[ICMI-News] ICMI News 20: October 2011

J Carvalho e Silva jaimecs at mat.uc.pt
Wed Nov 9 21:34:44 CET 2011

ICMI News 20: October 2011

A Bimonthly Email Newsletter from the 
ICMI-International Commission on Mathematical 

Editor: Jaime Carvalho e Silva, Dep. Matematica, 
Universidade de Coimbra, Portugal


1. Editorial: Mathematics Education in Mainland China
2. ICME-12: The 3rd announcement is out
3. ICME-12: registration is open
4. ICME-12: Deadline to submit papers for TSGs was extended
5. ICME-12: Two more appetizers
      Mathematics education and language 
diversity: background, findings and future 
research directions
      From Psychological Imprisonment to 
Intellectual Freedom - The Different Roles that 
School Mathematics Can Take in Student's Lives
6. ICME-12: DGs
7. ICME-12: 7 Reasons to visit Seoul and Korea
8. ICMI Awards Committee calls for nominations
9. Report on the first implementation of CANP 
"Capacity and Networking Programme in the 
Mathematical Sciences": School EDiMaths
10. Mathematics of Planet Earth 2013
11. ICSU Science Education Review
12. News from IMU
13. André Delessert, former Secretary-General of ICMI passed away
14. Publications of Interest to the ICMI 
Community: The very last copies of the ICMI 
centenary volume
15. Calendar of Events of Interest to the ICMI Community
16. Subscribing to ICMI News


1.  Editorial: Mathematics Education in Mainland China

One of the important roles that ICMI plays is to 
help researchers from different parts of the 
world better understand each other and the 
different conditions under which we all work. It 
is important, for example, that those of us who 
have access to good libraries, research funding, 
or a significant group of colleagues are reminded 
that many others work without easy access to 
resources, with little ability to undertake or 
communicate their research, or on their own.
However differences are not simply matters of 
having, or not having physical, financial, or 
human resources. The structure, content, and 
philosophy of mathematics education varies 
considerably around the world. Coming to terms 
with these differences is possibly a more 
difficult task, and one requiring more tolerance. 
Hence ICMI has an important role to play. In this 
newsletter, in lieu of an Editorial, we present a 
short (edited) piece on Mathematics Education in 
the Peoples Republic of China.
Bill Barton

Mathematics Education in Mainland China

A key characteristic of mathematics education in 
Mainland China schools over the last twenty years 
has been change both in content and in teaching 
approach in order to mirror contemporary world 
development. More emphasis is given to the needs 
of future citizens, and the role of mathematics 
teachers is changing from that of a transmitter 
of knowledge to that of a student guide. The 
purpose of the mathematics curriculum reform is
     - To break the centrally-controlled education system;
     - To update content with more relations to real life and applications;
     - To promote flexible and student-centered 
instruction methods, such as group work and 
classroom discussion;
- To focus on students' abilities training instead of rote learning.
Mathematics curriculum reform has brought about 
many changes in the mathematics classroom. 
Students are now in a more significant position 
with more attention to student participation, and 
the traditional expository method is being 
replaced by a more heuristic method.
A consensus has been reached on mathematics education reform:
- Mathematics is not only a tool for solving real 
life problems but also significantly develops 
students' ability to reason;
- The mathematics curriculum should cater for 
students with different interests and abilities, 
all individuals shall develop their abilities and 
interests as well as their self-confidence;
- Teachers need to pay more attention to the 
cognitive style of students in their classroom, 
and to understand mathematics well;
- The humanistic context for teachers' 
professional development will be the key to 
mathematics education reform?this refers to 
personal respect, the promotion of human life, 
and the value independent consciousness.

A brief history of the mathematics curriculum reform in mainland China:

1996-1998 Gestation stage of an ideal
1999-2001 Curriculum documents developed, and experimental preparation phase

Compulsory Education Stage (grade 1 to 9):

         Number of the experimental districts  Percentage
2001                42                          0.5%-1%
2002               570                          18%-20%
2003               1642                         40%-50%
2004               2576                         70%-90%
2005  New curriculum adopted nationally         100%

High School Stage (grade 10 to 12):

                       Experimental provinces:
2004              Hainan, Guangdong, Shandong and Ningxia
2005              + Jiangsu
2006              + Fujian, Zhejiang, Anhui, Tianjin and Liaoning
2007              + Beijing, Hilongjiang, Jilin, Shaanxi and Hunan
2008              + Shanxi, Jiangxi, Henan, Xingjiang and Shanghai
2010              New curriculum adopted nationally

Li Jianhua
October, 2011
(Condensed by Bill Barton)


2.  ICME-12: The 3rd announcement is out

The 3rd Announcement for ICME-12 has been published.
Please click the button <3rd Announcement> at the 
first page of the congress website


Or please visit <ICME-12 /Announcements> at the 
first page of the congress website.
This 3rd Announcement is the summary of what IPC 
and LOC have done so far, containing helpful
information for all who are planning to participate in ICME-12.

