From jaimecs at mat.uc.pt Fri Feb 18 23:48:30 2011
From: jaimecs at mat.uc.pt (J Carvalho e Silva)
Date: Sat, 19 Feb 2011 07:48:30 +0900
Subject: [ICMI-News] ICMI News 16: February 2011
Message-ID:
ICMI News 16: February 2011
A Bimonthly Email Newsletter from the
ICMI-International Commission on Mathematical
Instruction
Editor: Jaime Carvalho e Silva, Dep. Matematica,
Universidade de Coimbra, Portugal
CONTENTS
1. Editorial: 2013 is The Year of Mathematics of Planet Earth
2. UNESCO: The challenges of mathematics education in basic education
3. New permanent Office of IMU/ICMI/CDC
4. Meeting of the ICMI Executive Committee
5. Alicia Villar (Uruguay)
6. First announcement of HPM 2012
7. Changes to the HPM newsletter
8. Calendar of Events of Interest to the ICMI Community
9. ICMI-Study conference proceedings "Gender and mathematics education"
10. Subscribing to ICMI News
------------------------------------------------------------------------
1. Editorial: 2013 is The Year of Mathematics of Planet Earth
Our planet suffers from excessive use of its
natural resources, from desertification, from
pollution of the earth and the oceans. The above
causes hunger and affects public health, life
expectancy, and bio-diversity. Climate change,
whether man made or not, is already causing
extreme events and disasters. Man made systems,
like transportations flows, health systems, or
financial organization, are becoming more and
more complex and sometimes run out of control.
These phenomena have raised public awareness and
influence the agenda of governments, of
international bodies, and of science policy
leaders.
It is clear that addressing the above issues
should start with scientific research and
advanced technological development. Every
high-school student understands that the
solutions require study and research in the exact
sciences like chemistry, physics and geology, in
the life sciences like epidemiology, genetics and
zoology, and in engineering. It is not clear
whether every high-school student is aware that
beyond all of it there is mathematics.
The high-school teachers need to demonstrate that
there is mathematical modeling and algorithms
behind water resource management and hydrological
forecasting; behind energy generation,
preservation and allocation; behind weather
prediction, fluid dynamics, forecasting extreme
events (tsunamis, hurricanes, earthquakes) and
risk management; behind analyzing complex systems
(like transportation and finance); behind
understanding epidemic spread and virus
infections; and behind ecological conservation.
Curriculum planning should take this into
consideration, and policy makers should be
strongly aware of it.
The mathematics behind our responses includes a
wide spectrum of mathematical fields, from
complex analysis to numerical analysis to
stochastics, statistics, probability, ergodic
theory, game theory, catastrophe theory,
projective geometry, algebra, and scientific
computing.
Therefore the International Mathematical Union
declared the year 2013 as The Year of Mathematics
of Planet Earth (MPE). In terms of education
systems this means presenting posters and models
in schools, special issues of mathematical
magazines, interactive web activities, and
teachers conferences on the theme. In terms of
mathematics education national societies 2013
should be a time of presenting to the public and
creating platforms for financing mathematical
programmes. In terms of ICMI, it can mean
special round tables at our conferences,
curriculum development via study groups,
interdisciplinary conferences jointly organized
with other mathematical and science and science
education societies and other organizations. We
need to remain aware that effective Mathematics
and Mathematics Education are necessary in order
to protect our planet, our lives, and our futures.
Mina Teicher, Vice-President of ICMI, teicher at macs.biu.ac.il
------------------------------------------------------------------------
2. UNESCO: The challenges of mathematics education in basic education
"Les d?fis de l'enseignement des math?matiques dans l'?ducation de base"
In 2009, as ICMI president, Mich?le Artigue was
asked to take part in a meeting of experts
organized by UNESCO in Paris about science and
mathematics education policies, and then on the
basis of the conclusions of this meeting to
prepare a document on the challenges of
mathematics education in basic education to be
published and disseminated by UNESCO together
with a parallel document addressing the
challenges of scientific education. This second
document was written by Charles Ryan, University
of Winchester UK.
The two documents have just been concluded but
are not yet available for distribution.
