From icmi.cdc.administrator at mathunion.org Mon Mar 2 13:46:25 2015 From: icmi.cdc.administrator at mathunion.org (Lena Koch) Date: Mon, 02 Mar 2015 13:46:25 +0100 Subject: [ICMI-News] ICMI Newsletter March 2015 Message-ID: <64f8-54f45b80-37-22a11c00@186471539> ICMI NEWSLETTER No. 29, March 2015 Editors: Abraham Arcavi (ICMI Secretary General) Cheryl E. Praeger (ICMI Vice President) Email addresses: ICMI_Secretary-General at mathunion.org Cheryl.praeger at uwa.edu.au Graphic Design: Lena Koch (ICMI Administrator) CONTENTS Editorial ? From the desk of Yuriko Yamamoto Baldin, Member-at-Large, ICMI Executive Committee. Election of the next Executive Committee of ICMI. Proceedings of ICME12. Proceedings of ICME11. PME Newsletter Upcoming Conferences of ICMI affiliated organisations. Upcoming annual meeting of the ICMI EC EDITORIAL - FROM THE DESK OF YURIKO YAMAMOTO BALDIN, MEMBER-AT-LARGE, ICMI EXECUTIVE COMMITTEE Welcome to the first issue of the ICMI EC Newsletter for 2015. On behalf of the ICMI EC, I wish all readers a wonderful year. As a mathematician very much committed to mathematics education, I feel that one great mission of ICMI is to promote good teaching and learning of Mathematics for All, bridging the accomplishments between researchers and practitioners, breaking the barriers of frontiers, of countries, cultures, beliefs and economies. I myself am witness to this mission, as I am privileged to learn from my Japanese origins and to contribute to Teacher Education in Brazil, integrating the diversity of these different backgrounds. The Klein Project for the 21st century (http://www.mathunion.org/icmi/icmi/activities/klein-project/introduction/) is a strong movement from Pure and Applied Mathematics towards school teachers. The first seeds were sown over the last few years to celebrate the centenary of Felix Klein?s memorable publication for teachers: ?Elementary Mathematics from an Advanced Standpoint?. Many contributions from collaborators around the world (http://blog.kleinproject.org/) confirm my trust in this initiative of ICMI-IMU. I invite readers of this newsletter to visit the site http://kleinproject.org. It is continuously improving as more contributions are added. The Klein Project aims to reach as many people as possible. In this regard, the Klein Project in Portuguese started in 2009 as the result of a joint effort of the Brazilian Mathematics Society and the Portuguese Mathematics Society, together with the help of the ICMI representatives for Brazil and Portugal. It is affiliated with the ICMI-IMU-Klein Project. Since 2009, the project, particularly in Brazil, has received diverse contributions integrating knowledge from the discipline of Mathematics with that of school-teachers. At the time, that is, in 2009, I was serving ICMI as the Brazilian representative and I coordinated the Klein Project in Portuguese with financial support from the Ministry of Education of Brazil-CAPES. One of the objectives of the project was to extend the results and outcomes to all Portuguese speaking countries around the world. I am glad to report that in 2014, the ICMI representatives of three countries, Brazil, Portugal and Mozambique, succeeded in founding the Espa?o Matem?tico em Lingua Portuguesa ? EMeLP, as an affiliated organization of ICMI. The first joint meeting of this new organization is planned for 2015. I congratulate the ICMI representatives on this initiative that is the accomplishment of a dream. I hope that other Portuguese speaking countries will join this new body. The year 2015 is promising to be a very active and exciting one for ICMI activities. The ICMI affiliated Conference, EARCOME7- 7th East Asia Conference on Mathematics Education, will be held in Cebu, Phillipines, 11-17 May, 2015, chaired by Catherine Vistro - Yu (ICMI EC) with the collaboration of international researchers in Mathematics Education to work out the theme ?In Pursuit of Quality Mathematics Education for All? (see below). The ICMI Study 23 conference, ?Primary Mathematics Study on Whole Numbers? (see below) will be held in Macau, China, 3-7 May, 2015, co-chaired by Mariolina Bartolini-Bussi and Xuhua Sun. Already preparations are underway for CANP5- Andean Region (Lima, Peru). This programme is scheduled for 2016 and preparations will continue throughout 2015. This is another great mission of ICMI: to foster quality mathematics teaching and learning around the world. Other exciting activities of ICMI are announced below and will be also announced in future Newsletters. I wish you all very enjoyable reading of this Newsletter! ELECTION OF THE NEXT EXECUTIVE COMMITTEE OF ICMI As announced in the previous issue of this Newsletter (November 1, 2014), the process of election of the next Executive Committee of ICMI has already started. This Committee will start its