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Educational Paths to Mathematics: Which Paths Forward to What Mathematics?Uwe Gellert and Corinne HahnPart I Cultural Tensions in the Field of Mathematics EducationRe-Interpreting Students’ Interest in Mathematics: Youth Culture and SubjectivityPaola ValeroConnecting Place and Community to Mathematics Instruction in Rural SchoolsRobert KleinEstablishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the GameChristine Knipping, David Reid and Hauke Straehler-Pohl Part II Working with Adults Learning Mathematics in and out of School: A Workplace Education PerspectiveGail E. FitzSimons Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to SchoolVera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini Working with Adults: A CommentaryJavier Díez-PalomarPart III Working with Pre-Schoolers ‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early YearsAnna Chronaki, Georgia Moutzouri and Kostas Magos Fairness Through Mathematical Problem Solving in Preschool EducationZoi 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 CommentaryMichaela Kaslová and Sixto RomeroPart IV Taking Spaces and Modalities into Account Digital Mathematical Performances: Creating a Liminal Space for ParticipationSusan Gerofsky  Participation in Mathematics Problem-Solving Through Gestures and NarrationLuciana Bazzini and Cristina Sabena  Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical DiscourseEleni 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 NewsDimitris Chassapis and Eleni GiannakopoulouOn the Role of Inconceivable Magnitude Estimation Problems to Improve Critical ThinkingLluís Albarracín and Núria Gorgorió Criticizing Public Discourse and Mathematics Education: A CommentaryCharoula Stathopoulou Part VI Organising Dialogue and Enquiry Facilitating Deliberate Dialogue in Mathematics ClassroomAna Serradó, Yuly Vanegas and Joaquim GiménezInquiry-Based Mathematics Teaching: The Case of CéliaLuís Menezes, Hélia Oliveira and Ana Paula CanavarroUsing Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All LearnersPanayota Kotarinou and Charoula StathopoulouOrganising Dialogue and Enquiry: A CommentaryLambrecht Spijkerboer and Leonor SantosPart VII Providing Information Technology Educational Laptop Computers Integrated into Mathematics ClassroomsMaria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa Technology and Education: Frameworks to Think Mathematics Education in the 21st CenturyGilles Aldon Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered?A CommentaryFernando Hitt Part VIII Transcending Boundaries Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning ProcessJavier Díez-Palomar Service-Learning as Teacher EducationPeter AppelbaumThe Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles:A CommentaryFragiskos 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