ICME-12 News

National presentations

A National Presentation is an activity during which representatives of a given country will make a presentation on the state and trends in mathematics education in that country. An exhibition, video shows, CD-Roms, and so forth may accompany these National Presentations.

ICME-12 will have a combination of 4 National Presentations and 1 Regional Presentation of mathematics education. Names of Organizers are as follows:

NP1 Korea : Dr. Sun-Hwa Park shpark@kice.re.kr

NP2 Singapore : Professor Kaur Berinderjeet berinderjeet.kaur@nie.edu.sg

NP 3 National Presentation of USA : Dr. Rick Scott pscott@nmsu.edu

NP4 India : Dr. Krishan Lal esoffice@insa.nic.in & Dr. Brotati Chattopadhyay icsu@insa.nic.in

NP 5 National Presentation of Spanish Cultural Heritage : Dr. Luis Rico lrico@ugr.es


Overview of Korea National Presentation at ICME-12


First, the school education system and mathematics education in Korea will be explained and the content of this presentation will be introduced.

1. Curriculum

The 2007 Revision of Mathematics Curriculum which is a partial revision of the 7th Mathematics Curriculum was proclaimed in 1997 and has been implemented in elementary, middle and high schools. A new national curriculum will be introduced to elementary and middle schools in 2013 and to high schools in 2014. This chapter deals with the main characteristics of the 7th Mathematics Curriculum, the 2007 Revision of Mathematics Curriculum, and the new Mathematics Curriculum.

2. Textbook

In Korea, textbooks for elementary schools are developed by the government while those for middle and high schools are authorized by the government. From 2013, however, textbooks for middle and high schools will be approved by city and provincial education offices. In this chapter, the textbook evaluation system in Korea and the main features of the mathematics textbooks based on the 2007 Revision of Mathematics Curriculum will be examined.

3. Teaching and Learning Mathematics

In this section, we will introduce the teaching and learning practices of mathematics classes as well as workbooks and teaching materials which are used by teachers in elementary, middle, and high schools. In addition, we will introduce the policies to improve the below basic level students' achievement, teaching materials which were developed and used for them, and the best cases to improve their achievement.

4. Assessment

In the Assessment section, national assessment of educational achievement in Korea and other countries and the College Scholastic Achievement Test will be examined.

First, we will outline the changes in the national assessment of educational achievement which has been administerd annually since 2001. We will then introduce the character of Korean students' mathematical abilities by analyzing the trends in achievement levels of students and sampling items for each level.

Second, we will introduce the trends in mathematical education in the international comparative studies, PISA and TIMSS. We will also analyze these results with respect to educational contexts and policies.

Third, we will discuss the importance of the College Scholastic Ability Test(CSAT) for college admission. The math test in the current CSAT and the '2014 CSAT' reorganization plan will be explained. The discussion will include test times, numbers of items, scores, content area, behavior area, item types, level of difficulty and sample questions.

5. Teachers' Education

Because of the increasing demands for enhancing school eduction by improving teacher professionalism, systematic management of pre-service and in-service teachers becomes an important issue. We will discuss education for pre-service teachers, teacher selection tests, and training programs that better the ability of teachers. Topics in this chapter will be as follows. First, the core capabilities for mathematics teachers will be defined. Second, education for pre-service teachers, teacher selection processes, and training programs for in-service teachers will be discussed. Third, current situations and implications of the newly introduced consulting program for teachers will be analyzed. Fourth, the significance of the implementation of the system that gives preference to 'chief teachers' will be dealt with.  


Synopsis of presentations

Mathematics Education in Singapore


Brief introduction of the Education System
This presentation gives an overview of the education system in Singapore and shows how it has evolved over time to meet the needs of the nation and to equip each individual with a strong foundation to live and work productively. The education system provides different pathways for students. The philosophy of providing “ladders and bridges” to meet the diverse educational needs of the students is key to the design and  development of the mathematics curriculum.


Designing a Mathematics Curriculum to Meet the Needs of Every Student
Singapore has a national curriculum developed by the Curriculum Planning and Development Division (CPDD) in the Ministry of Education. The curriculum is reviewed regularly to ensure that it remains relevant and updated as well as to consider ways to improve the learning outcomes of the students. The different syllabuses and their design considerations are explained in the context of our education system and philosophical approach. The central focus of the mathematics curriculum is mathematical problem solving. This is encapsulated in the single mathematics curriculum framework that guides the development of all syllabuses.


