Aims
Many countries have experienced reforms in school mathematics curricula and/or in teaching policies over the past three decades. These have resulted in more demands on teachers than before in terms of their knowledge and skills in teaching mathematics. There has also been growing concern over the mathematical knowledge required for teaching mathematics in schools. Specifically, mathematics educators have sought to understand what mathematical knowledge teachers need to know as well as know how to use in teaching. Concerns about teacher knowledge emanate from both the increasing demands on mathematics teachers and the perceived lack of, or gaps in, knowledge that is observed in many teachers.
In TSG 27 at ICME11--Mathematical Knowledge for Teaching, it had been investigated about what mathematics primary and secondary teachers know and use, as well as what they need to know and know how to use. In ICME 12, this topic will be revisited in both TSG 23 and TSG 24. Specifically, TSG 23 focuses on the primary level, and TSG 24 focuses on the secondary level.
TSG 24 at ICME-12 aims to gather mathematicians, mathematics teachers, teacher educators and other congress participants to especially examine current scholarship and research on mathematical knowledge for teaching at the secondary level by collecting, comparing and discussing research experiences in this area. And it is expected to address the following questions:
  * What mathematical knowledge is needed for teaching at secondary level?
  * What is the status of secondary level mathematics teachers’ mathematical knowledge for teaching
    and how do they make use of it in their teaching practices?
  * How should we move forward (or what we have done) towards better preparing prospective and in-service teachers
    with mathematical knowledge for teaching at secondary level?

Focus and themes
The focal topics will include but not be limited to:
1. Theoretical perspectives or conceptual frameworks for mathematical knowledge for teaching at secondary level, e.g., what mathematical knowledge a secondary teacher needs to know and know how to use it? What are the approaches, from the practice point of view, that could support teachers developing their mathematical knowledge that they need to know and know how to use it? What are the nature and its structure of mathematical knowledge for teaching?
2. Empirical researches that will contribute to our understanding of what mathematical knowledge is needed or how it is assessed in different scenarios, e.g., teachers’ mathematical knowledge for teaching in specific activities, such as analyzing students’ mathematical thinking, analyzing students’ mathematical errors, instructional design, etc; teachers’ mathematical knowledge for teaching in specific domains, such as algebra, geometry, statistics, etc; teachers’ mathematical knowledge for teaching in special situations, such as information and communication technology environment, students who have special needs, etc; the innovative and creative approaches of developing mathematical knowledge for teaching and the instruments for assessing these approaches specifically.
3. Empirical researches to explore relationships between teachers’ learning of teaching (both pre-service and in-service) and students’ learning of mathematics, e.g., the effect of mathematical knowledge for teaching on student achievement, the innovative and creative approaches of developing the effect of mathematical knowledge for teaching on students’ learning and achievement.
4. Empirical researches to explore the various factors which lead to commonalities or differences of mathematical knowledge for teaching in different countries, regions, and individuals, e.g., cultural factors, mathematics teacher licensure policy, etc.

Guidelines for submission
TSG 24 will meet for four sessions of 1.5 hours each. The organization of this time will depend upon the proposals submitted. The organizing team welcomes any recent contributions to the topics outlined here and to other related issues. Prospective contributors are requested to submit a paper with the length between 1500 and 2500 words no later than November 30, 2011 both via e-mails to the two co-chairs and through the on-line submission system at the Congress Website. Interested participants are encouraged to e-mail to the two co-chairs.

On-line submission
Go to<My Page> at the first page of the Congress Homepagehttp://icme12.org or press <Submit your proposal> button on TSG 24 website in the Congress Homepage.

Deadlines
November 30, 2011 Proposal submission
January 15 , 2012 Notification of acceptance
April 10 , 2012 Submission of final version