Brent Davis |

| *Are we (or should we be) on the same page?*
| 2 |

Anne Watson |

| *School mathematics as a special kind of mathematics*
| 3 |

Rina Zazkis |

| **Communication:** Looking for a possible intersection
| 8 |

David Henderson |

| **Communication:** Is all course-based mathematics special?
| 9 |

Guershon Harel |

| **Communication:** Maintaining the mathematical integrity of school curricula: a challenge
| 10 |

Alf Coles ,
Nick Peatfield |

| **Communication:** School and academic mathematics
| 11 |

Vicky Zack |

| **Communication:** There can be, should be, and sometimes is, a connection
| 12 |

Hilary Povey |

| **Communication:** Teacher as a model learner
| 13 |

Viviane Durand-Guerrier |

| **Communication:** Mathématiques scolaires et Mathématiques
| 14 |

Romulo Lins |

| **Communication:** The purpose of having mathematics in schools tells what school mathematics should be
| 15 |

Heather Mendick |

| **Communication:** What's so great about doing mathematics like a mathematician?
| 15 |

Ubiratan D'Ambrosio |

| **Communication:** Reflections on mathematics as practiced in schools and in academia
| 16 |

William Higginson |

| **Communication:** Just yoking? On the confunction of 'school' and 'mathematics'
| 17 |

Anne Watson |

| *Afterword*
| 19 |

Elizabeth Mowat |

| *Making connections: mathematical understanding and network theory*
| 20 |

Irit Peled ,
Orit Zaslavsky |

| *Beyond local conceptual connections: meta-knowledge about procedure*
| 28 |

Anne Roy |

| *Philosopher en mathématiques avec des futurs enseignantes et enseignants au primaire*
| 36 |

Paul Ernest |

| *Towards a semiotics of mathematical text (part 3)*
| 42 |