**CME 2022 programme contains:**

- Plenary lectures
- Working seminars
- Research reports
- Workshops
- Poster session

**CME 2022 plenary speakers are:**

- Esther S. Levenson – Israel
- Maria Alessandra Mariotti – Italy

**Titles and abstracts of the plenary lectures**

**Esther S. Levenson **– Tel Aviv University, Israel

**Mathematical creativity in the classroom: Teachers’ beliefs and values**

Along with promoting critical thinking, fostering mathematical creativity is one of the major aims of mathematics education. One of the challenges to promoting creativity in the classroom is that educators do not agree on how to define, promote, or evaluate mathematics creativity. The first part of this talk will present researchers’ views regarding these issues. A second challenge is that teachers may hold various beliefs related to creativity that may or may not coincide with educational goals. For example, do teachers believe that we can foster mathematical creativity among all students or do they believe that creativity is an inborn trait? A third challenge is that teachers’ values may also interact with their intention to foster creativity. For example, if a teacher values originality, he may promote individual creativity as opposed to collective creativity. This talk will present results from studies which investigated teachers’ beliefs and values related to mathematical creativity, and discuss how beliefs and values may impact on the ways teachers foster mathematical creativity in their classrooms.

**Maria Alessandra Mariotti **– Università di Siena, Italy

**Educating to rationality: from argumentation to mathematical proof**

Mathematicians know what proof is. Such a knowledge assures their participation to the scientific community: to them it involves rigorous reasoning that establishes the validity of a mathematical statement based on clearly formulated assumptions, and referring to well defined theories. That means that Mathematics constitutes a very peculiar context where creative, imaginative and productive thinking has to be accompanied by justification, and eventually by arguments according to specific rules of acceptance. The educational problem rises whether it is necessary, and or appropriate, to introduce students to such a proving practice. I will discuss the role of proof in mathematics education and its possible more general value in educating to rational thinking, beyond the specific area of Mathematics.