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Overview of ICMI

Devoted to the development of mathematical education at all levels, the International Commission on Mathematical Instruction (ICMI) is a commission of the International Mathematical Union (IMU), an international non-governmental and non-profit-making scientific organisation whose purpose is to promote international cooperation in mathematics.

Founded at the International Congress of Mathematicians held in Rome in 1908 with the initial mandate of analysing the similarities and differences in the secondary school teaching of mathematics among various countries, ICMI has considerably expanded its objectives and activities in the years since. 

ICMI offers today a forum to promote reflection, collaboration, exchange and dissemination of ideas on the teaching and learning of mathematics, from primary to university level.  The work of ICMI stimulates the growth, synthesis, and dissemination of new knowledge (research) and of resources for instruction (curricular materials, pedagogical methods, uses of technology, etc.). 

The Commission aims at facilitating the transmission of information on all aspects of the theory and practice of contemporary mathematical education from an international perspective.  Furthermore ICMI also has as an objective to provide a link between educational researchers, curriculum designers, educational policy makers, teachers of mathematics, mathematicians, mathematics educators and others interested in mathematical education around the world.

ICMI takes initiative in inaugurating appropriate activities, publications and other programmes designed to further the sound development of mathematical education at all levels and to secure public appreciation of mathematics.  It is also charged with the conduct of IMU's activities on mathematical or scientific education.  In the pursuit of its objectives, ICMI cooperates with various thematic and regional groups formed within or outside its own structure. 

Among international organizations devoted to mathematics education, ICMI is distinctive because of its close ties with the professional communities of mathematicians and mathematical educators as well as its
breadth – thematic, cultural and regional.

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