term on January 1, 2017. According to the regulations in place since 2006 (http://www.mathunion.org/fileadmin/IMU/EC/Procedures_ICMI_2006-31-12_2012-01.pdf), the process should start about two years before the term of the current EC expires and concludes when the ICMI General Assembly convenes a day before the ICME opens (next time in Hamburg, Germany, on July 24th 2016 - the day of the opening ceremony). The first step of the process consists of collecting proposed members for the Nomination Committee. This step has been already completed and we thank all 16 Member Country representatives who sent their proposals. The Nomination Committee has already been appointed by President Ferdinando Arzarello on the basis of the proposals received. The second step of the process is now beginning and it consists of collecting nominations for ICMI Executive Officers and members from the ICMI community through the Adhering Organisations and the Country Member Representatives. Thus ICMI hereby invites Adhering Organisations and Country Representatives to send nominations for each of the following positions: ?President, Secretary-General, Vice-Presidents, and Members-at-Large. All submissions should be sent via e-mail or regular mail to Professor Gilah Leder, the appointed Chair of the Nomination Committee: gilah.leder at monash.edu. All submissions should state in what capacity the nominator is submitting his/her proposal (Chair of Adhering Organization, Chair of a National Committee, etc.).? Each nomination must be accompanied by the proposed candidate?s CV and by his/her declaration of willingness to serve if elected. The nominations for President and Secretary-General must be received by April 1st, 2015, and the nominations for the other positions must be received by June 1st, 2015. PROCEEDINGS OF ICME12 The first volume of the Proceedings of the 12th International Congress on Mathematical Education (held in Seoul, South Korea, in 2012) has now appeared. The whole volume can be freely downloaded from http://link.springer.com/book/10.1007%2F978-3-319-12688-3 or directly from http://download.springer.com/static/pdf/954/bok%253A978-3-319-12688-3.pdf?auth66=1424539474_2fdbb3e041d46f26fd9cfa40f331e8bd&ext=.pdf The Proceedings include: the speeches at the opening ceremony, the plenary lectures, the plenary panels, the survey teams reports, lectures by the awardees, abstracts of plenary lectures, and more. PROCEEDINGS OF ICME11 ICMI is happy to announce that all the materials that were collected from ICME-11 in Mexico can be found in at http://www.mathunion.org/icmi/publications/icme-proceedings/materials-from-icme-11-mexico/ We are publishing these materials on the ICMI website in lieu of the official proceedings for the benefit of the worldwide mathematics education community in general and in particular for the attendees of ICME11. Some of these documents have been edited, but it has been a rather rough and incomplete process. If anyone involved in preparing these documents wishes to resubmit a more polished version, we will be happy to replace the present version by its revision. We will continue to edit these pages as time and resources permit. Should official proceedings appear in the future, they will take precedence over these documents. ICMI invites its members and friends to send (or let us know of) revised versions or any further materials that should be included in these materials, to Lena Koch, the ICMI Administrator: lena.koch at wias-berlin.de PME NEWSLETTER Due to server problems, the editors of the PME Newsletter (Psychology of Mathematics Education), have requested that we announce that the latest newsletter is now available and can either be downloaded from http://igpme.org/index.php/communication/pme-newsletter/past-newsletters or viewed through the online reader ISSUU http://issuu.com/pmeadministrativemanager/docs/15_01_pme_newsletter? UPCOMING CONFERENCES OF ICMI AFFILIATED ORGANISATIONS - The XIV Interamerican Conference on Mathematics Education, May 3-7, 2015, Tuxtla Guti?rrez, Chiapas, M?xico (for details, see http://xiv.ciaem-iacme.org/index.php/xiv_ciaem/xiv_ciaem - The 7th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME 7), May 11-15, 2015, Cebu City, Phillipines (for details, see http://earcome7.weebly.com/). - The ICMI Study 23 ?Primary Mathematics Study on Whole Numbers?, June 3-7, 2015, Macau, China (for details, see http://www.umac.mo/fed/ICMI23/). - Psycology of Mathematics Education (PME39), July 13-18, 2015, Hobart, Tasmania, Australia (for details, see http://www.pme39.com/). - Espace Math?matique Francophone?