The thematic scope of ICHME8 includes, among others:
 methodology of the research in the history of mathematics education,
 transmission and reception of new educational ideas in mathematics education,
 the history of mathematics education and the history of mathematics: connections and mutual influences,
 actors and contributors in mathematics education,
 development of mathematics education in specific countries,
 development and changes in mathematical content within a curriculum and in the form of its presentation,
 mathematics education of groups historically underserved in education,
 mathematics teacher education,
 mathematics textbooks and other educational resources,
 reforms in mathematics education.
There will be three forms of active participation in the conference: long presentations (40 min.), short presentations (20 min.) and posters. All activities should be prepared in English.
Submission Guidelines:
 only one submission per Participant is allowed,
 the submission must include the title of the presentation and abstract with selected bibliography,
 the abstract with the selected bibliography should contain a total of max. 500 words,
 the abstract must include an explanation of why the proposed presentation constitutes a significant contribution to research on the history of mathematics education,
 the submission (in English) should be sent as a Microsoft Word document by 1 March 2024 to the following email address: ichme8@gmail.com.
The review process will determine in which activity a given submission will be presented. The results of the review will be announced by 31 March 2024.
SUBMISSIONS ACCEPTED FOR PRESENTATION AT ICHME8
40MIN PRESENTATIONS [see abstracts]
1. 
DE BOCK Dirk 
KU Leuven (Belgium) 
The Belgian Subcommission of the International Commission on Mathematical Instruction 
2. 
GIL CLEMENTE Elena 
Universidad de Zaragoza (Spain) 
Merging geometry and arithmetic: Margarita Comas’s pedagogy of mathematics for children and its international sources in the early twentieth century 
3. 
KARP Alexander 
Columbia University (USA) 
A fighter for red integrals (On L.A. Leifert) 
4. 
KARPIŃSKA Karolina 
Polish Academy of Sciences (Poland) 
Geometric constructions in secondary schools in Prussian Poland 
5. 
KRÜGER Katja 
TU Darmstadt (Germany) 
The dawn of mathematics education for girls at the Höhere Mädchenschule in Prussia in the early 20^{th} century 
6. 
LAABID Ezzaim 
LIRDEF, Cadi Ayyad University (Morocco) 
Mathematics and the language of instruction in Morocco: alternating between French and Arabic over the last 60 years 
7. 
MAC AN BHAIRD Ciarán 
Maynooth University (Ireland) 
Exploring links between 18^{th} century French mathematical texts and the teaching of mathematics in 19^{th} century Ireland 
8. 
MÉTIN Frédéric 
University of Burgundy in Dijon (France) 
Charles Méray’s Fusion on the field 
9. 
MILLÁN GASCA Ana 
Roma Tre University (Italy) 
Not so sacred as grammar: the ideas behind Jean Macé’s Granpa arithmetic (1862) through the letters to his publisher Hetzel 
10. 
OPSAL Hilde SMESTAD Bjørn 
Volda University College (Norway) 
The production of textbooks in mathematics in Norway, 1930–1986 
11. 
SCHUBRING Gert 
Bielefeld University (Germany) Federal University of Rio de Janeiro (Brazil) 
The evolution of the structural elements of mathematics teacher training – Controversies about the case of Brazil 
12. 
SPIES Susanne 
University of Siegen (Germany) 
Diesterweg’s concept of visualization and its implementation in his Praktisches Rechenbuch 
13. 
ULLRICH Peter 
University of Koblenz (Germany) 
About the time when calculus was banned in Prussian “Gymnasia” 
14. 
WEISS Ysette 
Johannes Gutenberg University Mainz (Germany) 
Geometry of motions in the context of New Math 
15. 
ZELBO Sian 
Columbia University (USA) 
Public debate and the ascent and decline of the American “New Math” reform movement (1960 to 1980) 
20MIN PRESENTATIONS [see abstracts]
1. 
BALTZIS Dionisis 
Greece 
InterBalkanic connections: International cooperation among mathematicians and education reform in Greece during the 1930s 
2. 
BJARNADÓTTIR Kristín 
University of Iceland (Iceland) 
Bessastadir Learned School as a secondary school in nineteenthcentury Europe 
3. 
CHRISTIANSEN Andreas 
Western Norway University of Applied Sciences (Norway) 
The development of school mathematics in Norway in the 19^{th} century 
4. 
CRIPPA Davide 
Czech Academy of Sciences (Czech Republic) 
Wolff’s elements of mathematics as a key to his mathematical pedagogy 
5. 
DOS SANTOS MORAIS Rosilda COSTA DE MENDONÇA Guilherme 
Federal University of São Paulo (Brazil) 
Ubiratan D’Ambrosio, from mathematician to mathematics educator – letters as the primary research sources 
6. 
DURNOVÁ Helena 
Masaryk University in Brno (Czech Republic) 
Using history of mathematics education in teacher training 
7. 
FASCITIELLO Isabella, MILLÁN GASCA Ana 
Roma Tre University (Italy) 
»In search of a fourth, unknown companion«. The concept of ratio and the role of geometry in Maria Montessori’s proposals for the renewing of preschool and primary school mathematics in Psychoarithmethics (1934) 
8. 
GOEMANS Wendy 
KU Leuven (Belgium) 
The introduction of number sets in Modern Mathematics 
9. 
HAMANN Tanja 
University of Hildesheim (Germany) 
New Math at primary schools in West Germany 
10. 
HELLER Henning 
University of Bonn (Germany) 
The teaching of Galois theory: Lessons from its first hundred years 
11. 
JUNKER Hannes 
University of Bonn (Germany) 
Geometry against Euclid: The echo of Naturphilosophie in German mathematics 
12. 
KOTŮLEK Jan 
VŠBTechnical University of Ostrava (Czech Republic) 
Reforms of mathematics education in Czechoslovakia after WW2 
13. 
LAWRENCE Snezana 
Middlesex University London (England)

