We present to you selected publications of ICSE members


  • Bauer, C., Dunee, D., Kadizik-Bartoszewska, A., Kalm-Akubardia, M., Katisko, M., Kostrzewska, K., Mackin, C., Nieminen, A., O’Hara, J., Oosterhaven, F., Wojtas, M. (2021). Creative Methods in Science Teaching – Ways Forward!



  • Evagorou, M. & Mousoulides, N. (2019). Culturally Responsive Mathematics and Science Teaching, in Solomou & Hatsisoteriou (Editors), Improving school and teaching in cultural pluralism societies. Athens: Diadrasis.
  • Kaya, G., Sardag, M., & Cakmakci, G. (2019). Classroom Interactional Management in Achievement-Related Diversity Science and Math Classrooms. Paper presented at 13th European Science Education Research Association (ESERA) Conference, Bologna, Italy.
  • Maass, K., Cobb, P., Krainer, K. et al. (2019). Different ways to implement innovative teaching approaches at scale. Educational Studies in Mathematics, 102(3),303-318.DOI 10.1007/s10649-019-09920-8.
  • Maass, K., Doorman, M., Jonker, V. & Wijers, M. (2019). Promoting active citizenship in mathematics teaching. ZDM Mathematics Education, 51(7). DOI 10.1007/s11858-019-01048-6.
  • Maass, K. & Engeln, K.(2019). Professional development on connections to the world of work in mathematics and science education. ZDM Mathematics Education, 51(7). DOI 10.1007/s11858-019-01047-7.
  • Maass, K., Geiger, V., Romero Ariza, M. & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51(6), 869-884. DOI 10.1007/s11858-019-01100-5.
  • Romero-Ariza, M., Quesada, A., Abril, A.M. (2019). Realistic Contexts and Inquiry to Enhance Stem Education: In-Depht Views in Case Studies. In Inted2019 proceedings, (pp. 9954-9959). ISBN: 978-84-09-08619-1. DOI: 21125/inted.2019.2496


2017 – 2018:

  • Buhagiar, M.A. (2018) The mathematics teacher who became a promoter of inquiry-based learning: A story of teacher change, Malta Review of Educational Research, 12(1), 31-61. Available:
  • Calleja, J. (2018).  Teacher Participation in Continuing Professional Development: Motivating factors and programme effectiveness. Malta Review of Educational Research, 12(1), 5-29.
  • Calleja, J. (2018). MaSDiV. Mathsline, 34, p. 7.
  • Calleja, J. (2018). MaSDiV project. Sci-News: Teaching and Learning Science Together, 11(4), p. 3.
  • Ellul, A. (2018). Professional Development: The MaSDiV experience. Mathsline, 35, p. 4-5.
  • Maass, K. (2018). Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning. Journal of Education and Training Studies, 6 (7), 1-16. DOI: 10.11114/jets.v6i7.3261.
  • Maass, K. & Engeln, K. (2018). Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers. Journal of Education and Training Studies, 6 (4), 1-16. DOI: 10.11114/jets.v6i4.3083.
  • Maass, K. & Engeln, K. (2018). Impact of professional development involving modelling on teachers and their teaching. ZDM, 50(1), 273-285.
  • Kaspersen, E. S., Pepin, B., & Sikko, S.A. (2017). Measuring student teachers’ practices and beliefs about teaching mathematics using the Rasch model. International Journal of Research and Method in Education. 40(4): 421-442.
  • Maass, K. Swan, M., Aldorf, A.(2017). Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course – An International Study. Journal of Education and Training Studies, 5 (9), 1-17. DOI: 10.11114/jets.v5i9.2556.
  • Romero-Ariza, M., Quesada, A., Abril, A.M. (2018). Stem Education and Fundamental Values: Development of an Instrument for Quality Assurance. In Inted2018 proceedings, (pp. 9173). ISBN: 978-84-697-9480-7. DOI: 21125/inted.2018.2244


2014 – 2016:

