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<div><br></div>
<div>ICMI News 6: October 2008</div>
<div><br>
A Bimonthly Email Newsletter from the ICMI-International Commission on
Mathematical Instruction</div>
<div>Editor: Jaime Carvalho e Silva, Dep. Matematica, Universidade de
Coimbra, Portugal</div>
<div><br>
CONTENTS<br>
</div>
<div>1. Editorial:<font color="#000000"> About the ICMI Studies ---
and a Call For Proposals</font></div>
<div>2. <font color="#000000">Symposium Celebrating the
Centennial of the ICMI</font></div>
<div>3.<font color="#000000"> Proceedings of the Symposium Celebrating
the Centennial of the ICMI</font></div>
<div>4.<font color="#000000"> ICTMA 14</font></div>
<div>5.<font color="#000000"> New e-journal: Educational
Designer</font></div>
<div>6. Calendar of Events of Interest to the ICMI Community</div>
<div>7. Subscribing to ICMI News</div>
<div><br>
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></span>---</div>
<div><br></div>
<div>1. Editorial:<font color="#000000"> About the ICMI Studies
--- and a Call For Proposals</font></div>
<div><font color="#000000"><br>
Among the various activities organised or supported by the
International Commission on Mathematical Instruction, the ICMI Studies
programme stands out as a particularly interesting component that has
acquired over the years a growing importance and influence on the
field.<br>
<br>
The very first ICMI Study Conference was held in Strasbourg in March
1985, but its origin goes back to a few years earlier. Geoffrey
Howson, ICMI Secretary[-General] from 1983 to 1990, has indicated that
the idea of "ICMI Studies" developed from conversations that he
had in the early 1980s with Bent Christiansen, then ICMI
Vice-President since 1975. In his personal overview after his
two terms as ICMI President (see ICMI Bulletin no. 29, December 1990,
p. 3), Jean-Pierre Kahane refers to a meeting that he had in Orsay at
the end of 1982, just prior to the beginning of his presidency, with
both Howson and Christiansen --- then respectively incoming ICMI
Secretary[-General] and continuing VP ---, as well as with Ed
Jacobsen, from UNESCO. As stated by Kahane himself, a large part
of the ICMI activities for the following years was planned during this
meeting, including the project of ICMI Studies as well as the themes
of the first four Studies. In his first "Message from the
President" (ICMI Bulletin no. 13, February 1983, pp. 1-2), Kahane
mentions these four themes as "key problems" that ICMI is facing
in its aim of "further[ing] mathematics education", but insisting
that the objective is not to "seek an 'ICMI approved' solution" to
these problems, but rather "to create conditions for exchange of
views and information, and a structure for cooperation and extended
communication". Still Kahane in this first message does not
mention the programme of Studies where these problems will be
addressed, and it is in a report from the Executive Committee
appearing in the following issue of the Bulletin (No. 14, October
1983, pp. 5-8) --- thus exactly 25 years ago! --- that Geoffrey Howson
explicitly refers publicly to the "four studies which ICMI is hoping
to undertake". <br>
<br>
Since then, the ICMI Studies have regularly taken place at the rhythm
of more or less one Study Conference per year. The variety
of the themes covered in these Studies is rather impressive (I am
providing here shortened wordings of the topics, with the year of the
Study Conference --- the full versions of the themes are accessible on
the ICMI website):<br>
<br>
1-) Influence of Computers and Informatics (1985); 2-) School
Mathematics (1986); 3-) Service Subject (1987); 4-) Mathematics and
Cognition (no Study Conference); 5-) Popularisation (1989); 6-)
Assessment (1991); 7-) Gender (1993); 8-) Research (1994); 9-)
Geometry (1995); 10-) History (1998); 11-) University Mathematics
(1998); 12-) Algebra (2001); 13-) East/West Math Education (2002);
14-) Applications and Modelling (2004); 15-) Teacher Education (2005);
16-) Challenges in and Beyond the Classroom (2006); 17-) Technology
(Revisited) (2006); 18-) Statistics (2008); 19-) Proof and Proving
(2009); 20-) Mathematics and Industry (2010); 21-) Multilingual
Contexts (2010).<br>
<br>
Besides the natural collaboration with the International Mathematical
Union, it is of interest to note that two ICMI Studies have been
organised in collaboration with other institutions, namely with the
International Association for Statistical Education (IASE --- Study
18) and with the International Council for Industrial and Applied
Mathematics (ICIAM --- Study 20). The ICMI Executive Committee
is really enthusiastic at the possibilities offered by such
collaborations.</font></div>
<div><font color="#000000"><br>
The following criteria have been developed by the ICMI EC to guide the
selection and setting up of a Study. An ICMI Study needs<br>
-- to tackle a substantive problem in and for the field<br>
-- to be able to benefit from an international perspective and
engagement<br>
-- to be an arena for productive interaction between mathematics
educators, teachers, mathematicians, curriculum specialists, i.e.