In line with the declaration from the World
Conference in Science held in Budapest in 1999,
they consider that anyone should have access to a
scientific education of quality, and also that
such an education has a decisive contribution to
offer to the realization of the Millenium Goals
adopted by the UN in 2000. Mathematics education
is here considered an essential component of
scientific education at large, and the
connections to be established between education
in mathematics and in science are emphasized in
the two documents which share a common
introduction and structure.
The two documents were presented in a seminar
held in Paris, January 19, at the UNESCO
headquarters and presided by Georges Haddad, the
director of the Education Research & Foresigh
Team of UNESCO, and a former director of the
Division of Higher Education. A number of UNESCO
staff and other interested public were present.
UNESCO presented these documents as a response to
the world need of scientists able of imagining
futures of which we can now just have a glimpse,
but also of our need to understand the challenges
of health, environment, energy, development so
that all the people are able to understand these
challenges and that the debate is not reserved to
specialists.
UNESCO considers it important to have a
scientific education of quality for all, and this
includes mathematics education and technological
education.
The mathematics document presents first the
agreed vision on the significance of a
mathematics education of quality, emphasizing
that it should be faithful to mathematics, both
in its content and practices, raise students'
interest towards the discipline and develop
students' confidence in their mathematical
capacities. It should thus enable students to
understand that mathematics is part of a long
history combined with the history of humanity;
that mathematics is not a fixed corpus of
knowledge but, on the contrary, a living and
expanding science, whose development nourishes
that of other scientific fields and is nourished
by them in return.
The current published version of the document is
in French. An English translation has been
prepared by the ICMI Executive Committee and
should be soon published by UNESCO which also
takes in charge the preparation of a Spanish
version. An Italian translation is being prepared
under the responsibility of the Italian
Mathematical Union and will be published by it.
UNESCO is open to translation in any other
language, and the different versions will be made
accessible on the ICMI website. ICMI sincerely
hopes that the publication of this document and
its dissemination will productively support
reflection and action among all those who can
contribute to reaching the goal of quality
mathematics education for all.
We will post a note in this newsletter when the
documents are available in print or on the web.
Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt
------------------------------------------------------------------------
3. New permanent Office of IMU/ICMI/CDC
February 1, 2011 was a great day for IMU and ICMI
and CDC. After a lengthy but very productive
process, we are all going to have a permanent
office and will not need any more to carry all
the papers and documents all over the world from
the office of one President or Secretary General
to the next one. IMU General Assembly decided to
accept the offer of the Weierstrass Institute
(WIAS) in Berlin and now we have a brand new
headquarters with permanent staff working on it:
5 positions have been opened and are being filled.
In the Official Opening Ceremony of the Permanent
IMU Secretariat were present Dr. Georg Sch?tte,
State Secretary of the German Federal Ministry of
Education and Research, a representative of Prof.
Dr. E. J?rgen Z?llner, Berlin Senator for
Education, Science and Research, Prof. Dr. Ingrid
Daubechies, President of the International
Mathematical Union (IMU) , Prof. Dr. Christian
B?r, President of the German Mathematical Society
(DMV), Prof. Dr. J?rgen Sprekels, Director of
WIAS and Prof. Dr. Martin Gr?tschel, IMU
Secretary, Vice President of the Zuse Institute
Berlin. This was a very significant ceremony for
the IMU activities, as well as its two main
committees ICMI and CDC.
You can see some of the news about the opening ceremony here:
http://www.tagesspiegel.de/wissen/hauptstadt-der-mathematik/3788532.html
http://www.tagesspiegel.de/wissen/warten-auf-den-wow-moment/3791920.html
We will inform everybody of the new way of
contacting ICMI and how all matters will be
handled in this new structure, as soon as the new
procedures are implemented.
Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt
------------------------------------------------------------------------
4. Meeting of the ICMI Executive Committee
The 2010-2012 Executive Committee of ICMI is
going to have its second meeting in Beijing later
this month. All ICMI activities will be reviewed,
from ICMI Studies to cooperation with UNESCO,
from the process of choosing the site for ICME-13
(2016) to the current status of the organization
of ICME-12, from the discussion of the metrics
"imposed" in a lot of countries to math journals
to the definition of guidelines for ICMI Studies,
from the demand of new Affiliate organizations to
the the status of the ICMI regional conferences
or the launching of new projects. A summary of
the conclusions will be published in another
newsletter.
Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt
------------------------------------------------------------------------
5. Alicia Villar (Uruguay)
It is with great sadness that we announce the
death of Prof. Dra. Alicia Villar from Uruguay
that was, from 1999 to 2003, vice-president of
IACME-CIAEM, the Interamerican Committee on
Mathematics Education, an organization affiliated
to ICMI.
She died on February 4, 2011. She was the founder
and first President of SEMUR-Sociedad de
Educaci?n Matem?tica Uruguaya. The president of
SEMUR, Prof. Etda Rodr?guez, "recalls the good
moments in which Alicia did so much for
Mathematics Education in our country". Luis
Balbue?a, Secretary General of the Iberoamerican
Federation of Societies of Mathematics Education,
says that Alicia was a woman that put vehemence
in all she was doing.
Alicia Villar Icasuriaga had a PhD in Methodology
and Didactics of Mathematics and was preparing
teachers of Mathematics at the Instituto de
Profesores "Artigas" (IPA), Montevideo, Uruguay.
Beyond the vice-presidency of IACME-CIAEM she had
an intensive international activity. She was the
organizer of the Xth meeting of IACME that took
place in 1999 in Maldonado (Urguay), she was a
vice-president of the International Committee
that organizes the meetings "Did?tica da
Matem?tica do Cone Sul" including countries from
the south cone of South America; she was the main
organizer of the first such meeting that took
place in Montevideo at the Instituto de
Professores "Artigas", on the 24th and 25th of
April of 1992.
She was a member of the team that organized TSG
18: Problem solving in mathematics education in
ICME-10. She was a member of the International
Program Committee of the 11th International
Conference of The Mathematics Education into the
21st Century Project that is going to take place
in September 11-17, 2011 in Rhodes University,
Grahamstown, South Africa.
Maria Salett Biembengut (Brasil), a former
president of IACME-CIAEM wrote that "My dear
Alicia dedicated part of her professional life to
Mathematics Education. She was always present in
international events and was an intrepid advocate
of IACEM-CIEM. We will feel sorrow for her."
Some of her works include:
'Solving mathematical and logical problems with
Lewis Carroll', N?meros, No. 34, 39-45 (1998).
'Using Uruguayan architecture to teach geometry',
Aust. Math. Teach. 53, No. 2, 24-26 (1997).
'Mathematics and the World Soccer Championship.
Didactical Module', First International Congress
of Ethnomathematics (ICEM), Granada, Spain, 1998.
' "An original walk"(through the city of
Montevideo)', First International Congress of
Ethnomathematics (ICEM), Granada, Spain, 1998.
Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt
(we thank Maria Salett Biembengut for her help in writing this small note)
------------------------------------------------------------------------
6. First announcement of HPM 2012
HPM 2012 History and Pedagogy of Mathematics
The HPM Satellite Meeting of ICME-12
16-20 July 2012, Daejeon (Korea)
1. Aim and focus
The HPM 2012 is the eighth quadrennial meeting of
the International Study Group on the Relations
between the History and Pedagogy of Mathematics
(the HPM Group), affiliated to ICMI. It is a
satellite meeting of the corresponding ICME
(International Congress on Mathematical
Education) and is scheduled close to ICME. These
quadrennial meetings are a major activity of HPM,
to bring those together who are interested in the
relation between the history of mathematics and
mathematics education such as:
* Researchers in mathematics education, and
its relation to the history of mathematics;
* Mathematics teachers at all levels who are
eager to get insights on how the history of
mathematics may be integrated into teaching and
help students to learn mathematics;
* Historians of mathematics, who wish to talk about their research;
* Mathematicians, who want to learn about new
possibilities to teach their discipline;
* All those with an interest in the history of mathematics and pedagogy.
2. Main themes
The HPM 2012 is a place where mathematicians,
educators, historians, researchers and students
can make presentations and participate in
discussions. The programme and activities are
structured around the following main seven themes:
1. Theoretical and/or conceptual frameworks for
integrating history in mathematics education;
2. History and epistemology implemented in
mathematics education: classroom experiments &
teaching materials;
3. Original sources in the classroom, and their educational effects;
4. Mathematics and its relation to science,
technology and the arts: historical issues and
educational implications;
5. Cultures and mathematics;
6. Topics in the history of mathematics education;
7. Mathematics from Eastern Asia.
3. Activities during HPM 2012
During HPM 2012 there will be
* one-hour plenary lectures on each of the seven main themes
* two one-hour panel discussions
* parallel sessions of 25-minute oral
presentations, followed by 5-minute discussions
* poster exhibitions with discussion sessions
* exhibitions of books and other didactical material
4. Invited speakers
* Tinne Hoff Kjeldsen (Denmark): "Uses of
history for the learning of and about
mathematics: towards a theoretical framework for
integrating history of mathematics in mathematics
education."
