Netherlands Mathematical Congres 2025
Location: Kontakt der Kontinenten, Amersfoortsestraat 20, 3769 AS, Soesterberg
Date: 22-23 April 2025
The Netherlands Mathematical Congress (NMC) aims at all mathematicians, from pure to applied, and from junior to senior (from PhD student to chief technology officer, from high-school teacher to full professor). It is a once-in-a-year event to learn about other areas in mathematics, potentially leading to new ideas for your own research, or to new collaborations. NMC offers a much wider view of mathematics than normally encountered at conferences.
4TU.AMI organises two parallel sessions during the NMC 2025: one on research, and one on mathematics education. More information on these two sessions can be found below. For more info about the NMC 2025, including the full programme and registration, please visit the conference website.
Research session on Tuesday 22 April, 13:45–15:15
During the research session, chaired by Stella Kapodistria (TU Eindhoven), researchers Aida Abiad (TU Eindhoven & Vrije Universiteit Brussel) and Christoph Brune (UT) will present the latest developments from their research. Aida, who is an associate professor at the Department of Mathematics and Computer Science at Eindhoven University of Technology, will talk about the Spectral approach to Kemeny’s constant. Christoph, who is a professor at the University of Twente, will talk about Inverse problems and medical imaging. More information can be found here.
Aida Abiad (TU/e & VU)
Christoph Brune (UT)
Mathematics Education session on Wednesday 23 April, 13:30–15:00
During the mathematics education session, chaired by Annoesjka Cabo (Professor in Statistics for Innovation in Education at the TU Delft and director of PRIME), researchers in educational methods Brendan Kelly (Harvard University), Tamás Görbe (RUG), Martina Vittorietti (TU Delft) and Fulya Kula (UTwente) will discuss two important educational topics: supporting students in the transition from secondary education to university mathematics and student engagement during learning. More information can be found here.
Brendan Kelly (Harvard University)
Tamás Görbe (RUG)
Martina Vittorietti (TU Delft)
Fulya Kula (UT)