various agents in the field of mathematics education<br>
-- to be able to build on what has already been substantial
growth over some time in the field, and so on collective wisdom (with
respect to both research and practice)<br>
-- to be considered as significant, thus calling for an
intellectual higher authority and voice on the problem<br>
-- to provide possibilities for pro-active outcomes.<br>
<br>
The ICMI EC wants the Studies to serve all those who, having
professional interest in mathematics education, belong to our
community. This means that an ICMI Study should not only or
primarily aim at serving educational researchers, but has to provide a
wider audience access to the reflections, experiences and research
developed around a given theme, as well as point to its usefulness.
In other words, the finality of an ICMI Study, in the spirit of the
ICMI EC, is not to produce still another handbook of research in
mathematics education, nor a collection of brilliant but personal
papers. An ICMI Study is a collective work where the expertise
of individuals is put at the service of a community. This
implies a reflective and critical position, with specific attention to
the language used so to ensure accessibility. The EC also wishes
each ICMI Study to be a source of inspiration for educational action
through the presentation and careful analysis of insightful examples,
paying attention to the diversity of educational contexts and cultures
and to the diversity of social and economic conditions, while allowing
those voices not necessarily easily heard to be present.<br>
<br>
The current ICMI EC is contemplating launching the 22nd ICMI Study
before the end of its term in December 2009 --- or least providing the
incoming EC with a potential theme. We have been building over
the years a list of possible subjects, which include topics such as:
Connection of mathematics and other discipline (from primary to
university); Primary school math education; History of mathematics
education; or Designing and using tasks for pedagogic purposes.
But we feel the need to revamp and enlarge such a list.<br>
<br>
The present editorial is thus A CALL FOR SUGGESTIONS OF THEMES for
future ICMI Studies. These suggestions should be made taking
into account that a Study must focus on a topic or issue of prominent
current interest in mathematics education. <br>
<br>
We have in mind typically adhering to the current organisational
scheme for ICMI Studies, namely<br>
-- after having selected a theme of a new Study, the ICMI EC
appoints an International Programme Committee whose first task is to
produce a Discussion Document in which a number of key issues and
sub-themes related to the theme of the Study are identified and
described in a preliminary manner and a call for contributions is
made;<br>
-- on the basis of the submissions received, an international
Study Conference is organised, constituting a working forum that
investigates the theme of the Study;<br>
-- and finally a Study Volume is prepared, presenting a
state-of-the-art expert report on the Study theme.<br>
While we have experienced and do appreciate the merit of this model,
we are also open to suggestions about other possible organisational
frameworks.</font><br>
</div>
<div><font color="#000000">The ICMI Studies are an essential component
of the ICMI activities. Comments about the ICMI Studies
programme are most welcome and can be made to any member of the ICMI
Executive Committee, including myself. To be useful to the
reflections of the current EC, your input should reach us no later
than early 2009.<br>
<br>
</font>Bernard R. Hodgson, Secretary-General of ICMI,
bhodgson@mat.ulaval.ca</div>
<div><br></div>
<div
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<div><br></div>
<div>2. <font color="#000000"> Symposium Celebrating the
Centennial of the ICMI</font></div>
<div><br></div>
<div><font color="#000000">Symposium Celebrating the Centennial of the
ICMI (International Commission on Mathematical Instruction) - Rome 5-8
March 2008</font></div>
<div><font color="#000000"><br>
In 1908, during the fourth International Congress of Mathematicians,
which took place in Rome from 6 to 11 April, was created the
International Commission on the Teaching of Mathematics (Commissione
Internazionale per l'insegnamento matematico, Commission
Internationale de l'Enseignement Mathématique, Internationale
Mathematische Unterrichtskommission). The first to formulate a
proposal for the institution of an organisation of this type was David
Eugene Smith, a professor at Teachers College of New York, who was
profoundly interested in education and in the history of mathematics.
