Institute for Mathematical Pedagogy (IMP)
Anne Watson and John Mason have directed an annual 4 day working meeting called IMP since 2001.
A maximum of 25 people (teachers, advisers, academics, and us) meet and work on mathematical tasks
mostly chosen by Anne and by John and sometimes by one or two guests. The pain t is not to do the tasks, but rather to notice what is involved in working on the tasks, making sense, making progress, getting stuck, working with others, and the pedagogical implications of what we notice in ourselves.
.
There are no 'conference papers' though sometimes people are moved to write about their experiences (see MT 191; 194; 232) and often there is an opportunity to offer a task connected with the theme.
A maximum of 25 people (teachers, advisers, academics, and us) meet and work on mathematical tasks
mostly chosen by Anne and by John and sometimes by one or two guests. The pain t is not to do the tasks, but rather to notice what is involved in working on the tasks, making sense, making progress, getting stuck, working with others, and the pedagogical implications of what we notice in ourselves.
.
There are no 'conference papers' though sometimes people are moved to write about their experiences (see MT 191; 194; 232) and often there is an opportunity to offer a task connected with the theme.
For more information contact the IMP Registrar
Fiona HaniakCockerham in the first instance via impenquiries @ hotmail.com 
IMP20 REGISTRATION is now OPEN
Further Information on how to register Dates for 2020 will be July 2831 
IMP20 July 2831 2020

Previous IMP's
2019 The Role & Use of Mental Imagery in Mathematical Thinking: Documents Part A; Documents Part B
2018: Meaning and Meaningfulness in Mathematics: Documents 2017: Transitions Between Mathematical Worlds: 2016: Essence and Economy in Teaching & Learning Mathematics; Perks & Prestage on Isosceles Triangles 2015: Representing and Discerning Structural Relationships; extra resources: Tandy 2014: Symmetry, Complementarity & Conjugacy 2013: Exchange & Substitution; 2012: Fundamental Ideas, Core Awarenesses and Threshold Concepts in Mathematics 2011: Tinkering with Tasks 2010: Mathematical Friends & Relations: Recognising Structural Relationships 2009: Explanation & Proof as Mathematical Narrative 2008: Mathematical Notation 2007: Metaphors, Models & (re)Presentations 2006: Surprise & Expectation: 2005: Mathematical Structure 2004: Freedom & Constraint 2003: Imagining & Expressing Mathematical Ideas 2002: Disturbance, Variation & Construction 2001: 