* Tsang-Yi Lin (Taiwan): "Using History of
Mathematics in High School Classroom: Some
Experiments in Taiwan."
* Janet Barnett (USA): "Bottled at the
Source: The Design and Implementation of
Classroom Projects for Learning Mathematics via
Primary Historical Sources."
* Dominique Tourn?s (France): "Mathematics of
the 19th century engineers: methods and
instruments."
* Ubiratan d'Ambrosio (Brazil): "Mind and
Hand: the complexity and diversity of mathematics
in different cultural environments."
* Johan Prytz (Sweden): "Social structures in
mathematics education. Researching the history of
mathematics education with theories and methods
from sociology of education."
* Sung Sa Hong (Korea): "Theory of Equations
in the history of Chosun Mathematics."
5. Time and place
HPM 2012 will be held from Monday 16 July to
Friday 20 July 2012 in Daejeon, Korea.
Sessions will be held on Monday, Tuesday,
Thursday and Friday with a cultural tour on
Wednesday.
ICME-12 will be held from Monday 9 July to Sunday
15 July 2012 in Seoul, Korea. Its scientific
program includes oral presentations and
activities on the history and pedagogy on
mathematics and on the history of mathematical
teaching. It is planned that these activities
will take place in the end of this meeting and
that a special price for inscriptions will be
granted to those who will participate to both
ICME-12 and HPM 2012.
6. Official Languages
The official languages are English and Korean.
More specifically:
-All plenary talks and panel discussions will be
in English with simultaneous translation if
possible.
-Oral presentations will be given in either
English, or Korean. For presentations in Korean a
second set of transparencies should be, utilizing
either two projectors and screens, or two power
point computers.
7. Submission of proposals
ABSTRACTS
30 June 2011: deadline for submitting Abstracts
of proposals for all types of activities.
31 August 2011: notification of acceptance or not of the submitted proposals.
9. The web site
Making known the HPM 2012 in various countries is
a major task to be realized by the SPC. To this
end, a web site is available at
http://www.hpm2012.org.
This is going to be a very efficient tool to make
known the HPM 2012 worldwide, allowing online
registration etc.
10. Proceedings
Publishing the Proceedings of HPM 2012 is also a
major task, and will be available in the meeting.
Each submitted full text for an oral presentation
or a workshop will be reviewed by members of the
SPC at the usual international standards.
More details on the size of the texts, the format
guidelines will be announced in due course from
the HPM 2012 and HPM websites, respectively;
http://www.hpm2012.org
http://www.clab.edc.uoc.gr/hpm/.
FULL TEXTS
30 November 2011: deadline for submitting full
texts for all types of activities.
31 January 2012: Notification of acceptance or not of the submitted texts.
11. Registration fee
Early registration (before 5 February 2012): 180$ (students 90$)
Late registration (From 6 February until 31 May 2012): 230$ (students 130$)
Registration after 31 may 2012, or on the spot: 270$ (students 160$)
12. Contact
For further information, please contact:
- Evelyne Barbin, evelyne.barbin at wanadoo.fr
- Sunwook Hwang, shwang at ssu.ac.kr
- Sangki Choi, schoi at konkuk.ac.kr
- Constantinos Tzanakis, tzanakis at edc.uoc.gr
------------------------------------------------------------------------
7. Changes to the HPM newsletter
There are a few important changes to the HPM Newsletter now.
Chris Weeks is stepping down as co-editor after
working on the newsletter since 2004. With his
knowledge of the field and the group, he has been
essential to the newsletter for more than six
years. He is being replaced by no less than three
new co-editors, which is a clear suggestion of
his value to the HPM community.
The new newsletter co-editors are Kathy Clark,
Snezana Lawrence and Helder Pinto, whom will be
presented more fully in time.
The other important change is that we are
publishing the newsletter online as a supplement
to the paper version. The version online is
available on the website
http://grouphpm.wordpress.com/.