The first president was Felix Klein, eminent mathematician and
promoter of significant reforms in the teaching of mathematics in
Germany. Klein was an unflagging and enthusiastic promoter of the
commission during its early period.<br>
The initial goal of the commission was that to "promote an
inquiry and publish a general report on current trends in secondary
teaching of mathematics in the various countries". From that
time, the Commission, which since 1954 has been known as the
"International Commission on Mathematical Instruction" (ICMI), has
gone through successive periods of more or less intense activity
(connected with the dramatic events of the first half of the twentieth
century) before arriving to the end of the 1960s, when it experienced
a veritable renaissance based on new aims and work methodologies. In
the last quarter of a century its activities and the lines of research
have broadened and diversified, and have contributed to the
construction of a new discipline, research in the teaching of
mathematics.<br>
To celebrate the Centennial of the founding of the ICMI, an
international symposium, entitled "The First Century of the
International Commission on Mathematical Instruction: Reflecting and
Shaping the World of Mathematics Education", was held in Rome, 5-8
March 2008 (http://www.unige.ch/math/EnsMath/Rome2008/). The
International Programme Committee (IPC), was composed of sixteen
members, with Ferdinando Arzarello as its president, while Marta
Menghini represented the Organising Committee within the IPC. Palazzo
Corsini, home of the Accademia Nazionale dei Lincei, and Palazzo
Mattei di Paganica, home of the Enciclopedia Italiana, were the
splendid venues for the symposium.<br>
Taking as a point of departure the themes connected to ICMI activities
over the course of its hundred year history (reforms in teaching of
the sciences, teacher education, relationships between mathematicians
and researchers in mathematics education, etc.), the symposium sought
to identify the future directions of research in didactics and
possible initiatives for improving the level of mathematics culture in
the various countries.<br>
The symposium was subdivided into ten plenary talks, eight talks in
parallel, five working groups. and an afternoon reserved for Italian
teachers, with lectures by scholars from Italy and abroad, see
Menghini et al., 2008; Symposium Š, 2008). The activities of the
"Italian afternoon" were broadcast via videoconference to fifty
schools throughout Italy.</font></div>
<div><font color="#000000">The talks dealt with a wide variety of
topics: the origins of the ICMI and the roles played by Klein and
Smith; ICMI's renaissance at the end of the 1960s and the emergence of
a new field of research; the dialectic between rigour and intuition in
the teaching of mathematics; the relationships between pure and
applied mathematics and the emphasis that should be given to modelling
in teaching and learning of the mathematics; the interactions between
research and practice; the relationship between centres and
peripheries of the world; teacher training; the relationships between
mathematics and teaching of mathematics and between mathematics
education and technology, society, and other disciplines.<br>
Some 200 participants from 43 countries the world over took part in
the congress. The symposium ended with an excursion which, like a
hundred years ago, took participants to visit the Villa d'Este at
Tivoli and Hadrian's Villa, both rich in historical
grandeur.</font></div>
<div><font color="#000000">The website on the history of ICMI<br>
On the occasion of the congress a website dedicated to the history of
ICMI was created under the direction of Fulvia Furinghetti and Livia
Giacardi (http://www.icmihistory.unito.it/). It delineates the most
significant events and key figures of the life of ICMI through
documents, images and interviews. The site is divided into six
sections: Timeline; Portrait Gallery; Documents; The Affiliated Study
Groups; The International Congresses on Mathematical Education;
Interviews and Film Clips. The section Timeline marks the most
important moments in the history of the ICMI, with each fact
documented with references to the original sources. The Portrait
Gallery contains biographic cameos of those who have passed away, with
the aim of making evident their roles within the ICMI, their
contributions to the study of problems inherent in mathematics
teaching, and their publications that are expressly dedicated to
mathematics teaching. The sections of the Affiliated Study Groups
contains the short history of these groups, with particular reference
to the motivations and the circumstances that fostered their creation.