Instructional Materials Development
Since the late 90s, MOE outsourced the development of instructional materials such as textbooks and workbooks to commercial publishers who would also manage the sales and distribution. CPDD ensures quality control by reviewing and vetting the textbooks and workbooks before approving them for use by schools. CPDD provides other supplementary resources and publications to guide and support teachers in implementing sound pedagogies and assessment practices.


Support for Low Achievers and Programmes for the Gifted
Special programmes and provisions are made to support students with difficulty learning mathematics as well as students who are gifted. The support for low achievers in Mathematics is carried out as early as Primary 1, where students are identified for ‘pull-out’ classes taught by specialist teachers. At the other end of the ability spectrum, the gifted programme ensures that the best are stretched. MOE has set up a specialized independent school called the National University of Singapore (NUS) High School for Mathematics and Science to provide a customised curriculum for students who are gifted.


National Examinations
There are national examinations at key stage years of Grades 6, 10 and 12.  MOE works with the Singapore Examinations and Assessment Board (SEAB) and Cambridge International Examinations (CIE) to run the national examinations.  At the end of primary 6, or Grade 6, all students will take a Primary School Leaving Examinations (PSLE). At the secondary and pre-university levels, there are the O, N and A-level examinations. Published items from these examinations will be shared to give an idea what is expected of students at every level.


Students’ Achievements in International Comparative Studies
Singapore has done well in international comparative studies such as TIMSS and PISA. The presentation will share some of the insights and learning gleaned from these studies and how they informed curriculum review and development.


Teacher Preparation and Development and Mathematics Education Research in Singapore

The NIE and Teacher Education
An autonomous institute within the Nanyang Technological University, the National Institute of Education (NIE) is the sole teacher education institution in Singapore. Globalization and the pervasiveness of digital technologies are the defining characteristics of our world at the turn of the 21st century. Learning and acquisition of values are directly impacted. The logical corollary “21st century learners call for 21st century teachers” became the impetus for NIE’s most recent institute-wide programme review and enhancement, which culminated in a new Model of Teacher Education for the 21st Century (TE21). We will briefly describe the 6 broad recommendations of TE21 that are intended to enhance the key elements of teacher education, with special emphasis on two of them, viz., the Values3, Skills and Knowledge model and the Graduand Teacher Competencies framework. Examples from Mathematics teacher education will be used for this ICME-12 presentation.


Pre-service Education of Mathematics Teachers
Pre-service education provides the crucial initial training that can have long-term impacts on the quality of future teachers in an education system. In Singapore, trainee teachers take mathematics-related courses called Curriculum Studies (methodology), Subject Knowledge (deeper understanding of school mathematics), and Academic Studies (tertiary mathematics). These courses are taught by the mathematicians, mathematics educators, and “mathematician educators” (those with expertise in both areas) who belong to the same department called Mathematics and Mathematics Education Academic Group. These courses stress rigour of   mathematics contents and relevance to local school contexts and school mathematics, in particular, mathematics problem solving. Blended learning is used in response to the significant roles of ICT in teaching and learning as well as the changing characteristics of the trainee teachers. International benchmarking of the outcomes of NIE pre-service teacher education will be discussed using findings from IEA’s Teacher Education and Development Study in Mathematics (TEDS-M).


Professional Development of Mathematics Teachers
In Singapore the Ministry of Education develops her practicing teachers into life-long learners through emphasis on professional development of teachers after completing their initial teacher training. This is so as the educational landscape is rapidly changing to meet both the needs of the nation and the challenges of the international landscape. Teachers have different pathways to upgrade their knowledge and skills through Professional Development Continuum Models (PDCM).  We will describe how the Ministry of Education (MOE), National Institute of Education (NIE) and professional organizations for mathematics teachers, such as the Association of Mathematics Educators (AME), support practicing mathematics teachers’ professional development through their programmes and activities respectively.


Mathematics Education Research in Singapore
This presentation will provide participants with a glimpse of mathematics education research in Singapore. Research is undertaken by graduate students, and university academics. Since 2002, the Ministry of Education, through the Office of Education Research (OER) at NIE has funded research that may inform policy and practice so as to improve education in Singapore. We will showcase some research projects that have had a significant impact on the teaching and learning of mathematics in Singapore schools.



Overview of the United States National Presentation at ICME-12

The United States, as represented by the U.S. National Commission on Mathematics Instruction, is especially pleased to be invited to make a National Presentation at ICME-12. We will be highlighting what we think makes mathematics education unique in the United States and will present what we believe to be the state of the art of our efforts to provide a quality mathematics education for all students.