Hee-chan Lew, Vice Chair of the LOC and Chair of 
the Congress Subcommittee, hclew at knue.ac.kr


3.  ICME-12: registration is open

The registration system for ICME-12 is open.
Please visit <Registration and Accommodation> at 
the first page of the Congress website


and read the direction for the registration carefully.
Then, please go to <My Page> and login with your 
ID and Password you used in the sign-up process.

Hee-chan Lew, Vice Chair of the LOC and Chair of 
the Congress Subcommittee, hclew at knue.ac.kr


4.  ICME-12: Deadline to submit papers for TSGs was extended

IPC of ICME-12 has determined to prolong the 
deadline for the proposal submission of Topic 
Study Group(TSG) until November 30, 2011 in order 
to give ICME-12 potential participants more 
chance to submit TSG proposals. Originally the 
deadline was November 1, 2011. Date of proposal 
acceptance notification is same as January 15, 
2012. If you have any question, please feel free 
to contact the IPC chair(sungjcho at snu.ac.kr).

Hee-chan Lew, Vice Chair of the LOC and Chair of 
the Congress Subcommittee, hclew at knue.ac.kr


5. ICME-12: Two more appetizers

The 12th International Congress on Mathematical 
Education will be held in Seoul, Korea, on July 
8-15, 2012. This Congress is the main event 
organized by ICMI and it is expected that more 
than 3000 professionals will attend. In order to 
open the appetite for this Congress and encourage 
people to participate and register early, we will 
begin publishing some appetizers for the plenary 
lectures and plenary panels. I thank all the 
people involved for the effort made to anticipate 
what they might say at the Congress.


Mathematics education and language diversity: 
background, findings and future research 

by Mamokgethi Setati (Full professor and 
executive Dean of the College of Science, 
Engineering and Technology at the University of 
South Africa, Honorary Professor of Mathematics 
Education at Wits University. PhD in Mathematics 
Education, University of the Witwatersrand (2002))

There is a growing body of research on 
mathematics education and language diversity. The 
unit of study in early research in this area of 
study was the bi/multilingual learner. This 
location of the problem in the learner was based 
on an underlying assumption of inferiority - that 
there is something wrong with the bi/multilingual 
learner. Studies in the eighties moved from 
focusing on the bi/multilingual learner to the 
bi/multilingual classroom. In recent years, 
research on mathematics education and language 
diversity has come to recognize the 
socio-political role of language even as it is 
used in mathematics teaching and learning. The 
fact that decisions about which language to use; 
how to use it; and for what purposes are not just 
pedagogic. This presentation will focus on the 
development of research on mathematics education 
and language diversity, highlighting significant 
advances, findings, gaps and future research 


From Psychological Imprisonment to Intellectual 
Freedom - The Different Roles that School 
Mathematics Can Take in Student's Lives

by Jo Boaler (Professor at the School of 
Education, Stanford University, USA, PhD 
(Mathematics Education) King's College, London 
University, (1996) MA (Mathematics Education) 
King's College, London University (1991), BSc 
(Psychology) Liverpool University (1985))

Some years ago I studied two schools in England 
that taught mathematics very differently. In one 
of the schools the students learned by watching a 
teacher demonstrate mathematical methods that 
they copied and practiced. In the other school 
the students worked on applied projects. In both 
schools students learned the same mathematical 
content but in very different ways. When I first 
reported on the study I knew that the students 
had developed different ways of knowing 
mathematics, different ways of interacting with 
mathematics, and had achieved at different levels 
at the end of school. In a follow-up study, that 
will be the basis of this presentation, I found 
the students from the two schools some eight 
years later when they were adults of 23-24 years 
of age.  In this presentation I will report on 
the ways the differing mathematics approaches had 
impacted the young people as adults, with some 
profound differences emerging in the ways that 
they interacted with knowledge, and the 
intellectual authority and responsibility they 
took into their lives.  These two studies give 
opportunity to examine the different ways that 
people may hold, use and relate to mathematics 
knowledge, in school and beyond.

Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt


6. ICME-12: DGs

Contrary to past ICME practice, Discussion Groups 
for ICME-12 were created in response to a 
proposal submitted by a group of up to five 
persons representing diverse regions 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. Each DG was allocated two time slots of 
90 minutes each during the Congress. 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 
a fruitful discussion 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. The list of the DGs 
that have been considered and their co-chairs is:

DG 1: Current Problems and Challenges in 
Non-university Tertiary Mathematics Education 
Co-Chairs: James Roznowsk(USA) 
jroznowski at harpercollege.edu Low-Ee Huei 
Wuan(Singapore) lowhw at sp.edu.sg

DG 2: Creativity in Mathematics Education
Chair: Hartwig Meissner(Germany) meissne at uni-muenster.de

DG 3: Issues Surrounding Teaching Linear Algebra
Co-chairs: Avi Berman(Israel) 
berman at technion.ac.il Sang-Gu Lee(Korea) 
sglee at skku.edu

DG 4: The Evolvement of Mathematics Teachers' Community-of-Practice
Co-Chairs: Nitsa Movshovitz-Hadar(Israel) 
nitsa at technion.ac.il Atara Shriki(Israel) 
Shriki at technion.ac.il

DG 5: Uses of History of Mathematics in School (pupils aged 6 - 13)
Co-Chairs: Bjørn Smestad(Norway) bjorn.sme 
stad at lui.hio.no Funda Gonulates(USA/Turkey) 
fgonulates at gmail.com

DG 6: Postmodern Mathematics
Co-Chairs: Paul Ernest(UK) p.ernest at ex.ac.uk 
Regina Möller(Germany) 
regina.moeller at uni-erfurt.de

DG 7: Improving Teacher Professional Development Through Lesson Study
Co-Chairs: Toshiakira Fujii(Japan) 
tfujii at u-gakugei.ac.jp Akihiko Takahashi(USA) 
atakahas at depaul.edu

DG 8: Theory and Perspective of Mathematics 
Learning and Teaching from the Asian Regions
Co-Chairs: Chun Chor Litwin Cheng(Hong Kong) 
cccheng at ied.edu.hk Hong Zhang(China) 
Zhanghongredg6 at 163.com

DG 9: Using Technology to Integrate Geometry and 
Algebra in the Study of Functions
Co-Chairs: Scott Steketee(USA) stek at kcptech.com 
Cheah Ui Hock(Malaysia) uhcheah at recsam.edu.my

DG 10: New Challenges in Developing Dynamic 
Software for Teaching and Learning Mathematics
Co-Chairs: Zsolt Lavicza(UK) zl221 at cam.ac.uk 
Markus Hohenwarter(Austria) 
markus.hohenwarter at jku.at

DG 11: Mathematics Teacher Retention
Co-chiars: Axelle Faughn(USA/NC) 
afaughn at email.wcu.edu Barbara Pence(USA/CA) 
Barbara.Pence at sjsu.edu

DG 12: Mathematics Teacher Educators' Knowledge for Teaching
Co-chairs: Kim Beswick(Australia) 
kim.beswick at utas.edu.au Olive Chapman(Canada) 
chapman at ucalgary.ca

DG 13: The Role of Mathematics Education in 
Helping to Produce a Data Literate Society
Co-Chairs: William Finzer(USA) 
bfinzer at kcptech.com Cliff Konold(USA) 
konold at srri.umass.edu

DG 14: Mathematical Modeling in Connecting Concepts to Real World Application
Co-Chairs: Zhonghe Wu(USA) zwu at nu.edu Lijun Ye(China) yeatsylj at 126.com

DG15: Mathematics and Culture in Micronesia: An 
exploration of the mathematical aspects of 
indigenous practices
Co-Chairs: A. J. (Sandy) Dawson(USA) 
dawsona at hawaii.edu Donald Rubinstein(Guam) 
rubinste at uguam.uog.edu

DG16: Can art save mathematics?
Co-Chairs: Dirk Huylebrouck(Belgium) 
Huylebrouck at gmail.com Slavik Jablan(Serbia) 
sjablan at gmail.com

DG17: Teaching of Problem Solving in School Mathematics Classrooms
Co-chair: Yew Hoong Leong(Singapore) 
yewhoong.leong at nie.edu.sg Rungfa 
Janjaruporn(Thailand) rungfajan at yahoo.com


7. ICME-12: 7 Reasons to visit Seoul and Korea

Seoul, the capital of Korea, receives ICME-12 in 
its Convention & Exhibition Center-COEX. ICME-12 
will certainly be a huge scientific and social 
success but the city and the country are also 
worth visiting. Let's see the main reasons to 
visit Seoul and Korea.

