<html><head><meta http-equiv="Content-Type" content="text/html charset=utf-8"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space;" class=""><div class="">ICMI Newsletter July 2016</div><div class=""><br class=""></div><div class="">Editors: <span class="Apple-tab-span" style="white-space: pre;"> </span></div><div class="">Abraham Arcavi (ICMI Secretary General)</div><div class="">Cheryl E. Praeger (ICMI Vice President)</div><div class=""><br class=""></div><div class="">Email addresses: <span class="Apple-tab-span" style="white-space: pre;"> </span></div><div class=""><a href="mailto:abraham.arcavi@weizmann.ac.il" class="">abraham.arcavi@weizmann.ac.il</a></div><div class=""><a href="mailto:Cheryl.praeger@uwa.edu.au" class="">Cheryl.praeger@uwa.edu.au</a></div><div class=""><br class=""></div><div class="">Graphic Design: <span class="Apple-tab-span" style="white-space: pre;"> </span></div><div class="">Lena Koch (ICMI Administrator) </div><div class="">Ramona Keuchel (Project Assistant IMU Secretariat)<span class="Apple-tab-span" style="white-space: pre;"> </span></div><div class=""><br class=""></div><div class="">July 1, 2016</div><div class=""><br class=""></div><div class="">CONTENTS</div><div class="">Editorial – From the desk of Abraham Arcavi, ICMI Secretary General</div><div class="">ICME’s memorabilia</div><div class="">ICMI’s General Assembly </div><div class="">ICSU</div><div class=""><br class=""></div><div class="">EDITORIAL – FROM THE DESK OF ABRAHAM ARCAVI, ICMI SECRETARY GENERAL </div><div class=""><br class=""></div><div class="">“Mathematics should be taught to be fully integrated by the learner, which means that he [or she] should enjoy it and know how to use it if need be. … Mathematics should not be taught to fit a minority, but to everybody, and they should learn, not only mathematics but also what to do with mathematics. This … [means] creating … the attitude of discovering mathematics wherever it applies.”</div><div class="">Mathematics for all, the enjoyment of learning it and knowing how to use it wisely seems to be at the core of the everlasting, timeless and consensual aims of mathematics education worldwide. These wise thoughts, so relevant today, were eloquently expressed by Hans Freudenthal1 in his inaugural address to the first International Congress on Mathematical Education (ICME1), held in Lyon, France, on August 24-31, 1969 – exactly 47 years and 11 months before ICME13 in Hamburg.</div><div class=""><br class=""></div><div class="">Freudenthal’s aims are deep, socially sensitive and at the same time concerned with the mathematical well-being of individuals. These goals, in their very different forms and contexts, were and still are pursued in all the ICMEs since then, as well as in many other international, regional and national meetings on mathematics education. Much has been achieved since then, but the road ahead still poses the same challenges in new contexts as well as new and evolving ones. The concerns, the challenges and the goals are reflected in the very rich program that the ICME organizers worked so hard to put together and which is offered to the international community of mathematics education, through its 1952 papers, 530 posters, 61 invited lectures, 42 workshops, 38 discussion groups and much more. ICMEs has gone a long way since 1969, not only by increasing considerably the number of participants and the number of contributions, but also by including many more countries, supporting many participants from developing countries (via an ad hoc Solidarity Fund), establishing awards for both excellence in research and in the practice of mathematics education and by strengthening the links between mathematicians and mathematics educators. The conferences become more and more attractive as source for exchanging ideas, learning and becoming acquainted with new approaches and projects from all over the world. </div><div class=""><br class=""></div><div class="">ICME and ICMI gladly endorse and fully adopt Freudenthal’s concluding words of his inaugural address at ICME1 greeting the participants, and which today sound as they were when they were pronounced: “By coming to this place, in such a large number you have proved that mathematical education is a big thing. I am sure this congress will prove that it is a great thing too. On behalf of those who have worked hard to make this congress a success I welcome you and invite you to use this week of scientific and social events as a great opportunity to exchange experiences and ideas, to meet people from nearby and far away, and to enjoy all good things this country and this city can offer you.” </div><div class=""><br class=""></div><div class="">ICME’S MEMORABILIA</div><div class="">As mentioned above, ICME1 was held in Lyon France in 1969. ICME2 and ICME3 were held in Exeter (1972) and Karlsruhe (1976). In the first page of the Proceedings of ICME4, which was held in Berkeley, we read “This is the first time in the history of the International Congress on Mathematics Education that all submitted papers have been published in the Proceedings. Over half of the presenters at the Congress are represented in this volume; a total of almost 3000 pages of manuscript was submitted. Although not comprehensive, the totality of the articles presents a rather clear picture of the state-of the-art world wide in mathematics education at the time the Congress was held in August of 1980. The Proceedings document, the common concerns of mathematics educators around the globe, and future directions for mathematics education.”</div><div class="">Attached find the facsimile of the first part of page 1.</div><div class=""><br class=""></div><div class=""> </div></body></html>