Retired professor of mathematics education at the Pedagogical University of Kraków. Mostly interested in strategies of solving mathematics problems by students and mathematicians.

Paul Ernest is emeritus professor at Exeter University, UK. After studying mathematics, logic and philosophy at Sussex and London Universities to doctoral level he taught mathematics in a London state school. He worked in teacher education in Cambridge and Bedford, UK and Kingston, Jamaica, before moving to Exeter in 1984, where he established the doctoral programme in mathematics education. He has been appointed visiting professor at Oslo, Trondheim, Liverpool Hope and Brunel Universities and given research presentations on every continent (except Antarctica). His research questions the nature of mathematics and its relation to teaching, learning and society. He has over 300 publications and his books include The Philosophy of Mathematics Education (Routledge 1991, with 1500+ citations) and Social Constructivism as a Philosophy of Mathematics (SUNY Press 1998). He founded and edits the Philosophy of Mathematics Education Journal, now in its 25^th year, available via http://people.exeter.ac.uk/PErnest/.

Prof Maree is a Professor in the Department of Educational Psychology at the University of Pretoria. His main research interests are career construction counselling for life designing, emotional intelligence and social responsibility, and learning facilitation in mathematics. He links research results to appropriate career choices and to life designing.

Past editor of the South African Journal of Psychology, managing editor of Gifted Education International, co-editor of the SA Journal of Science and Technology and a member of several national and international bodies, including the National Career Development Association (USA), the Society for Vocational Psychology (SVP) (USA), the International Association of Applied Psychology (IAAP) (USA), the Psychology Association of South Africa (SA), the South African Academy of Sience and Arts (SA Acad), and the Association of Science of South Africa (ASSAf). He has been the author of more than 120 peer reviewed articles and 60 books or chapters in books since the beginning of 2002. In 2009, he was awarded the Stals Prize of the South African Academy of Science and Arts for exceptional research and contributions to Psychology. In June 2014, he was awarded the Stals prize for exceptional research and contributions to Education, and in September 2014 he received the Psychological Society of South Africa’s (PsySSA) Award for Excellence in Science during the 20th South African Psychology Congress on 18 September 2014. Prof Maree has supervised 43 doctoral theses and master’s dissertations since 2001.

He was awarded the Chancellor’s Medal for Teaching and Learning from the University of Pretoria in 2010 and has been nominated successfully as an Exceptional Academic Achiever on four consecutive occasions (2003-2016). He has a B rating from the NRF. A regular keynote speaker, he was, for instance, invited to be one of two State-of-the-Science speakers at the 5th World Conference of Psychology, Counselling and Guidance (Dubrovnik, Croatia, 1-3 May, 2014; topic: Examining the merits of a brief, quantitative+qualitative (career) counselling strategy) and one of the State-of-the-Science speakers (Division 16: Counselling Psychology) at the International Congress of Applied Psychology, the flagship event on the international psychology calendar, which will be held in Paris, 8-13 July 2014. Topic: Connecting life-themes to construct self-portraits. Prof. Maree was awarded a fellowship of the IAAP at the ICAP Conference in Paris in July, 2014.

Jarmila Novotná is a professor at Charles University in Prague, Faculty of Education, Czech Republic. Habilitée à diriger des recherches à l´Université Bordeaux 2 in France, she is a Chercheur titulaire at LACES – Université Bordeaux Segalen.

Her main fields of interest are didactical conditions of transformation of students’ models of activities when grasping knowledge and skills, pre- and in-service training of mathematics teachers for their profession and transfer of research results into practice. The main theoretical background of her research is Brousseau’s Theory of Didactical Situations.

Jarmila Novotná has been a IPC member of several important international scientific events (at present e.g. ICME 2016, ICMI Study 23, SEMT ´15 and ICTMT 12). She is author or co-author of several book chapters, articles and textbooks and member of national and international project teams in the field of mathematics education.

Bernard Sarrazy is a professor of Educational sciences at the University Bordeaux, France. Director of the department Educational Sciences for two years and the director of the Laboratoire Cultures, Education, Sociétés, at present he is the director of research team «Anthroplogie and dissemination of knowledge».

In his research he focuses on the study of phenomena of mathematics education at the intersections of post-structuralist anthropology and the Theory of didactical situations.

He pays special attention to anthropological and social determinations of the relationships of pupils towards didactical contract.

Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley. He is a Fellow of the American Association for the Advancement of Science and of the American Educational Research Association (AERA), and a Laureate of the education honor society Kappa Delta Pi; he has served as President of AERA and vice President of the National Academy of Education. He holds the International Commission on Mathematics Instruction\'s Klein Medal, the highest international distinction in mathematics education;AERA\'s Distinguished Contributions to Research in Education award, AERA’s highest honor; and the Mathematical Association of America’s Mary P. Dolciani award, given to a pure or applied mathematician who is making a distinguished contribution to the mathematical education of K-16 students.

Alan has written, edited, or co-edited more than two hundred pieces on thinking and learning, including twenty-two books. His most recent book, How we Think, provides detailed models of human decision making in complex situations such as teaching. His interests include mathematical problem solving, assessment, equity, decision making, mathematics teaching, and professional development. His current R&D projects involve understanding and supporting teaching that produces students who are powerful thinkers.

Retired professor of mathematics education and mathematics lecturer at the University of Rzeszów and the Pedagogical University of Kraków. Mostly interested in the psychology of mathematical thinking and mathematical problem solving.

Former head of science education departments at Hebrew University, Jerusalem and Bern Gurion University, Beer Sheva. He is a Professor emeritus of both universities. He was a high school mathematics teacher for 10 years while studying mathematics, physics and philosophy at the Hebrew University. After finishing his Ph.D. in mathematics he switched to mathematics education. His research interest was mainly in mathematical concept formation and mathematical thought processes. In recent years his main concern is in the question of how the teaching of mathematics can be used in order to promote educational values. Currently, Vinner serves as the head of a Master program in mathematics education for elementary teachers in Achva College of education.

Erich Ch. Wittmann, born in 1939, studied mathematics and physics at the University of Erlangen/Bavaria and finished with master degrees in both subjects. In 1967 he received the PhD. in mathematics (group theory) from the University of Erlangen and moved to mathematics education by following Hans Freudenthal’s advice. In 1969 he was appointed full professor of mathematics education at the University of Dortmund and worked in this position until his retirement in 2004.

Erich Wittmann’s research is based on a view of mathematics education as a "design science". This approach has been put to practice by him in the project “Mathe 2000” founded in 1987. The innovative textbook DAS ZAHLENBUCH originating from this project has been adapted to several countries.

In 1998 Erich Wittmann received the honorary doctorate from the University of Kiel, and in 2013 he was awarded the Johannes Kühnel Prize. His international reputation has been acknowledged by the invitation to present a plenary lecture at ICME 9, Tokyo 2000.