Scientific programme

CME 2026 programme contains:

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

CME 2026 plenary speakers

Scaling Constructivism: From the Theory of Generic Models to Large-Scale Classroom Implementation

Abstract: For decades, a distinctive pedagogical movement developed in Central Europe, largely shielded from international academic visibility by the political constraints of the Communist era. This lecture traces the development and institutionalisation of Genetic Constructivism in Teaching (GCT)—a research-to-practice initiative that began with the classroom observations of Vít and Milan Hejný in the 1970s and now informs practice in approximately 20% of primary schools in the Czech Republic. At the heart of this transformation lies the Theory of Generic Models, a framework that prioritises pupils’ internal construction of mathematical knowledge over the passive reception of formal procedures. By documenting the transformation of a locally developed theory into a widely implemented methodology, this plenary offers insights for the international community into the sustainability of constructivist reforms and the long-term impact of research grounded in classroom practice.

The lecture will offer insights from the book Implementing a New Mathematics Curriculum Based on Genetic Constructivism edited by Nad’a Vondrová and Ladislav Kvasz and published in 2026 by Routledge.

Preparing Teachers for a Changing World: Connecting Emerging Technologies and Teacher Education

Abstract: This talk aims to outline various research trends connected to Mathematics and STEAM education at the Linz School of Education at Johannes Kepler University. Researchers in our team have been exploring aspects of emerging technologies within a transdisciplinary perspective to foster creative and innovative pedagogies. With a particular focus on mathematics education, this talk will highlight projects and some results from our work on how connecting digital and physical learning environments can be integrated into the curriculum and teacher education. Working with new technologies, including Augmented and Virtual Reality, 3D printing, and mobile experimentations, could offer different ways to expand mathematical explorations and make abstract concepts more tangible. However, these approaches should be transferred into the daily practices of teachers. To support such transfers, we started to explore the emerging role of AI-based learning environments in teacher education. In particular, dual-role AI chatbots that simulate both student and mentor perspectives offer preservice teachers opportunities to practice responding to misconceptions while receiving pedagogical feedback. Such simulations can enhance self-awareness, support reflective practice, and provide a safe environment for rehearsing instructional decisions, highlighting the potential of AI-supported tools to complement technological innovation in mathematics and STEAM education.

(Title to be published soon)