1. Korean boyangsik food
Korean people often say that "good food has 
magical powers." To keep in shape, no medicine 
beats a fine-cooked meal. This belief is well 
reflected in Korea's boyangsik food, which 
literally means food that invigorates the body. 
The most popular boyangsik foods in Korea are 
those that come in a meat-based broth like 
samgyetang, seolleongtang, and gomtang. In terms 
of Oriental medicine, boyangsik food replenishes 
the body, helps circulate energy, and balances 
the ying and the yang. Traditionally, boyangsik 
was consumed to maintain body balance (especially 
during the changing seasons), or to replenish the 
body in times of weakness. Nowadays, it is 
consumed throughout the year regardless of the 
season. Try some of the popular Korean boyangsik 
foods for its great taste and healthy benefits. 
And you should not forget Soju, a distilled 
beverage native to Korea.

2. Myeong-dong is all about shopping!
From the towering super stores of Migliore, Lotte 
Department Store, Avatar and High Harriet to the 
cozy, mom-and-pop shops lining the sidestep, 
Myeong-dong has something for everyone. Whether 
the search is for accessories, athletic wear, 
shoes, boots or a number of other mid-to-high 
priced items, you'll find it all here. With the 
main streets boasting larger, well-known stores, 
many of the better bargains are to be found at 
some of the discount stores that require a little 
walking to get to. All this selection of styles 
and sizes, coupled with the freedom of strolling 
in the open-air make Myeong-dong a shopping 
destination not to be missed and an adventure 
sure to be remembered.

2. Seoul: Towering High into a Bright Future
Korean capital city, Seoul, is located in the 
Midwest of the Korean peninsula. It has been an 
area of strategic importance since prehistoric 
times, particularly in the realms of politics, 
economics, society and culture. During the Era of 
the Three States (4th to mid-7th centuries), the 
area was frequently used as a battleground among 
the ancient ruling kingdoms of Goguryeo, Baekje 
and Silla. It was designated as Korea's capital 
city during the Joseon Dynasty (1392-1910). In 
1945, the city was named Seoul, which means 
'towering high.' It is home to more than 10 
million inhabitants.

4. UNESCO World Cultural Heritage
In the heart of Seoul stands a royal palace 
designated as UNESCO World Cultural Heritage, 
Changdeokgung Palace. The Joseon Dynasty built 
"Five Grand Palaces" in Seoul: Changdeokgung, 
Changgyeonggung, Deoksugung, Gyeongbokgung and 
Gyeonghuigung, all of which are located in the 
district of Jongno-gu and Jung-gu. Asia's largest 
underground street shopping mall lies near the 
15th century royal tombs. Namdaemun, officially 
the Sungnyemun, is a historic pagoda-style 
gateway located in the center of Seoul. The gate, 
which was begun in the 14th century, is now 
listed first among the National Treasures of 
South Korea. The historic 24-hour Namdaemun 
market is next to the gate where it has been 
operating for centuries.

5. Jeju: Volcanic Island Designated as a World Natural Heritage
The southernmost territory of Korea, the Jeju 
Special Self-Governing Province is a volcanic 
island created by eruptions millions of years 
ago. It is Korea's largest island and an 
international destination with fascinating 
natural landscapes and academic value. In October 
2010, nine geological sites in Jeju Island 
received recognition as UNESCO Global Geoparks 
from the UNESCO Global Geoparks Network (GGN). 
The Jeju sites became the first in Korea to earn 
this recognition, and with it, Jeju becomes the 
only place in the world with three UNESCO 
certifications, following its Biosphere Reserve 
and UNESCO World Heritage Site designations in 
2002 and 2007, respectively. The nine Jeju sites 
designated as Global Geoparks include Hallasan 
Mountain, Seongsan Ilchulbong Peak, and 
Manjanggul Cave.