Djuro Kurepa – Mathematics for a new world: roles of mathematics and mathematicians in the post WW2 world 
14. 
OLLERMARCÉN Antonio M. 
University of Zaragoza (Spain)

Exploring the presence of mathematics in the Spanish weekly magazine “Alrededor del mundo” (1899–1930) 
15. 
REIMERS Toni 
MartinLutherUniversity HalleWittenberg, Leipzig University (Germany) 
Genesis of applied mathematics: Mathematisation of mine surveying by reflecting early modern scholar treatises 
16. 
RODRIGUES Alexandra Sofia 
NOVA University Lisbon (Portugal) 
Teaching geometry in the preparatory cycle of technical education in Portugal (1947–1967) 
17. 
SEGEV Stela 
Herzog College (Israel)

Sefer Over la Soher – A commercial arithmetic book in Hebrew printed in Venice at the beginning of the 17^{th }century 
18. 
SHVARTSBERG Yana 
Pace University in New York (USA) 
Mathematics educator in a girlsonly school: Attempt at a portrait 
19. 
WOLF Katharina SCHOLTZ Janina KLINK Cindy NORDHEIMER Swetlana 
Humboldt University of Berlin (Germany) 
Learning from Viktor Fleri about mathematical signs and teaching deaf children 
20. 
WÓJCIK Wiesław 
Jan Dlugosz University in Czestochowa (Poland)

The development of higher education in Ukrainian lands in the 19^{th} and early 20^{th} centuries 
21. 
ZWANEVELD Bert* DE BOCK Dirk** 
* Open University of the Netherlands (Netherlands) ** KU Leuven (Belgium)

Pierre van Hiele: From mathematics teacher and textbook author to developer of the level theory of mathematical thinking 
POSTERS [see abstracts]
1. 
FLORES Cláudia Regina* WAGNER Débora Regina* MACHADO Rosilene Beatriz* BACCA Paula Cristina** 
* Federal University of Santa Catarina (Brazil) ** Federal Institute of Santa Catarina (Brazil) 
Archaeogenealogical approach for a research in the history of mathematics education 
2. 
PEREKIETKA Paweł 
Mathematics Museum MuMa (Poland) 
Anany Levitin’s collection of algorithmic puzzles as mathematical recreations 
3. 
PLANTADE François 
Nantes University & IREM de Caen Normandie (France) 
Jules Houël (18231886): from teaching geometry in high schools to resolving the question of the independence of Euclid’s postulate in France 
4. 
SCHMIDTTHIEME Barbara* HAMANN Tanja* SCHÖNEBURG Silvia** KROHN Thomas** 
* University of Hildesheim (Germany) ** University of Leipzig (Germany) 
Mathematics textbooks of the Early Modern Period 
5. 
SZMERKA Gergely VANCSÓ Ödön 
ELTEBudapest (Hungary)

Tamás Varga’s reform and complex mathematics education (CME) as a possible field of education for democracy – from the mid20^{th} century to the present 