  • Calleja, J. (2016). Teaching Mathematics through Inquiry: A continuing professional development programme design. Educational Designer, 3(9). Available online:
  • Febri, M.I.M. & Staberg, R. L. (2016). Implementing IBL and WoW in primary science in Norway. In:Science Education Research: Engaging learners for a sustainable future. Helsinki: ESERA 2016 ISBN 978-951-51-1541-6. pp 1535-1546.
  • Febri, M., Sikko, S.A., Dahl, H. & Staberg, R.L. (2016). Enhancing Teachers’ Professional Knowledge in Connecting the World of Work to Inquiry Based Science Teaching: Case of Norway. In: Conference Proceedings. New Perspectives in Science Education, Padova: libreria universitaria Edizioni. ISBN: 978-88-6292-705-5. pp 693-697.
  • Pampaka, M., Pepin, B., & Sikko, S. A. (2016). Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. International Journal of Educational Research. 79:240-257
  • Staberg, R.L., Febri, M.I.M., & Sikko, S.A. (2016). In: Doorman M, Jonker V, Wijers M (authors) & Kuijpers N, Mass K, Reitz-Koncebovski K (Eds). Mathematics and Science in Life: Inquiry Learning and the World of Work. Four years of European Cooperation in the Mascil project. Mascil final publication. University of Education Freiburg, Germany. pp 86-91. ISBN 978-90-70786-35-9.
  • The Norwegian FASMED team. (2016). Birgit Pepin, Svein Arne Sikko, Jardar Cyvin, Maria Immaculata Febri, Øistein Gjøvik, and Ragnhild Lyngved Staberg. Deliverable 5.2 Cross comparative analysis of case studies, July 20 2016. Fasmed: “Improving progress for lower achievers through Formative Assessment in Science and Mathematics Education”. Grant agreement no: 612337.
  • The Norwegian MASCIL team. (2016). Ragnhild Lyngved Staberg, Svein Arne Sikko, Maria Immaculata Febri, Heidi Dahl. Deliverable 9.2 Promotion of European Networks, September 16 2016. Mascil: «Mathematics and science for life». Grant agreement no: 320693.
  • Weihberger, A., Bronner, P. Maass, K., & Reitz-Koncebovski, K. (2016). Inquiry-based learning and the world of work. In: Doorman, M. Jonker, V.  & Wijers, M.: Mathematics and Science in Life: Inquiry-based learning and the world of work (S. 94-97).
  • Boesen, J., Helenius, O., & Johansson, B. (2015). National-scale professional development in sweden: Theory, policy, practice. ZDM, 47(1), 129-141. doi: 10.1007/s11858-014-0653-4
  • Doorman, L.M., Garcia, Javier, Potari, Despina, Zsombori, G. & András, S. (2015). The potential of a task for professional development across national contexts. In K. Maass, B. Barzel, G. Törner, D. Wernisch, E. Schäfer & K. Reitz-Koncebovski (Eds.), Conference Proceedings. Educating the Educators: International Approaches to Scaling-up Professional Development in Mathematics and Science Education – Conference Proceedings in Mathematics Education 2 (pp. 216-227). Münster: WTM Verlag.
  • Maass, K., Wernisch, D., Reitz-Koncebovski, K. & Schäfer, E. (2015). Conference: Educating the educators. In: K. Maaß, G. Törner, D. Wernisch, E. Schäfer & K. Reitz-Koncebovski (Hrsg.): Educating the educators: international approaches to scaling up professional development in mathematics and science education (S. 5-10). Münster: Verlag für wissenschaftliche Texte und Medien .
  • Maass, K., Wernisch, D. & Schäfer, E. (2015). Conference outcomes and conclusions. In: K. Maaß, G. Törner, D. Wernisch, E. Schäfer & K. Reitz-Koncebovski (Hrsg.): Educating the educators: international approaches to scaling up professional development in mathematics and science education (S. 11-17). Münster: Verlag für wissenschaftliche Texte und Medien.
  • Camenzuli, J., & Buhagiar, M.A. (2014) Using inquiry-based learning to support the mathematical learning of students with SEBD, The International Journal of Emotional Education, 6(2), 69-85. Available:
  • Dorier, J. & Maaß, K. (2014). Inquiry based Mathematics education. Encyclopedia of Mathematics education (S. 300-304). Dordrecht, Heidelberg, London, New York: Springer.


2011 – 2013:

  • Calleja, J. (2013). Mathematical Investigations: The impact of students’ enacted activity on design, development, implementation and evaluation. In C. Margolinas (ed.) Task Design in Mathematics Education: Proceedings of ICMI Study 22. Oxford, UK. Available online:
  • Maaß, K. & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM – The International Journal on Mathematics Education, 45(6), 779–795.
  • Maaß, K., & Doorman, M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM – The International Journal on Mathematics Education, 45(6), 887-899.
    Engeln, K., Euler, M., & Maaß, K. (2013). Inquiry-based learning in mathematics and science: a comparative baseline study of teachers’ beliefs and practices across 12 European countries. ZDM – The International Journal onMathematics Education, 45(6), 823–836.
  • Munkebye, E., & Staberg, R. L. (2013). Animal footprint. In: Inquiry-based learning in maths and science classes. What it is and how it works – examples – experiences. Primas 2013 ISBN 9783000438516. pp 20-22.
  • Lyngved, R., Pepin, B., & Sikko, S.A. (2012). Working with teachers on inquiry based learning (IBL) and mathematics and science tasks. In: Rønning, F., Diesen, R., Hoveid, H., Pareliussen, I. (Eds.): FoU i praksis 2011. Rapport fra konferanse om praksisrettet FoU i lærerutdanning. Trondheim, Tapir Akademisk Forlag, pp 275-285.
  • Sikko S.A., Lyngved, R., & Pepin, B. (2012). Working with Mathematics and Science teachers on inquiry-based learning (IBL) approaches: Teacher beliefs. Acta Didactica Norge 6(1):1-18.
  • Swan, M., Pead, D., Doorman, L.M. & Mooldijk, A.H. (2013). Designing and using professional development resources for inquiry based learning. ZDM – International Journal on Mathematics Education, 45 (7), 945-957.