(EMF), 10-14 October, 2015, Alger, Algeria (for details, see http://emf2015.usthb.dz/). - Conferencia Internacional do Espa?o Matem?tico em Lingua Portuguesa (CIEMeLP) - a regional conference of the Espa?o Matem?tico em Lingua Portuguesas (EMeLP - affiliated to ICMI), 28-31 October, 2015, Coimbra, Portugal. UPCOMING MEETING OF THE ICMI EC The Executive Committee of the ICMI EC will hold its annual meeting in Macau, China on May 31-June 2, 2015. Members and friends of ICMI who would like to submit queries, comments, suggestions or requests to the committee at large are welcome to write to the ICMI Secretary General (ICMI_Secretary-General at mathunion.org) or to the ICMI Administrator (lena.koch at wias-berlin.de). -------------- next part -------------- A non-text attachment was scrubbed... Name: ICMI Newsletter_March 2015.pdf Type: application/pdf Size: 140957 bytes Desc: not available URL: From icmi.cdc.administrator at mathunion.org Thu Mar 26 10:33:09 2015 From: icmi.cdc.administrator at mathunion.org (Lena Koch) Date: Thu, 26 Mar 2015 10:33:09 +0100 Subject: [ICMI-News] =?utf-8?q?ICMI_NEWS_=E2=80=93_Special_Edition?= Message-ID: <805CA5C0-5004-4521-8D97-9317DB710432@mathunion.org> Editors: Abraham Arcavi (ICMI Secretary General) Cheryl E. Praeger (ICMI Vice President) Email addresses: ICMI_Secretary-General at mathunion.org Cheryl.praeger at uwa.edu.au Graphic Design: Lena Koch (ICMI Administrator) Inaugural Emma Castelnuovo Award for Excellence in the Practice of Mathematics Education ICMI is delighted to announce the first recipients of the Emma Castelnuovo Award for Excellence in the Practice of Mathematics Education: Hugh Burkhardt and Malcolm Swan. The following is the full citation from the Award Committee chaired by Professor Jeremy Kilpatrick. The Emma Castelnuovo Award for 2016 goes to Hugh Burkhardt and Malcolm Swan, University of Nottingham, Nottingham, UK. It is with great pleasure that the ICMI Castelnuovo Awards Committee hereby announces that the 2016 Emma Castelnuovo Award for Excellence in the Practice of Mathematics Education goes to Hugh Burkhardt and Malcolm Swan in recognition of their more than 35 years of development and implementation of innovative, influential work in the practice of mathematics education, including the development of curriculum and assessment materials, instructional design concepts, teacher preparation programs, and educational system changes. Burkhardt and Swan have served as strategic and creative leaders of the Nottingham-based Shell Centre team of developers. That team has included many talented individuals over nearly 4 decades, in parallel with the contributions of more recent teams of international collaborators. Burkhardt and Swan are selected because of their continuous leadership of this work. Together, they have produced groundbreaking contributions that have had a remarkable influence on the practice of mathematics education as exemplified by Emma Castelnuovo. Burkhardt and Swan?s approach is distinguished by their efforts to address the problem of improving learning strategically and across all levels of education by: ? Designing activities for learners based on an understanding of their thinking; ? Designing lessons that promote deep learner engagement in those activities; ? Designing professional development to help teachers use the activities and lessons; ? Designing system change (e.g., in assessment, curriculum, and teacher support) to promote the above; and ? Encouraging educational researchers to value more highly the impact of change on the educational system. In 1976, Hugh Burkhardt was appointed Director of the Shell Centre for Mathematical Education. Struck by the limited influence of educational research on what happens in schools, he decided to focus the Centre?s work on research and development aimed at having a direct impact on classroom practice. He saw tools for practitioners as key products, complemented by research papers on the insights that emerged. He saw the importance of excellence in design in determining the quality and impact of those products. Over the years, he recruited some exceptional designers of classroom materials and assessment instruments. His appointment of Malcolm Swan was a key element in the success of the many projects they have subsequently led, with Burkhardt leading the strategic design of the products and processes, and Swan leading the detailed design of the learning activities for students, the teaching approaches, and the professional development programs that support teachers to attend to a full range of mathematical practices. Since the late 1980s, the Shell Centre?s work has been entirely dependent on funding of projects from outside the University of Nottingham. Through multiple administrative arrangements and formal name changes, the Shell Centre team has maintained a continuity of identity and purpose, built around Burkhardt and Swan, with contributions over the years from many other talented educational designers. The nature and quality of the work has appealed to