between language and STEM teaching and learning.

• Jarmila Novotná: A history of SEMT Section 1 Elementary mathematics teaching Jarmila Novotná: Mellony Graven and Hansa Venkat: 1.1 Interventions to strengthen teaching and learning in contexts of disadvantage Juan Luis Piñeiro and Elena Castro-Rodriguez: 1.2 Primary teachers> ' knowledge for teaching mathematical problem-solving Jarmila Novotná and Hana Moroavá: 1.3 Cultural and linguistic heterogeneity in research presented at SEMT symposia Alena Hospesová and Berinderjeet Kaur: 1.4 Professional development of teachers as an agent of change in primary mathematics teaching Section 2 Contexts for learning mathematics Berinderjeet Kaur: Ruthi Barkai, Esther Levenson, Pessia Tsamir, and Dina Tirosh: 2.1 Early childhood contexts for learning mathematics Petra Scherer: 2.2 Students with special needs - learning mathematics successfully Sarah Hershkovitz and Thierry Dana-Picard: 2.3 Problem Solving, Problem Posing, and Enhancing Creativity Nada Vondrová: 2.4 Learning to solve word problems with understanding Section 3 Aspects of Teaching Mathematics Brian Doig: Jana Visnovská, José Luis Cortina, and Pamela Vale: 3.1 Elementary Mathematics Teaching: Relevance, Conceptualisations, and Research Maria Bartolini Bussi and Alessandro Ramploud: 3.2 From variation pedagogy and lesson study to cultural transposition Jasmina Milinkovic: 3.3 Visualisation as a tool in teaching: Pre-service teachers competencies in visualization Darina Jirotkova, Katerina Juzova, Karolina Mottlova, Jana Slezakova, Tereza Vybiralova, Renata Zemanova: 3.4 Pre-service Primary student teachers' development of competencies in teaching mathematics 204 Section 4 Aspects of Learning Mathematics David Pugalee: Shelby Morge and David Pugalee: 4.1 Promoting Mathematical Literacy: Perspectives from SEMT Toshiakira Fujii: 4.2 Designing and adapting tasks in the Japanese problem-solving lesson within Lesson Study Brian Doig and Susie Groves: 4.3 Japanese Lesson Study: Insights from SEMT Victor Cifarelli, Mary Capraro, and Robert Capraro: 4.4 30 Years of International Progress in Young Children> 's Problem Solving and Posing Afterword Brian Doig and Jarmila Novotná:

A great resource for mathematics educators, especially those who work with master's and doctoral students.