Katja Maaß, University of Education Freiburg

Professor Dr. Maaß is a researcher in mathematics education and teacher educator. Her aim is to support teachers to evolve their teaching towards more inquiry-based learning. To this end, she carries out research on inquiry-based learning, professional development of teachers and implementation of innovative ways of teaching. Furthermore, she coordinates several international projects in this area - for example the FP 7 projects PRIMAS and MaSciL and the LLP Network INSTEM, runs professional development courses and seeks collaboration with stakeholders in this field (such as teachers, teacher educators, policy makers). Before working as a researcher, she taught mathematics and biology for ten years at secondary school.




Ingolf Baur, Science Journalist and Physicist, Germany
Ingolf Baur can be seen on German television screens almost every day - and always on the topic of science. As well as anchoring ‘nano’, the daily science programme shown on the channel 3sat, he also presents ‘Projekt Zukunft’ / ‘Tomorrow Today’ for Deutsche Welle-TV. Additionally, Ingolf Baur writes and directs documentaries that cover various scientific topics in an understandable way. Ingolf Baur’s educational background focused on the natural sciences, with a degree in physics, astronomy and biophysics.


Michiel Doorman, Researcher, Freudenthal Institute at the Utrecht University
Dr Michiel Doorman has been working as a researcher and designer of inquiry-based teaching materials in mathematics education at the Freudenthal Institute in Utrecht since 1988. His dissertation focused on interdisciplinary teaching of kinematics and calculus in respectively physics and mathematics. He has been involved in various national and international projects on connections between science and mathematics education and the use of technology.In PRIMAS, he was responsible for the collection of classroom materials and involved in professional development courses for Dutch teachers.



Josette Farrugia, Senior Lecturer, Faculty of Education at the University of Malta
Dr. Josette Farrugia, has taught chemistry in Malta at the secondary and post-secondary level for a number of years. She has also worked as the Principal Subject Area Officer for Sciences with the Matriculation and Secondary Education Certificate Examinations Board of the University of Malta (MATSEC) and is currently a Senior Lecturer in Science Education with the Department of Mathematics, Science and Technical Education of the Faculty of Education at the University of Malta. Her research interests relate to various aspects of science education and educational assessment and include: problem solving; practical work and investigations; school-based assessment; inquiry-based learning and students' understanding of scientific ideas and concepts - especially those related to chemistry.



Fco. Javier García, Lecturer and Researcher, University of Jaén
Dr. Fco. Javier García started his career as a part-time lecturer and researcher at the University of Jaén in 1997, and in 1998, began working as a mathematics teacher in a secondary school. After his doctoral dissertation in 2005, he became a full-time researcher and lecturer in the field of mathematics education in 2006. Dr. García has been involved in several national and European projects, such as LEMA, COMPASS, PRIMAS and, recently, MaSciL. His research focuses on modelling and inquiry-based science teaching approaches, with a special emphasis on teachers’ professional development.


Vladimir Garkov, Policy Officer, Directorate General for Education and Culture
Dr. Vladimir Garkov is a medical doctor with a specialization in public health and a PhD degree in nutritional biochemistry.  He has spent most of his professional career in the USA and has 17 years of experience as a university educator teaching science courses. His special interests include curricular reform, as well as developing courses on science in cultural and environmental context. In 2008, he joined the European Commission as a management officer of the scientific committees advising the Commission on legislative proposals that have public health and environmental impact. Recently, he moved to the Directorate General for Education and Culture. There, his efforts focus on educational policy development and bringing together policy outputs from cooperation on literacy, mathematics and science education in a single package of guidance to EU Member States.


Jane Imrie, Deputy Director, National Centre for Excellence in the Teaching of Mathematics, United Kingdom
Jane Imrie is Deputy Director of the National Centre for Excellence in the Teaching of Mathematics (NCETM) in England, a government-funded organisation which aims to ensure that all teachers of mathematics, in all phases, have access to high quality, evidence-based, subject-specific professional development throughout their careers. Jane has worked in mathematics education throughout her career, having taught and managed mathematics in secondary schools and further education for over 20 years. Subsequently, she led, contributed to, or advised on, a number of national projects, many focused on professional development for teachers of mathematics. She was President of the Mathematical Association in the UK for 2009-2010.



Paul A. Kirschner, Professor of Educational Psychology, Open University of the Netherlands
Prof. Dr. Paul A. Kirschner (1951) is professor of Educational Psychology and Programme Director of the Learning and Cognition programme at the Centre for Learning Sciences and Technologies at the Open University of the Netherlands and Visiting Professor of Education within the Learning and Educational Technology Research Unit, Oulu University, Finland. He is an internationally recognized expert in his field. He is a past President (2010-2011) of the International Society for the Learning Sciences and a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR). Prof. Kirschner is also the Associate Editor of Computers in Human Behavior and Chief Editor of the Journal of Computer Assisted Learning. An author himself, Prof. Kirschner has written the highly successful book ‘Ten steps to complex learning’, and served as the editor for two other recent books (‘Visualizing Argumentation’ and ‘What we know about CSCL’).


John Kleiber, Secondary School Teacher, Gymnasium Spaichingen, Germany

John Kleiber has been working as a mathematics and chemistry teacher since 1994. From 1994 to 1998, he taught at several different schools in the German state of Baden-Württemberg. In 1998, he began teaching at an American high school in Laredo, Texas, where he remained until returning to Germany in 2009. Since then, he has held his present position at the Gymnasium Spaichingen where he is among a group of six teachers involved in increasing inquiry based teaching and learning in the fields of mathematics and sciences for school years five to ten.




 Geoff Wake, Associate Professor, Faculty of Social Sciences at the University of Nottingham
Geoff Wa
ke has a degree in engineering science and mathematics with a strong track record of research and curriculum development in mathematics education with a focus on inquiry-based learning. He has worked substantially at a national level in a consultative capacity for the Qualifications and Curriculum Authority on the development and evaluation of new qualifications. He is currently Principle Investigator on an ESRC-funded project (Economic and Social Research Council), researching transitions into STEM (science, technology, engineering and mathematics) subjects in university, working as part of an EU Comenius project team with a substantial grant to develop a professional development course for teachers on Mathematical Modelling (LEMA), and managing Manchester’s contribution to a Qualifications & Curriculum Authority funded evaluation of mathematics pathways.