On Saturday 4 October 2025, the 20th Conference on Mathematics Education, will take place, which is held annually, organised by the 4 associations related to mathematics education in Catalan-speaking regions.
This year's conference is titled “Building bridges between stages”.
It will take place at the Escola Politècnica Superior d'Enginyeria de Vilanova i la Geltrú (UPC).
This year's specific organisation is handled by Feemcat.
REGISTRATION: through the following form: https://forms.gle/LFv9Ads2mR4pG2in7
MORE INFORMATION: see the page of the activity
BUILDING BRIDGES BETWEEN STAGES: Reflecting on the transition between stages and the coherence of mathematics learning pathways #20jornadaconjunta
Saturday 4 October 2025 from 9:00 a.m. to 7:30 p.m.
Escola Politècnica Superior d'Enginyeria de Vilanova i la Geltrú EPSEVG, UPC.
When we talk about meaningful learning in mathematics, we often forget a key piece: continuity. Throughout the entire educational pathway, students go through different stages and teaching teams, but mathematical knowledge and competencies do not begin or end in a single year. What impact does this fragmentation have? How can we ensure that classroom experiences, classroom culture, methodologies and processes maintain a common thread?
In many educational centres, efforts are being made to establish shared pedagogical lines and to facilitate transitions between stages. We know that good coordination, joint reflection and the collective construction of the meaning of learning can deeply improve educational quality. But what criteria can we follow to build this coherence? How could the development of mathematical processes be sequenced over the years?
This conference aims to focus on the opportunities and challenges of the transition between stages, from Infant Education to University, with special attention to:
- How can a fluid and coherent transition between levels be fostered, from the internal organisation of the centre and the coordination of teaching teams?
- How can coordination between educational centres and networking favour a fluid and coherent transition between educational stages?
- What resources, spaces and classroom practices can favour pedagogical continuity and facilitate coherent management of learning?
- How is representation expressed in the different stages and how does it link with mathematical processes?
We propose, from a shared and critical perspective, moving towards mathematics teaching and learning that is more connected, more coherent and more meaningful for all students.