The section International Congresses on Mathematical Education gathers
the main information about the congresses since the beginning (1969).
Some important witnesses of the most recent events in the life of ICMI
were interviewed. The videotapes of the interviews are available in
the section Interviews and Film Clips.</font></div>
<div><font color="#000000"><br>
References<br>
Menghini, M., Furinghetti, F., Giacardi, L., & Arzarello, F.
(Eds.) (2008). The first century of the International Commission on
Mathematical Instruction (1908-2008). Reflecting and shaping the world
of mathematics education, Rome: Istituto della Enciclopedia
Italiana.<br>
Symposium for the Rome 08 ICMI Centennial (2008). Progetto Alice,
9(25).<br>
<br>
Permanent website of the Symposium:<br>
http://www.unige.ch/math/EnsMath/Rome2008/welcome.html</font><br>
</div>
<div><font color="#000000">Ferdinando Arzarello, Fulvia Furinghetti,
Livia Giacardi, Marta Menghini</font></div>
<div
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></span>----</div>
<div><br></div>
<div>3. <font color="#000000">Proceedings of the Symposium
Celebrating the Centennial of the ICMI</font></div>
<div><br></div>
<div><font color="#000000">ISTITVTO DELLA ENCICLOPEDIA ITALIANA<br>
FONDATA DA GIOVANNI TRECCANI<br>
<br>
The First Century of the International Commission on Mathematical
Instruction (1908-2008).<br>
Reflecting and Shaping the World of Mathematics Education<br>
<br>
Edited by<br>
M. Menghini, F. Furinghetti, L. Giacardi, F. Arzarello<br>
<br>
CONTENTS<br>
Introduction<br>
HYMAN BASS, Moments of the life of ICMI<br>
JEREMY KILPATRICK, The development of mathematics education as an
academic field - Reaction by JEAN LUC DORIER<br>
DINA TIROSH and PESSIA TSAMIR, Intuition and rigor in mathematics
education - Reaction by ALDO BRIGAGLIA<br>
MOGENS NISS, Perspectives on the balance between application &
modelling and "pure" mathematics in the teaching and
learning of mathematics - Reaction by TOSHI IKEDA<br>
JO BOALER, The relationship between research and practice in
mathematics education: International examples of good practice -
Reaction by JOAO DA PONTE<br>
GERT SCHUBRING, The origins and early incarnations of ICMI<br>
FULVIA FURINGHETTI, MARTA MENGHINI, FERDINANDO ARZARELLO, LIVIA
GIACARDI, ICMI Renaissance: The emergence of new issues in mathematics
education</font></div>
<div><font color="#000000">BIENVENIDO NEBRES, Centres and peripheries
in mathematics education - Reaction by GELSA KNIJNIK<br>
Panel on ICMI's challenges and future: MORTEN BLOMHØJ;
MAMOKGETHI SETATI<br>
MICHÈLE ARTIGUE, ICMI: One century at the interface between
mathematics and mathematics education - Reflections and
perspectives<br>
BERNARD R. HODGSON, Some views on ICMI at the dawn of its second
century<br>
<br>
Short Talks (Coordinators Alan Bishop and Lee Peng Yee)<br>
EILEEN F. DONOGHUE - The inception of ICMI: David Eugene Smith and the
founding of ICTM; ALAN BISHOP - The past four decades: consolidation
and diversification; DEREK HOLTON - The process of an ICMI
Study: The teaching and learning of mathematics at university level;
FREDERICK K.S. LEUNG - The significance of the ICMI Study on
mathematics education in East Asia and the West; UBIRATAN D'AMBROSIO -
ICMI and its influence in Latin America; JILL ADLER - The development
of AFRICME; CLAUDI ALSINA - What is the impact of hosting an ICME for
the organizing country? - The case of ICME8 in Spain; LIM-TEO SUAT
KHOH - ICMI Activities in East and Southeast Asia: Thirty years
of academic discourse and deliberations</font></div>
<div><font color="#000000"><br>
Working Groups - Reports<br>
BILL BARTON & FREDERIC GOURDEAU: Disciplinary mathematics and
school mathematics; DEBORAH BALL & BARBRO GREVHOLM: The