6. Gyeongju : Treasure Trove of UNESCO World Cultural Heritage
Gyeongju, located in southeast Korea, was the 
capital of the Silla Kingdom for 992 years (BC 
57-935), the longest surviving kingdom in the 
history of Korea. Not only is it astounding that 
it was ruled by 56 kings spanning a period of 
almost a thousand years. Gyeongju still shines 
today, more than a millennium after the kingdom's 
demise. Buddhism was introduced in Silla in the 
6th century and played a significant role in 
strengthening royal authority and unifying the 
people, becoming the foundation of the area's 
art, tradition, and culture. Consequently, 
Gyeongju is the home of the greatest Buddhist art 
treasures in Korea, and is the nation's most 
popular field trip destination. Bulguksa Temple 
and Seokguram Grotto are Gyeonju's most 
celebrated relics and are said to capture the 
essence of the Korean Buddhist culture. Gyeongju 
is a virtual cornucopia of history, meriting 
praise and preservation worldwide.

7. The World's Oldest and Most Complete Buddhist 
Scriptures: UNESCO Memory of the World Register
The Tripitaka Koreana (Goryeo Dynasty Tripitaka) 
are the world's only extant collection of wooden 
printing blocks for the Buddhist scriptures that 
are written in classical Chinese. Stored in the 
buildings of Janggyeong Panjeon Hall in Haeinsa 
Temple in Gyeongsangnam-do province, the 
Tripitaka Koreana was completed by scribes 
between 1236 and 1251. It is recognized as the 
most comprehensive example of the woodblock 
printing technique in all known Buddhist 
scriptures of that time. The Goryeo Dynasty 
Tripitaka is a priceless example of the early 
woodblock printing technique. Lacquered using sap 
from the lacquer tree, the woodblocks have 
excellent durability and can still print crisp 
copies 760 years after their creation. The total 
87,000 woodblocks that make up the Goryeo Dynasty 
Tripitaka record nearly the entire collection of 
Buddhist scriptures that exist in Asia. Based on 
the value of their content and the excellent 
state in which they have been preserved, they 
were listed on the UNESCO Memory of the World 
Register in June 2007.


8. ICMI Awards Committee calls for nominations

The Executive Committee of the International 
Commission on Mathematical Instruction (ICMI) a 
number of years ago created two awards, each in 
the form of a diploma and a medal, to recognise 
outstanding accomplishments in mathematics 
education research:

* the Hans Freudenthal Award, for a major 
programme of research on mathematics education,
* the Felix Klein Award, for lifelong achievement 
in mathematics education research.

An ICMI Awards Committee has been appointed for 
selecting the awardees. The President of ICMI has 
appointed Professor Carolyn Kieran to chair this 
committee, the other members of which are 
anonymous until their terms have come to an end.
The first recipients of these two awards, 
Professor Guy Brousseau (France) for the Felix 
Klein Award and Professor Celia Hoyles (UK) for 
the Hans Freudenthal Award, formally received 
these at the opening ceremonies of ICME-10 in 
Copenhagen, in July 2004. The two 2005 awards 
went to Professors Ubiratan D'Ambrosio (Brazil) 
(the Klein Award) and Paul Cobb (USA) (the 
Freudenthal Award), and for 2007, Professors 
Jeremy Kilpatrick (USA) and Anna Sfard 
(Israel/UK/USA) received the Klein and the 
Freudenthal Awards, respectively; these awards 
were formally presented to the recipients at the 
opening ceremony of ICME-11 in Monterrey, México, 
in July 2008. The two 2009 awards went to 
Professors Gilah Leder (Australia) (the Klein 
Award) and Yves Chevallard (France) (the 
Freudenthal Award). The awards for 2009 and for 
the current 2011 cycle will be formally presented 
to the recipients at the opening ceremony of 
ICME-12 in Seoul, Korea, in July 2012.
The ICMI Awards Committee is at this time 
entering the 2011 cycle of selecting awardees. We 
acknowledge that the 2011 process is a little 
behind schedule, and apologise for the delay, but 
we expect to announce the 2011 awards in 
February, 2012. As was the case with the previous 
cycles, the ICMI Awards Committee welcomes 
suggestions coming from the mathematics education 
community, hence this call for nominations.
A nomination of a candidate for the Felix Klein 
Award or the Hans Freudenthal Award has to be 
accompanied by a summary presenting the vita and 
the achievements of the person nominated, as well 
as the reasons for the nomination. Moreover, 
nominations also have to include the names and 
coordinates of two or three persons from whom the 
committee may seek further information.
All proposals must be sent by e-mail 
(kieran.carolyn at uqam.ca or carkie2 at yahoo.ca) to 
the Chair of the Committee no later than December 
1, 2011.

