Theme 1: Tools of history and epistemology, theoretical and/or conceptual frameworks for integrating history in mathematics education

- E. Barbin: Philosophies and theories behind history and education: thirty years after Hans Freudenthal

- M. Misfeldt (coordinator), M.S. Aguilar, M.W. Johansen, M. Maracci and P. Jönsson: Technics and technology in mathematics and mathematics education

- L. Rogers (coordinator), Y. Weiss-Pidstrygach, J.H. Barnett, D. Guillemette and F. Metin: The question of evaluation and assessment of experiences with introducing history of mathematics in the classroom

- E. Barbin: Curves in history and in teaching of mathematics: problems, meanings, classifications

- M.W. Johansen and T.H. Kjeldsen: Mathematics as a tool-driven practice: the use of material and conceptual artefacts in mathematics

- C. Kuhn and S. Lawrence: Personalised learning environment and the history of mathematics in the learning of mathematics

- S. Confalonieri and D. Kröger: Teaching the mathematical sciences in France and Germany during the 18th century: The case study of negative numbers

- M. Maschietto: Approaching conic sections with mathematical machines at secondary school

- L. Rogers: Tools and procedures for using historical materials in the classroom
- F.R. Vallhonesta, M.R.M. Esteve, I. G. Casanova, C. Puig-Pla and A. Roca-Rosell: Teacher training in the history of mathematics

- Y. Weiss-Pidstrygach: Historical mathematical models in teacher education - workshop on the development of questions and critical questioning

- Alain Bernard and K. Gosztonyi: Series of problems at the crossroad of research, pedagogy and teacher training

- A. Bernardes and T. Roque: Reflecting on meta-discursive rules through episodes from the history of matrices

- C. Costa, J.M. Alves and M. Guerra: Ancestral Chinese method for solving linear systems of equations seen by a ten years old Portuguese child

- M.N. Fried and H.N. Jahnke: A look at Otto Toeplitz's (1927) "The problems of university infinitesimal calculus courses and their demarcation from infinitesimal calculus in high schools"

- D. Guillemette: A conceptual and methodological framework anchored in sociocultural approaches in mathematics education for the investigation of dépaysement épistémologique

- R. Guitart: History in mathematics according to Andre Weil

- T. Hausberger: Training treacher students to use history and epistemological tools: theory and practice on the basis of experiments conducted at Montpellier University

- L. Kvasz: Degrees of inconsistency

- J. Lin: A theoretical framework of HPM

- A. Mutanen: Knowledge acquisition and mathematical reasoning

- L. Rogers: Historical epistemology: professional knowledge and proto-mathematics in early civilisations

- K. Schiffer: On the understanding of the concept of numbers in Euler's "Elements of Algebra"

- K. Volkert: The problem of the parallels at the 18th century: Kästner, Klügel and other people

- X. Wang: HPM in mainland China: an overview (Abstract)

- I. Witzke: Different understandings of mathematics: an epistemological approach to bridge the gap school and university mathematics

- K. Zavrel: Parallels between phylogeny and ontogeny of logic

Theme 2: Classroom experiments and teaching materials, considered from either the cognitive or/and affective points of view, surveys of curricula and textbooks

- A. Demattè: History in the classroom: educational opportunities and open questions

- G. Idabouk: Mathematics, algorithmics and history: an integrated approach in two classroom experiments

- J. van Maanen: 'Telling mathematics' revisited

- W. de Graaf and M. Roelens: Workshop on the use and the mathematics of the astrolabe

- C. Vincentini: Playing with Euler

- R. Wilson: Two introductory university courses on the history of mathematics

- M.S. Aguilar and J.G.M. Zavaleta: The difference as an analysis tool of the change of geometric magnitudes: the case of the circle

- P. Delikanlis: Meno by Plato: an ancient inexhaustible mine of knowledge

- Y. Hong and X. Wang: Teaching the area of a circle from the perspective of HPM

- M. Kourkoulos and C. Tzanakis: Statistics and free will

- M. Misfeldt, K. Danielsen and H.K. Sorensen: Formal proof and exploratory experimentation: a Lakatosian view on the interplay between examples and deductive proof practices in upper-secondary school

- F. Tian: Integrating the history into the teaching of the concept of logarithms

Theme 3: Original sources in the classroom and their educational effects

- M. Alpaslan and C. Haser: Selecting and preparing original sources for pre-service mathematics teacher education in Turkey: the preliminary of a dissertation