There will be new articles online every month,
and these articles will go into the issues that
will be published three times a year as before.
The online version offers opportunities for
publishing content more quickly and to have
feedback on articles - as well as making it even
simpler for new people to find the HPM group. Any
suggestions and input is welcome.
There is available, right now, the following items:
- Novembertagung 2010: A conference for History of Mathematics Ph.D. students;
- Special issue of Mathematics in School;
- First announcement HPM 2012;
- Announcement Second International Conference on
the History of Mathematics Education;
- BSHM Bulletin Volume 25 Number 3 (2010);
- More on the Kenneth O. May prize;
- Have you read these?
All recent newsletters are at
http://www.clab.edc.uoc.gr/HPM/NewsLetters.htm
Please send contributions to the HPM Newsletter
76 to Bj?rn Smestad (Bjorn.Smestad at lui.hio.no)
before February 12th, 2011. Both articles,
notices, book reviews and announcements of events
are very welcome, as well as information for the
"Have you read these?" and "Have you been there?"
sections.
We hope that the newsletter and its version online are useful!
Helder Pinto, hbmpinto1981 at gmail.com
------------------------------------------------------------------------
8. Calendar of Events of Interest to the ICMI Community
4th International Conference on Science and
Mathematics Education in Developing Countries,
Phnom Penh, Cambodia, 23-25 February 2011
http://www.cambmathsociety.org/conf/HOME.html
Conference on Research in Undergraduate Mathematics Education,
February 24, - February 27, 2011, Portland, Oregon, USA
http://sigmaa.maa.org/rume/crume2011/Home.html
History of European Universities. Challenges and transformations,
Lisbon, Portugal, April 18-20, 2011
http://centenario.ul.pt/conferencias/history-of-european-universities
XIII CIAEM - Inter-American Conference on Mathematics Education
Recife, Brasil, June 26-30, 2011.
http://www.ciaem-iacme.org/
ICTMT10 - 10th International Conference on Technology in Mathematics Teaching
University of Portsmouth, July 5-8, 2011
http://www.ictmt10.org/
PME 35 - CONFERENCE OF THE INTERNATIONAL GROUP
FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION
Ankara, Turkey, July 10-15, 2011
http://www.arber.com.tr/pme35.org/
ICTMA 15: 15th International Conference on the
Teaching of Mathematical Modelling and
Applications
Melbourne, Australia, July 14-19, 2011
http://www.ictma15.edu.au/
FAMA - Family Math for adult learners
international conference: "Family and communities
in and out of the classroom: ways to improve
mathematics' achievement", Barcelona, Spain, July
23, 2011
http://www.mathforlive.net/fama_Conference.php
CIEAEM 63: "Facilitating access and
participation - Mathematical practices inside and
outside the classroom" / "Faciliter l'acc?s et la
participation - Les pratiques math?matiques ?
l'int?rieur et ? l'ext?rieur de la classe",
University of Barcelona, Spain, July 24 - July 29, 2011
http://www.cieaem.net/
SEMT 11 - SYMPOSIUM ON ELEMENTARY MATHS TEACHING
Prague, Czech Republic, August 21-26, 2011
http://kmdm.pedf.cuni.cz/Default.aspx?PorZobr=7&PolozkaID=-1&ClanekID=267
16e Ecole d'?t? de didactique des math?matiques -
Association pour la Recherche en Didactique des
Math?matiques,
Carcassonne (Aude), France, August 21-28, 2011
http://www.ardm.eu/contenu/2011-carcassonne
The Mathematics Education into the 21st Century
Project 11th International Conference, Turning
Dreams into Reality: Transformations and Paradigm
Shifts in Mathematics Education, Rhodes
University, Grahamstown, South Africa, September
11-17, 2011
http://math.unipa.it/%7Egrim/21project.htm
ECER 2011 - European Conference on Educational Research,
Berlin, September 13-16, 2011
http://www.eera-ecer.eu/ecer/ecer-2011-berlin/
ICMI Study 21 Conference
S?o Paulo, Brazil, September 16-20, 2011
http://www.icmi-21.com/
ATCM 2011 - 16th Asian Technology Conference of
Mathematics, 'Integration of Technology into
Mathematics Education-past, present and future',
Abant Izzet Baysal University, Bolu, Turkey, September 19-23, 2011
http://atcm2011.org/
Volcanic DELTA 2011, Eighth Southern Hemisphere