Prof. Carolyn Kieran, Chair of the ICMI Awards Committee
Département de mathématiques, Université du 
Québec à Montréal, C.P. 8888, succursale 
Centre-Ville, Montréal, QC, H3C 3P8, CANADA


9. Report on the first implementation of CANP 
"Capacity and Networking Programme in the 
Mathematical Sciences": School EDiMaths

The school EDiMaths, which is the first 
implementation of project CANP "Capacity and 
Networking Programme in the Mathematical 
Sciences", a joint program of the International 
Commission on Mathematical Instruction (ICMI) and 
the International Mathematical Union (IMU) set up 
with the support of UNESCO and CIMPA, was held in 
the FAST (Faculty of Science and Technology), 
University of Bamako from 18 to 30 September 
2011. It referred as planned capacity building of 
teaching mathematics and mathematics teacher 
educators in the sub-region of Francophone West 
Africa, paying particular attention to the 
specific regional context, the strengthening of 
connections and collaborations between different 
communities involved in the training of teachers: 
mathematics, didactics, teacher trainers from 
secondary schools, inspectors ... and the 
creation of a regional network of trainers whose 
activities are intended to continue beyond the 
EDiMaths only school.
The school concerned as planned five countries in 
the sub-region: Mali, Senegal, Burkina Faso, 
Ivory Coast, Niger, for which national contacts 
were identified. Benin has also sent a 
representative. Participation requests had been 
received from citizens of other Francophone 
countries (Cameroon, Congo Brazzaville, 
Democratic Republic of Congo, Madagascar), but 
uncertainties about the school budget failed to 
respond positively to such requests.
The initial project included the funding of about 
forty participants: 20 from the host country and 
5 for each of the other four countries. The 
selection of participants in each country was 
made in consultation between the national 
contacts, the inspectorate and teacher training 
institutions. This selection has not caused 
problems, school EDiMaths having, upon its 
announcement, aroused great interest and national 
contacts have played their role perfectly. 
Furthermore, according to our demands, a special 
effort was made to include the various 
communities involved in the formation. To the 
participants in the sub-region are to add the six 
lecturers French scientific committee members, 
the local members that have occurred as trainers, 
the national contacts who also acted as trainers, 
two invited african faculty members who developed 
the work on gender, and nine members of the local 
organizing committee. Finally the effective 
EDiMaths was composed of 61 persons.
The school was primarily the training of 
mathematics teachers of the second degree but, as 
had been hoped, many participants and trainers 
were also involved in the training of teachers of 
elementary school. Regarding the participants 
must be noted, however the large imbalance in the 
genre, no country in the sub-region having more 
than two participants and two of them, with the 
host country, had none.
The school program was developed by the 
Scientific Committee in consultation with the 
local organizing committee. In accordance with 
the philosophy of the program CANP, the 
Scientific Committee with eight members plus a 
representative of the ICMI consisted of a 
balanced academic mathematicians and 
educationalists, teachers and researchers of the 
North (in this case France) and the sub-region. 
The scientific program was organized around seven 
major themes: fundamental mathematics, 
contemporary mathematics, situations for class 
research, technology and mathematics education, 
cross-cutting themes relevant to regional 
priorities, building a professional community, 
promotion of mathematics.
ICMI has proposed to open a Moodle platform 
accessible to all participants of the school. 
Initially, in it will be available all documents 
that have been made to this school and additional 
resources posted by the trainers. It will also 
host the current version of the reports prepared 
for school. It will then serve as a forum between 
the participants of the school who are committed 
to continue to feed it by pooling their resources 
for teacher training. In addition a web page will 
be open for EDiMaths on the ICMI website where 
organizers of the school will be able to migrate 
documents which appear to deserve wider 
The evaluation of EDiMaths was conducted using a 
questionnaire sent to participants and a 
debriefing session coordinated by Michèle 
Artigue. All but three participants meet that 
EDiMaths has reflected the philosophy of the 
program CANP and show their commitment to this 
philosophy. The reasons given to justify this 
position are primarily the composition of 
participants in school, the choice of themes and 
their management through the school and decisions 
taken to build a regional network. The few 
negative responses came from participants who 
feel that the school has not paid sufficient 
attention to regional specificities.
Achieving EDiMaths was made possible by the 
support of UNESCO, the International Mathematical 
Union, the ICMI, the International Centre for 
Pure and Applied Mathematics (CIMPA), the SCAC of 
the Embassy of France in Mali, Joseph Fourier 
University in Grenoble and substantial support 
from the Ministry of Education, Literacy and 
National Languages of Mali. In addition, the FAST 
University of Bamako has made freely available to 
EDiMaths, an amphitheater for the opening 
ceremony, a large room and a computer room for 
training and provided wireless internet access 
for participants. The trainers have also 
benefited from the reception in his office of the 
Department of Mathematics and a small adjoining 