Presentations (Two 90-minute sessions)

Overview of Mathematics Education in the U.S.: Curriculum Reform - Tuesday: 3-4:30

1.       Overview of State of Mathematics Ed in US: Reasoning and Sense Making ? John Dossey

2.       Mathematical Practices in the State Common Core Standards ? Al Cuoco (invited but not confirmed)

3.       Research Perspectives on Mathematics Standards Reform in the U.S. ? Mary Kay Stein (invited but not confirmed)

Teaching Mathematics in the U.S. ? Tuesday: 5-6:30

1.       The Mathematics Studio: Sustainable School-Based Professional Learning ? Linda Foreman

2.       Mathematical Knowledge for Teaching ? Deborah Ball



To showcase what is important and innovative in Mathematics Education in the United States the exhibit area will present examples of initiatives related to the Common Core State Standards, technology resources, contributions from numerous professional organizations, contributions of the Presidential Awardees for Mathematics Teaching, and information about US programs related to mathematics competitions and unique programs for teachers such as the Park City Mathematics Institute and the revised CBMS Mathematical Education of Teachers and efforts related to its dissemination.


In addition to the exhibits, we will dedicate part of the exhibit area for short presentations from some of the mathematical organizations and some by classroom teachers related to their use of technology and for video clips of teachers in their classrooms. Mathematics teachers from all levels who have received special travel grants to attend ICME-12 will prepare posters and take turns in the exhibit area to discuss mathematics education in the United States with international participants.


Among the professional organizations that have been invited to participate are

American Mathematical Association of Two-Year Colleges (AMATYC)

American Mathematical Society (AMS)

Association for Mathematics Teacher Educators (AMTE)

Benjamin Banneker Association

Conference Board of Mathematical Sciences (CBMS)

Council of Presidential Awardees in Mathematics (CPAM)

Mathematical Association of America (MAA)

National Academy of Sciences (NAS)

National Council of Supervisors of Mathematics (NCSM)

National Council of Teachers for Mathematics (NCTM)

National Science Foundation (NSF)

TODOS: Mathematics for All

Museum of Mathematics


India’s National Presentation at ICME-2012
INSA Steering committee for INP
September 14, 2011

India is a land characterized by its linguistic and cultural diversity, a democracy grappling with problems of poverty and illiteracy while at the same time confidently looking to address these and emerge as a global economic power. The landscape of Mathematics education in India reflects this reality, offering a kaleidoscope of innovations and initiatives, challenges and endemic problems.
India’s National Presentation (INP) at ICME-2012, Seoul, will seek to highlight this complexity, offering a taste of the richness of experience that Mathematics education in India offers. Broadly, the themes of INP will be grouped under:

1. Historical and cultural aspects of mathematics and mathematics education:
This will include historical contributions to mathematics, folk and ethnomathematics, mathematics education in pre-colonial India, and the colonial encounter in textbooks and pedagogy.

2. Systemic and policy aspects of education: This will include an introduction to general structures of education in India, critical issues, selection and board examination systems, assessment culture, the “coaching industry”, language policy, gender issues, regional diversity, equity policies and measures adopted by the Central and State Governments.

3. Curriculum and pedagogy at various levels: At school level, the curricula of the central and state boards of education, and the impact of the National Curriculum Framework 2005 on these will be discussed. At all stages, the forces shaping curricula, innovations and experiments in pedagogy and research will be highlighted. Nurture and enrichment programmes, especially at the secondary and tertiary levels, will be discussed.

4. Teacher education and development: This will include discussions of the reality, of a large number of schools and colleges, as against the shortfall of trained teachers; issues of content knowledge of teachers; structural challenges in teacher education; emergence of teachers’ networks; and the efforts undertaken by the Government under the Sarva Shikhsha Abhyan and other initiatives.


 Articles on these themes will be collected into a booklet, copies of which will be made available to all ICME participants.
 A short presentation on each of these 4 themes, and 2 special ‘highlight’presentations, thus making 6 presentations of 15 minutes each, will occupy the first 90-minute slot in the time allotted to INP. The remaining time
will be used principally for video presentations. Thus, we have a tentative schedule for the afternoon of Monday, July 9, 2012:

    ? 3:00 PM to 4:30 PM: six 15-minute presentations: 4 overviews of 

       thethemes listed above, and 2 special ‘highlight’ presentations.
    ? 5:00 PM to 6:30 PM: Talks and Video presentations on the themes.