Conference on the Teaching and Learning of
Undergraduate Mathematics and Statistics,
Rotorua, NZ, November 27 - December 2, 2011
http://www.delta2011.co.nz/delta2011/
Seventh International Conference on Science,
Mathematics & Technology Education:
Transformations through Science, Mathematics and
Technology Education - Towards an Innovative and
Sustainable Society, Muscat, Oman, February
12-15, 2012
d.fisher at smec.curtin.edu.au
EMF 2012 - Espace Math?matique Francophone,
Gen?ve, 3-7 F?vrier 2012
http://www.emf2012.unige.ch/
ICME-12 - Twelfth International Congress on Mathematical Education
Seoul, Korea, July 8-15, 2012
http://www.icme12.org/
HPM 2012 History and Pedagogy of Mathematics
The HPM Satellite Meeting of ICME-12
Daejeon (Korea), July 16-20, 2012
http://www.hpm2012.org
EARCOME6 - The Sixth East Asia Regional Conference on Mathematics Education,
Thailand, March, 2013
------------------------------------------------------------------------
9. ICMI-Study conference proceedings "Gender and mathematics education"
A few copies of the ICMI-Study book conference
proceedings "Gender and mathematics education"
are available for free for interested readers.
This conference was held in Hoor, Sweden in
October 1993. The book is divided into plenary
addresses, research papers, panel presentations
and working group reports. The collection
presents voices from more than 18 countries.
Reference: Grevholm, B. & Hanna, G. (1995).
Gender and mathematics education, an ICMI Study
in Stiftsg?rden ?kersberg, H??r, Sweden 1993.
Lund: Lund University Press.
Please send an email to Barbro.Grevholm at uia.no if you want a copy.
You can find a review of this volume here:
http://www.awm-math.org/bookreviews/NovDec96.html
------------------------------------------------------------------------
10. SUBSCRIBING TO ICMI News
There are two ways of subscribing to ICMI News:
1. Click on http://www.mathunion.org/index.php?id=674 with a Web browser
and go to the "Subscribe" button to subscribe to ICMI News online.
2. Send an e-mail to icmi-news-request at mathunion.org with the Subject-line:
Subject: subscribe
In both cases you will get an e-mail to confirm your subscription so
that misuse will be minimized. ICMI will not use the list of ICMI News
addresses for any purpose other than sending ICMI News, and will not
make it available to others.
Previous issues can be seen at:
http://www.mathunion.org/pipermail/icmi-news
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From jaimecs at mat.uc.pt Mon Feb 28 23:17:02 2011
From: jaimecs at mat.uc.pt (J Carvalho e Silva)
Date: Tue, 1 Mar 2011 06:17:02 +0800
Subject: [ICMI-News] ICMI News 16b: March 2011
Message-ID:
ICMI News 16b: March 2011
Special issue on the Discussion Groups of "ICME-12".
A call for ICME 12 Discussion Groups
Contrary to past ICME practice, Discussion Groups for ICME-12 will be
created in response to a proposal submitted by a group of up to five
persons representing a diverse region of the world.
As their name suggests, Discussion Groups (DGs) are designed to
gather Congress participants who are interested in discussing, in a
genuinely interactive way, certain challenging, controversial or
emerging issues and dilemmas of interest to an international or
regional audience. The focus of DGs should be distinct from the
subjects covered in the Topic Study Groups (TSG) (see TSG listing
attached) but could discuss a specific issue in greater detail than
that of a TSG. Each DG will be allocated two time slots of 90
minutes each during the Congress.
A proposal should include
-- Description of the background and expertise of the proposed organizers
-- Detailed description of the topic including anticipated aims and a
rationale for the topic
-- Key questions and issues for the DG to consider
-- A precise description of the anticipated structure that will be
used to manage the discussion during the two sessions, taking into
account there will be no oral presentations in a DG except
introductions by the organizers of the group to provide the
background and framework for the discussion.
Application forms are available on the website (http://icme12.org).