Michèle Artigue, Université Paris Diderot - Paris 7 et ICMI


10. Mathematics of Planet Earth 2013


This competition is part of the world initiative 
"Mathematics of Planet Earth 2013" (MPE2013). The 
exhibition will have a virtual part as well as 
instructions to realize material parts. Examples 
of modules or themes to be covered are available 
on the website

To stimulate imagination on the many domains 
where mathematics plays a crucial role in 
planetary issues the following four themes are 
proposed, but these themes are not exhaustive:
- A PLANET TO DISCOVER: oceans; meteorology and 
climate; mantle processes, natural resources, 
celestial mechanics
- A PLANET SUPPORTING LIFE: ecology, biodiversity, evolution
economic, social and financial systems; 
organization of transport and communications 
networks; management of resources; energy
- A PLANET AT RISK: climate change, sustainable 
development, epidemics; invasive species, natural 

The typical modules submitted to this competition 
can be of four forms and should have some 
scientific explanations for the public:
- A module explaining how to realize a physical module in a museum
- An interactive exhibit to be watched either on the web or in a museum
- A film
- Image(s)

The competition will be open from January 2012 to May 15, 2012.
The prize winners will be selected by an 
international jury nominated by MPE2013. The 
prize winners will be announced in August 2012. 
The judges decision will be final.
The first, second and third prize winners will 
receive respective prizes of US$ 5000, US$ 3000 
and US$ 2000. The winning modules will occupy a 
prominent place on the website of the exhibition. 
Moreover it is planned to show the modules of the 
overall winners in exhibitions and museums.

b) SUBSCRIBING TO MPE2013 Newsletter

Click on 
and go to the "Newsletter" button to subscribe to 
MPE2013 online.


11. ICSU Science Education Review

The International Council for Science ICSU is the umbrella body for
Science internationally. As well as National Members it has
Institutional Members, and ICMI is associated with ICSU as a Commision
of the International Mathematical Union IMU, one of ICSU's institutional
members. As part of ICSU's development of its new Strategic Plan
2012-2017, ICSU wished to "... define [its] future role in relation to
science education". It established a 12 person panel which produced the
recently released "Report of the Ad-Hoc Review Panel on Science
Education". ICMI/IMU made a substantial submission to the review in 2010


and also commented on a draft of the report in January 2011.
The review is confined to education in the Natural
Sciences, but mentions the work of ICMI. The Report was endorsed by the
ICSU Committee CSPR, and will be discussed at the ICSU General Assembly
in September 2011 in Rome. The ICSU Executive has decided not to propose
a new initiative dedicated to science education at the General Assembly.
Instead it was agreed that science education should be integrated across
all relevant ICSU science activities.A copy is available at:


Recommendations relevant to Mathematics Education include (i) a web site
pointing to portals where science education resources may be found, and
(ii) encouragement of the three ICSU Regional Offices to contribute
actively to "mapping the status of science education, whether formal or
informal, in the regions in which they are located; ... to network with
any organizations in their respective regions involved in science
education and science literacy that are aligned with ICSU's own science
education strategy, and work together to foster South-South cooperation
in science education".

Cheryl Praeger", IMU-ICMI liaison, cheryl.praeger at uwa.edu.au


12. News from IMU


CARMIN and CIMPA issued a call for a program to 
support short visits of young mathematicians from 
developing countries to CARMIN institutions in 
France, which may include visits to CIMPA 
supporting states.

This program is designed for mathematicians 
residing in a developing country and having 
received their PhD within the last four years 
when applying or expecting to obtain it in the 
next two years.

Those coming from newly industrialized countries 
as of 2011will be considered for partial support.

Application deadline: end of November 2011

b) IMU's Commission for Developing Countries 
(CDC) invites applications for its individual and 
conference support programs.
For more information please go to:

OF ICSU (International Council for Science). The 
General Assembly elected the officers for the 
next three year period and John Ball, former 
president of IMU, was elected on the Executive
Board of ICSU for a three year period starting 
January 2012. IMU is a member of ICSU.


