YERME Day
The YERME-Day (for Young Researchers in ERME*) will be held one day before the CERME15 congress. It will take place from the afternoon of February 7th to late morning of February 8th, 2027. The YERME-Day programme provides an opportunity for participants to meet scholars in European Mathematics Education from different academic traditions. In addition, it constitutes an important opportunity for meeting and networking with young researchers from other countries, pursuing similar and not so similar research issues.
Participants may be master’s degree students, PhD students in mathematics education, post-docs with a recent PhD (obtained after February 2024) in mathematics education or researchers with a recent PhD in a closely connected discipline, aiming to take up research in mathematics education.
The program foresees five working groups and two plenary sessions. Senior scholars in Maths Education will lead the five working groups (WGs). Each WG will have a maximum capacity of 25 participants that will attend two out of these five working groups, one on each day.
Attendance at YERME-Day is free of charge but, to be accepted, applicants need to be registered for CERME15. In case the registrations on YERME-Day exceed the capacities, priority will be given to applicants who, in order, (1) have never participated in a YERME-Day, (2) are currently attending a PhD program and (3) come from underrepresented countries of Europe.
According to the ERME definition, a Young Researcher is a person who is doing her/his doctoral study or has completed it not more than 3 years earlier (by the date of the event).
Program Committee
Luca Lamanna (Chair, Italy)
Derya Diana Cosan (Chair, Denmark)
Eirini Geraniou (United Kingdom / Greece)
Berta Barquero (Spain)
Programme for YERME-Day 2027
Sunday 7th, 13:00–18:00
13:00–14:00 Arrival and registration for YERME–Day and CERME
14:00–14:30 Opening ceremony for YERME–Day
14:30–15:30 Plenary session (see abstract below)
15:30–16:00 Coffee break
16:00–18:00 Working Groups: First slot (participants are distributed in five groups; see abstracts below)
Evening, after Day 1: dinner with the ERME board members and LOC (more detailed information will come)
Monday 8th, 9:00–12:30
09:00–11:00 Working Groups: Second slot (participants are distributed in five groups; see abstracts below)
11:00–11:30 Coffee break
11:30–12:15 Debate of candidates for the position of YERME representative in ERME board
12:15–12:30 Closing
Plenary
More information about the plenary will come soon.
Working Groups (WGs)
WG1: Beyond Publications: Thinking About Research Impact in Project-Based Academia
Leader: Iveta Kohanová (Norwegian University of Science and Technology, Norway)
Abstract
Research impact is increasingly central to competitive research funding, including Horizon Europe, Erasmus+, MSCA Postdoctoral Fellowships, and national funding schemes. Yet, early-career researchers often have limited opportunities to discuss what “impact” actually means and how it can be articulated in project applications. This workshop aims to make the concept of research impact more concrete and approachable. Working with a shared research context, participants will identify relevant target groups, possible pathways to impact, indicators for assessing it, and potential scientific, societal, and economic benefits. Through group work and discussion, we will unpack some of the language commonly used in project applications and connect it to concrete research examples.
WG2: Academic writing and AI
Leader: Andreas Lindenskov Tamborg (University of Copenhagen, Denmark)
Abstract
Generative AI is in many ways a game changer for researchers and both comes with new opportunities and a range of issues that we need to consider carefully. This workshop focuses specifically on how generative AI can be used in academic writing. At the workshop, we will collaboratively explore this matter from three perspectives:
- Ethics, rules and regulations – how do we live up to academic integrity and maintain professional values while using AI in our writing process?
- Self-awareness in the writing process – in what ways can we think of the relation between writing and thinking, and what and what are the pitfalls and low-hanging fruits?
- Practical tips and tricks – a crowdsourced overview of efficient, ethical and fun use of AI tools
The workshop will alternate between short presentations and brief exercises, where participants relate the principles to their own writing or research project.
WG3: How to establish professional connections?
Leader: Michal Tabach (Tel-Aviv University, Israel)
Abstract
International conferences offer unique opportunities to meet researchers with similar interests, exchange ideas, and build professional relationships. Yet for many early-career researchers, initiating these connections can be challenging. So how do we begin?
This workshop is designed to help PhD students in mathematics education take that first step. Through a structured networking activity, participants will have the opportunity to engage with peers, discover shared research interests, and begin building professional relationships that may grow throughout their academic careers. After all, even a journey to the moon starts with a single step.
WG4: Critical events and teacher noticing: From theoretical construct to methodological and practical tool in mathematics teacher education research and practice
Leader: Sigal Rotem (Utrecht University, The Netherlands)
Abstract
A critical event is defined as a moment in which students' mathematical thinking becomes apparent and serves the teacher to further develop the students' mathematical understanding. This concept has emerged as a productive lens for studying mathematics teaching and learning, recently also showing its productivity as an object for mathematics teacher noticing in mathematics teacher education. Yet the concept's theoretical and methodological boundaries remain underexplored. To explore such boundaries, in this workshop we will examine how this theoretical construct, critical event, travels across theories, research methodologies, and practice, while challenging existing frameworks in teacher noticing research. This will be the central focus of the workshop: the reflexive relationship between theoretical framing and analytical decision-making, how does defining what counts as a critical event shape what we notice as researchers, and what teachers notice in their own practice?
Participants will engage with classroom data drawn from a range of levels and mathematics classrooms contexts, practicing the identification and analysis of critical events through guided tasks. Through collective discussion, we will reflect on how theoretical constructs gain analytical traction, how the boundary between theory, methodology, and classroom practice can be productively blurred, and how research tools developed in academic contexts can inform — and be informed by — teacher education practice.
WG5: Kinds of analysis in research
Leader: Pedro Nicolás (University of Murcia, Spain)
Abstract
Sciences seek to understand how certain systems function by means of models. In this workshop, we will explore possible modelling approaches for studying the complex systems that are the focus of mathematics education research. The models we propose, called didactic paradigms, incorporate the following components: didactic ends, which specify the purpose of a particular study activity; didactic means, through which these ends are pursued; and an epistemological model of the object under study.
Drawing on these kinds of models, we will introduce three complementary forms of didactic analysis. Descriptive analysis seeks to characterise the laws governing the didactic system under consideration; backwards analysis aims to account for how that system came into being; and forwards analysis explores possible transformations of the system and their implications.
