[size=150]Author: [b]José Ronaldo Alves Araujo [/b][br]Co-author: Celina A. A. P. Abar[/size][br]This article results from emerging discussions of an ongoing doctoral investigation in the field of Mathematical Education. The focus of the study is the processes of Transnumeration and the use of GeoGebra. The text presents a problem resulting from questions from an academic master's research in Mathematical Education by the first author. We discuss especially Transnumeration and the development of Statistical Thinking in a computational environment, considering the relevance of the idea of technology. In order to understand the process that is intended to develop the research, we point to the need of applying sequences of activities that use the presupposed didactic engineering, introducing GeoGebra as support for the processing of statistical data. We believe that GeoGebra allows the observation and analysis of the development of Statistical Thinking, especially of Transnumeration processes. As we aim in this text to understand possible implications of GeoGebra for Transnumeration, still in phase of studies related to our theme, we elucidate a concept that understands statistical thinking as strategies used by the individual to make decisions at every stage of an investigative cycle, in which we conjecture the possibility of identifying and analyzing Transnumeration processes.

[size=150]Author: [b]Martin Andre[/b][br]Co-author: Anna Oberrauch, Melanie Zöttl[/size][br]Currently, we are facing an enormous challenge to keep our world livable for future generations. Integrating Education for Sustainable Development into statistics teaching and learning, this study aims to identify prospects and limitations in the acquisition of competences for these both sustainability and statistics. With the objective to foster students’ access to their intuitive knowledge of basic statistical ideas by visualizations of Open Data, the study examines students’ learning processes while analyzing social and economic data with visual methods in the context of sustainable development. Therefore, 45 middle school students in two classes of grade 8 were guided through a project designed by the research team, using the software Gapminder and an applet designed to visualize a specific model for sustainable development. Findings of the study are used to further develop opportunities of integrating a topic of high relevance for students into statistics education.

[size=150]Author: [b]Bjarnheiður Kristinsdóttir[/b][br][/size][size=150]Co-authors: Zsolt Lavicza and Freyja Hreinsdóttir[/size][br]When designing and developing innovative tasks, close collaboration with teachers is important. I will describe how both teachers and theory helped shaping and advancing the instructional sequence for innovative tasks called silent video tasks.[br]

[size=150]Author: [b]Natalija Budinski[/b][/size][br]The presentation highlights the possibilities creative approaches in mathematical education. Combination of different approaches and use of technology can be very productive in developing mathematical competences. We present examples from the practice that supports this topic.

[size=150]Author: [b]L. Vanessa Gruber[/b][/size][br]STEM became STEAM for a reason. STEM felt, that two major aspects were missing: creativity and innovation. However, those two processes should not only be left to the arts. Creativity is not a subject, nor a project or set of information that once learned by heart and examined in a multiple-choice test can be forgotten again. It is a way of acting, thinking and teaching in every subject. Due to some misunderstandings and the lack of a clear definition of the concept, teacher training at German-speaking universities is very often leaving creativity aside and thereby ignoring its potentials and necessities when it comes to the educational context.

[size=150]Author: [b]Gregor Milicic[/b][br][/size][size=150]Co-author: Matthias Ludwig[/size][br]In this presentation the MathCityMap project will be introduced as one possibility to use the own mobile device in a substantial and authentic learning environment. MathCityMap combines the math trail idea with the current technological possibilities of mobile devices. A math trail is a set of mathematical tasks or questions that are bound to objects from the real world. Usually they are located in walking distance. A math trail guide contains a map that displays interesting locations and descriptions of different tasks to discover mathematics in the environment.[br]MathCityMap is a two component system. The first component is a web portal (www.mathcitymap.eu) which serves as an open access database for authentic math problems in the environment. Every teacher/author can use public tasks and create individual tasks. The other component, the MathCityMap app, shows the students on a map where in the environment the problems are hidden. Additionally, it provides hints, feedback and a sample solution. Through new features, such as the digital classroom and the task wizard, the system supports teachers in the preparation and organization of math trails.