13. André Delessert, former Secretary-General of ICMI passed away

André Delessert, Secretary of ICMI from 1964 to 1972 passed away
one year ago October 19, 2010.
Born in Lausanne July 2, 1923, he made all his studies to get the Bachelor
of Science degree from the University of Lausanne in 1945. It was here
that he continued his career focused primarily on the teaching of
mathematics and their pedagogy, with the exception of two years
(1946-1948) during which a French government scholarship enabled
him to study at the Institut Henri Poincare and Ecole Normale Superieure.
Upon his return to Lausanne for several years he devoted himself to teaching
secondary and upper secondary education, while preparing a thesis that
he presented in 1962, thesis entitled "A construction of elementary geometry
based on the concept of reflection". This work 
was conducted in parallel with the
writing of a manual of geometry, simply titled "Plane Geometry", manual
which allowed several generations of students to discover the rigorous
geometric reasoning, illuminated by the intrusion of a picturesque character,
Zosyme, that naively questioned the master at the end of the chapters.
Contained in this manual are also many exercises that awakened the geometric
intuition of the student.
In 1964 he was appointed professor at the University of Lausanne, where he
continued his educational activity in particular 
by teaching general mathematics
to the science students. His organizational skills made him little by little
take responsibility within the University: President of the Section
mathematics and dean of the Faculty of Science and finally Rector
University from 1983 to 1987, years preceding his retirement. At the same
time and even beyond his retirement he has continued to provide support
to the young colleagues of compulsory secondary education by conducting
training seminars of continuous preparation, encouraging the development of
a bulletin of the teachers of mathematics.
The interests in the life of André Delessert were not reduced to mathematics
and its pedagogy; let's note the artistic side: the practice of sculpture and a
wife artistic painter.

Daniel AMIGUET, Renens, Switzerland, daniel.amiguet @ tvtmail.ch


14. Publications of Interest to the ICMI 
Community: The very last copies of the ICMI 
centenary volume

The very few last printed copies of the ICMI 
centenary volume are still available for a short 
time and will not be printed again.

The volume with the title "The First Century of 
the International Commission on Mathematical 
Instruction (1908-2008). Reflecting and Shaping 
the World of Mathematics Education" includes 
texts written by Hyman Bass; Jeremy Kilpatrick; 
Jean Luc Dorier; Mogens Niss; Toshi Ikeda; Jo 
Boaler; Joao da Ponte; Gert Schubring; Ferdinando 
Arzarello; Gelsa Knijnik; Mamokgethi Setati; 
Michèle Artigue; Bernard R. Hodgson; Alan Bishop; 
Ubiratan D'Ambrosio; Jill Adler; Bill Barton; 
Deborah Ball; Marcelo Borba; Gilah Leder and many 

Please hurry to buy your personal copy or 
recommend immediately to the library of your 
The price is 40 euros for the ICMI community and 60 euros for libraries.
Details of the procedure to buy the book are available here:



Jaime Carvalho e Silva, Secretary-General of ICMI, jaimecs at mat.uc.pt


15. Calendar of Events of Interest to the ICMI Community

Volcanic DELTA 2011,
Eighth Southern Hemisphere Conference on the 
Teaching and Learning of Undergraduate 
Mathematics and Statistics,
Rotorua, NZ, November 27 - December 2, 2011

Fourth National Conference "Technology and Innovation in Math Education"
TIME 2011, Indore Public School, Indore, India, 26-29 December, 2011

Creating Balance in an Unjust World Conference on 
Math Education and Social Justice
Mission High School in San Francisco, CA, USA, January 13-15, 2012.

EMF 2012 - Espace Mathématique Francophone,
Genève, 3-7 Février 2012

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

International colloquium in honour of Michele Artigue  -
-  (Professor at the Université Paris Diderot, ex-president of ICMI):
The didactics of mathematics: approaches and issues.
Paris, May 31st, June 1st and 2nd 2012.

National Institute of Education, Nanyang 
Technological University, Singapore, July 2-6, 

WFNMC  Mini Conference 2012
COEX, Seoul, July 7, 2012

ICME-12 - Twelfth International Congress on Mathematical Education
COEX, Seoul, Korea, July 8-15, 2012

KSA, Busan, Korea, July 15-18, 2012

HPM 2012 History and Pedagogy of Mathematics
The HPM Satellite Meeting of ICME-12
Daejeon (Korea), July 16-20, 2012

PME Annual Conference
Taipei, Taiwan, July 18-22, 2012

Statistics Education Section of Eleventh Iranian Statistical Conference
Iran University of Science and Technology, August 28-30, 2012
info: isc11 at iust.ac.ir

EARCOME6 - The Sixth East Asia Regional Conference on Mathematics Education,
Thailand, March, 2013



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