A team of resource persons, including mathematicians, educators, education researchers and mathematics popularizers, will be participating in ICME 2012, who will be involved in these presentations and interaction with participants, offering explanations when needed.
INP will also include some visual exhibitions:

    ? An exhibition illustrating the diversity of Indian classrooms, both in
       cultural and geographic terms and in resource rich / poor terms,
    ? an exhibition of text and other material used in India,
    ? an exhibition on Mathematics in art and culture, and in people’s practices, at 

       work or at leisure.

INP will seek to register the multitude of voices of many actors in Mathematics
education in India.  




Spanish Cultural Heritage


L. Balbuena, Federacion Iberoamericana Sociedades de Educacion Matematica

M. de Leon, Consejo Superior de Investigaciones Cientificas

L. Rico, Universidad de Granada

The relevance of mathematics in the relations between Spain and America has remained unbroken since its beginning 500 years ago. Julio Rey Pastor emphasizes the importance and scope of this heritage for its scientific and technological use and benefit in the discovery of America. Since then, throughout 500 years of continuous cultural cooperation, the mathematical background shared by Spain and the American people and countries has remained solid and permanent.

A few points will serve to summarize briefly this shared task:

? Universities: the first universities to be founded in America are those of Santo Domingo (1538), San Marcos University, Lima (1551) and the University of Mexico (1542).

? Resource centers: the development and improvement of cosmography, necessary for travel between both continents, drove the growth of mathematical disciplines and contributed to the foundation of centers and specialized libraries, such as that at El Escorial, from the late XVI century.

? Research: from 1736 to 1744, Spanish scientists (Jorge Juan among them) participated measuring the arc of meridian in Quito to determine the land value of a degree.

? Scientific dissemination: Jose Celestino Mutis held the Chair of Mathematics at the College of Rosario in Santa Fe de Bogota in 1762, where he presented the Copernican system principles of modern science and the experimental method, the appropriateness of teaching the Copernican principles, as well as modern physics and mathematics, inspired by Newton.

? Higher education: among the many trips emphasizing training, we may mention that undertaken by Simon Bolivar in 1799, who studied mathematics at the Academy of San Fernando in Madrid.

? Publications: the work of J. M. Vallejo was widely read and exerted considerable influence in Mexico during the first half of the nineteenth century.

? Teaching and research at the university: among the exiles as a result of the Spanish Civil War (1936-1939) there were a significant number of Spanish mathematicians, such as Rey Pastor and Santalo, who settled in different Spanish-American republics, whose research universities to form.

Collaboration between researchers:  A recent study for the period 1997-2007, de Leon and Zuazua show the existence of systematic cooperation between Spanish and Latin American mathematicians.

These are all examples revealing the wealth of mathematical activity conducted in collaboration as members of a joint political and cultural society.

 Much more recent is the specific cooperation in mathematics education, which is multicultural and has continued to grow and develop since the proposals for a wide range of centers and institutions.

We summarize briefly some relevant data in this regard:

? Universities: inter-university networks Latin American Network of University Cooperation, Spanish University Commission for International Relations (CEURI).

? Resource centers: the FESPM Thales Center, Department of Mathematics Education CINVESTAV IPN, Mexico.

? Research: Inter-university collaboration agreements, specifically on mathematics education.

? Societies: Ibero- American Federation of Societies of Mathematics Education (FISEMA).

? Scientific Dissemination: Ibero-American Olympics. Science in Action (which is now the co-organizer ICMAT)

? Higher education: EU ALFA Program: Project FIEMAL. Master of Mathematics in Paraguay organized by CEMAT. Master of Mathematics in the National University of El Salvador founded by M. de Guzman. Programs for pre-service teachers of mathematics training, organized by the OEI. Latin American students participate frequently in Spanish master and doctoral programs.

? Continuing education: Nanduti in-service course for secondary school teachers sponsored by the OEI. Master of Didactical Analysis for practicing teachers, developed by the University of Los Andes (Bogota) and the University of Granada (Spain).

? Publications: Journal of the FISEMA UNION

? Teaching and research in the University: Collaboration between researchers, successive editions of the Latin American Congress of Mathematics Education. Presence of teachers and researchers in the Spanish Congress and CIEAEM RELIME meetings, presence of teachers and researchers in Latin America JAEM, SEIEM Symposia; INDIMAT list, among others.

? Major events: Ibero-American Congress on Mathematics Education (CIBEM), ICME 8 (Seville, Spain), ICME 11 (Monterrey, Mexico) and ICM 2006 (Madrid, Spain), which have served to boost ties in the Hispanic community.

Some additional information will appeared in the exhibition, considering both the historical and the current Spanish Cultural Heritage in mathematics and mathematics education.




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