funding agencies, so that funding has been continuous and has grown, building to a current team of about ten people in Nottingham and many more through collaborative projects. For example, a project that has received considerable attention is the Mathematics Assessment Project, a collaboration between the Shell Centre team and the University of California, Berkeley. Its 100 Classroom Challenges, which are formative assessment lessons based on diagnostic teaching, have received over 3 million lesson downloads. Through the MAP and other projects, Burkhardt and Swan continue to have an extensive impact on mathematics teaching and assessment around the world. Hugh Burkhardt obtained his Ph.D. in mathematical physics in 1957 from the University of Birmingham. He served as Lecturer, and then Senior Lecturer, in mathematical physics at the University of Birmingham from 1960 to 1976. Since then, he has been at the University of Nottingham, where he served as Director of the Shell Centre for Mathematical Education until 1992. He has subsequently led a series of international projects, particularly in the U.K., U.S.A., Australia, and the European Union. He is the Project Director of the Mathematics Assessment Resource Service (MARS) and a Visiting Professor at Michigan State University. He founded the International Society for Design and Development in Education (ISDDE) to nurture a community of educational designers so that the quality of work improves through shared expertise, and he chairs the advisory board of its e-journal, Educational Designer. Through his strategic leadership of the Shell Centre team, contributions to many of its influential products, and development of its engineering research methodology, Burkhardt has made outstanding contributions to educational design and to thinking about structured educational change. He has worked on improving educational practice through the use of high quality assessment, fostering the synergy of research and development in educational design, and creating partnerships to work with educational systems, funding bodies, and mathematics education experts. His initiatives have often involved questioning established orthodoxies in both mathematics education and design, resulting in innovations in the strategic and structural design of products that form the basis of new and more effective approaches. The impact on learning and teaching in classrooms has been his priority throughout. In 2013, he was awarded the ISDDE Prize for Educational Design for his lifetime achievement. Malcolm Swan obtained his Postgraduate Certificate in Education (PGCE) with Distinction in 1976 from the University of Nottingham and his Ph.D. in Education there in 2005. He joined the Shell Centre in 1979 and until 2007 was Lecturer in the Centre and the School of Education at Nottingham. From 2007 to 2008, he was Associate Professor and Reader in Mathematics Education, and from 2009 to the present, Professor of Mathematics Education at Nottingham. He directs the Centre for Research in Mathematics Education (CRME), which evolved from the Shell Centre. His research provided a basis for design research into materials for teaching and for effective programs for professional development of teachers. His expertise is evident in the products of his role as hands-on ?lead designer? for most of the Shell Centre team?s projects. Through multiple applied research projects with colleagues, Swan has led the Shell Centre work on developing and implementing tactical lesson designs and templates that enable teachers having a wide variety of personal skills to enact challenging pedagogy. The imaginative tasks and assessments that have resulted are crafted to highlight significant points of learning in a wide range of topics. They are a testament to his creativity as well as to his understanding of mathematical learning, student engagement, and the needs of teachers. In 2008, he was awarded the ISDDE Prize for Educational Design, for the classic publication The Language of Functions and Graphs. Burkhardt and Swan?s educational vision for mathematical learning encompasses all strands of mathematical proficiency, but focuses especially on conceptual development, mathematical modelling, problem solving, and reasoning. Their vision of the classroom is one where students are active learners, learning through problem solving, discussion, reasoning, and collaboration. The instructional materials, professional development materials, and system changes coming out of the Shell Centre work have enhanced the mathematics education of millions of students worldwide. In summary, Hugh Burkhardt and Malcolm Swan are eminently worthy recipients of the first Emma Castelnuovo Award. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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