Members of the organizing team must conform to the ICME custom that a
person may only play one major (TSG, DG, Survey Team, Panel, plenary
and regular lecture) and one minor role (poster presentation & other
forms of contribution to the scientific program) at ICME. Note that
proposing a DG will be considered a major role. Proposals should be
received by the International Program Committee (IPC) by June 30,
2011. Proposals will be reviewed in accordance to the relevance of
the topic to an international audience, the diversity and expertise
of the proposed organizing team, and the format proposed for the
discussion. Proposers will be notified of acceptance by August 15,
2011.
Tasks for Organizing Teams (OT)
The OT will be expected to:
* Set up and maintain the DG web page
Before the congress, the discussion group organizing team will post
their page at the ICME-12 web site (http://icme12.org ) including
contributions that define, limit, and/or present basic premises,
theoretical considerations, research findings, viewpoints and facts
that should be accounted for if a fruitful discussion is to be
attained. Prior to the congress, participants can send individual
contributions to the organizers for consideration as additional
background information and may raise questions or participate in an
exchange of ideas through the web site.
* Produce a progress report by December 30, 2011
* Submit a final version of the DG presentation to be included in the
Final program booklet. The final version must be sent to the Local
Organizing Committee by April 10th, 2012. This description for the
Final Program booklet should be between one and two pages (700 to
1,400 words) with the following:
a) Name of DG and composition of the organizing team
b) General description of the program for this DG; that is the
aims, scope, list of main questions it addresses, the rationale which
guided the OT in arriving at the program, and so on.
c) The program of the DG, that is, the manner in which the
discussion is organized and distributed in the two sessions.
* Organize and manage the DG sessions during the Congress
* Produce a final report for the ICME-12 Proceedings
Deadline summary:
-- June 30, 2011 Proposal submission
-- August 15, 2011 Notification of acceptance
-- December 30, 2011 Progress report
-- April 10, 2012 Final version of the DG program submitted to
Local Organizing Committee
An IPC liaison will be appointed for each DG. The role of the IPC
liaison officer is to support and be an important resource on how a
DG works. Another source for information and guidance in planning a
DG are the websites of recent ICMEs (see http://icme11.org and
http://www.icme10.dk).
Thank you for your willingness to contribute to the success of
ICME-12. We are looking forward to an energetic exchange of ideas and
information through the Discussion Groups.
Topic Study Groups for ICME-12
TSG 1: Mathematics education at preschool level
TSG 2: Mathematics education at tertiary level and access to tertiary level
TSG 3: Activities and programs for gifted students
TSG 4: Activities and programs for students with special needs
TSG 5: Mathematics education in and for work
TSG 6: Mathematics literacy
TSG 7: Teaching and learning of number systems and arithmetic -
focusing especially on primary education
TSG 8: Measurement - focusing especially on primary education
TSG 9: Teaching and learning of algebra
TSG 10: Teaching and learning of geometry
TSG 11: Teaching and learning of probability
TSG 12: Teaching and learning of statistics
TSG 13: Teaching and learning of calculus
TSG 14: Reasoning, proof and proving in mathematics education
TSG 15: Problem solving in mathematics education
TSG 16: Visualization in the teaching and learning of mathematics
TSG 17: Mathematical applications and modelling in the teaching and
learning of mathematics
TSG 18: Analysis of uses of technology in the teaching of mathematics
TSG 19: Analysis of uses of technology in the learning of mathematics
TSG 20: The role of history of mathematics in mathematics education
TSG 21: Research on classroom practice
TSG 22: Learning and cognition in mathematics
TSG 23: Mathematical knowledge for teaching at primary level
TSG 24: Mathematical knowledge for teaching at secondary level
TSG 25: In-services education, professional development of mathematics teachers
TSG 26: Preservice mathematical education of teachers
TSG 27: Motivation, beliefs and attitudes towards mathematics and its teaching
TSG 28: Language and communication in mathematics education
TSG 29: Gender and mathematics education
TSG 30: Mathematics education in a multilingual and multicultural environment
TSG 31: Task design and analysis
TSG 32: Mathematics curriculum development
TSG 33: Assessment and testing in mathematics education
TSG 34: The role of mathematical competitions and other challenging
contexts in the teaching and learning of mathematics
TSG 35: The history of the teaching and learning of mathematics
TSG 36: The role of ethnomathematics in mathematics education
TSG 37: Theoretical issues in mathematics education
------------------------------------------------------------------------
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