- J.H. Barnett: Abstract awakenings in algebra: a guided reading approach to teaching modern algebra via original sources

- A. Boyé, M. Bühler and A. Michel-Pajus: Algorithms: an approach based on historical texts in the classroom

- R. Chorlay: Making (more) sense of the derivative by combining historical sources and ICT

- K. Danielsen and H.K. Sorensen: Using authentic sources in teaching logistic growth: a narrative design perspective

- A. Demattè: Yes, I do use history of mathematics in my class

- C. de Hosson: Using historical texts in an interdisciplinary perspective: two examples of the interrelation between mathematics and natural sciences

- F. Swetz: A cabinet of mathematical wonders: images and the history of mathematics

- B. Smestad: When HPM meets MKT - exploring the place of history of mathematics in the mathematical knowledge for teaching

- H. Allmendinger, G. Nickel and S. Spies: Original sources in teachers training: possible effects and experiences

- B. Toft: Games of Piet Hein and tribute to Martin Gardner

- M.Z.M.C. Soares, O.T.W. Paques, R.M. Machado and D. Daniel: Solving some Lamé's problems using geometric software

Theme 4: History and epistemology as tools for an interdisciplinary approach in the teaching and Learning of mathematics and the sciences

- C. de Hosson: Promoting an interdisciplinary teaching through the use of elements of Greek and Chinese early cosmologies

- F. Metin and P. Guyot: What can we learn from Jacques Rohault's lessons in mathematics and physics?

- X. Lefort: Some steps of location in open sea: History and mathematical aspects from Astrolabe to GPS

- C. Nahum: A strong collaboration between physicians and mathematicians through the XIXth century: double refraction theory

- K. Bjarnadottir: Calendars and currency - embedded in culture, nature, society and language

- K. Bjarnadóttir: The solar cycle and calendars, currency and numbers - relations to society and culture

- J.M. Delire: Mathematical activities in the classroom on the occasion of the exhibition "art and savoir de l'Inde" during the festival Europalia-India (Brussels, October 2013 -January 2014)

- M.-K. Siu: A geometric problem on three circles in a triangle (the Malfatti problem) - a thread through Japanese, European and Chinese mathematics

- H.J. Smid: A mathematical walk in "Museum Boerhaave"

- J. F. Kiernan: A course to address the issue of diversity

- A.V. Rohrer: The Teuto-Brazilians of Friburgo - mathematics textbooks and the use of (non-metric) measure systems

Theme 6: Topics in the history of mathematics education

- G. Schubring: New approaches and results in the history of teaching and learning mathematics

- T. Preveraud: Geometry, teaching, and publishing in the United States in the 19th century: A study of the adaptations of Legendre's geometry

- G. Schubring: Workshop on new approaches and results of research into the history of mathematics education

- M.C. Almeida: Mathematics textbooks in Portugal: the case of the first unique mandatory algebra textbook (1950)

- J. Auvinet: Around a book dedicated to childhood friends: Initiation Mathématique by C.-A. Laisant

- D. De Bock and G. Vanpaemel: The Belgian journal Mathematica and Paedagogia (1953-1974): a forum for the national and international scene in mathematics education

- K. Clark and E. Harrington: Deciphering the doodlings of the "Shoebox Collection" of the Paul A.M. Dirac papers

- G. Grimberg: Reflections about changing the teaching of geometry in graduation
- T. Hamann: New math - a complete failure?

- K. Lepka: Mathematics in T.G. Masaryk's journal Atheneum

- T. Morel: Teaching mathematics in mining academies: an overview at the end of the 18th century

- H. Pinto: Mathematical lessons in a newspaper of Porto in 1853 (primary education)

- L. Puig: The beginning of algebra in Spanish in the sixteenth century: Marco Aurel's Arithmetica Algebratica

- H. Renaud: Quand les "mathématiques modernes" questionnent les méthodes pédagogiques dans l'enseignement secondaire (1904-1910)

- K. Toshimitsu: Specialization and generalization of the mathematical concept by Mr. Inatsugi Seiichi in Japan

Theme 7: History of mathematics in the Nordic countries

- B. Toft: Julius Petersen and James Joseph Sylvester - the emergence of graph theory

- F. Plantade: Jules Houël (1823-86): A French mathematician well connected to the Nordic mathematicians in the second part of the XIXth century

- K. Bråting: E.G. Björling's work with convergence of infinite function series in view of prose and calculus

Posters Sessions