professional formation of teachers; HILARY POVEY & ROBYN
ZEEVENBERGEN: Mathematics education and society; MARCELO BORBA &
MARIOLINA BARTOLINI BUSSI: Resources and technology throughout the
history of ICMI; GILAH LEDER & LUIS RADFORD: Mathematics
education: An ICMI perspective. <br>
<br>
ORDERING THE VOLUME</font></div>
<div><font color="#000000">The proceedings of the Symposium held on
the occasion of the Centennial of ICMI in Rome, from March 5th to
March 8th, 2008, are now being published.<br>
The price of the volume comes to 60 Euros (about 90 USD) shipping fees
included.<br>
<br>
Participants of ICME's and of conferences of the affiliated groups of
ICMI, in the period 2004 - 2008, may enjoy a special 33 %
reduction.</font><br>
</div>
<div><font color="#000000">To receive the volume, we ask that you send
in the following request:</font></div>
<div><font color="#000000"><br></font></div>
<div><font color="#000000">I would like to receive a copy of the
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Commission on Mathematical Instruction (1908-2008).<br>
Reflecting and Shaping the World of Mathematics Education<br>
<br>
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<div><font color="#000000">The request form is also available at the
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<div
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<div><br></div>
<div>4.<font color="#000000"> ICTMA 14</font></div>
<div><br></div>
<div><font color="#000000">Second Announcement -- Call for
papers<br>
<br>
The International Community of Teachers of Mathematical Modelling and
Applications (ICTMA) invites you to participate in the 14th
International Conference on the Teaching of Mathematical Modelling and
Applications (ICTMA14).<br>
<br>
The conference will take place at the University of Hamburg in Germany
and is scheduled from Monday, 27th July to Friday, 31st July
2009.</font><br>
</div>
<div><font color="#000000">Invited are experts in the field as well as
young researchers interested in research on the teaching of
applications and modelling in all areas of mathematics education -
primary through secondary schools, as well as colleges and
universities.</font></div>
<div><font color="#000000"> <br>
Organising Committee: Professor Gabriele Kaiser (Chair, University of
Hamburg, Department of Education), Dr. Rita Borromeo Ferri
(Co-chair, University of Hamburg, Department of Education), Working
group on Mathematics Education at the University of Hamburg,
Department of Education</font></div>
<div><font color="#000000"> <br>
Outline of the Conference Programme<br>
<br>
Aim of the conference: The aim of the conference is to provide a
forum for the presentation and exchange of information, experiences,
and ideas relating to the teaching, learning and assessment of
mathematical modelling, mathematical models and applications of
mathematics at primary, secondary and tertiary level.<br>
<br>
The following issues will be tackled by a variety of activities:<br>
<br>
* Pedagogical issues, such as the understanding of
modelling, promotion of modelling competencies, cognitive aspects;<br>
* Assessment of modelling activities in school and
universities;<br>
* Connections to industrial or commercial practice,
mathematics at the workplace;<br>
* Influences of technology;</font></div>
<div><font color="#000000"> * Cross-cultural aspects
and international studies</font><br>
</div>
<div><font color="#000000">Conference programme: The conference
programme will include<br>
<br>
* Plenary lectures followed by reactions of invited
experts in the field<br>
* Paper presentations by conference participants in
parallel sessions</font></div>
<div><font color="#000000"> * Panel discussion by
invited experts on modelling perspectives around the
world</font></div>
<div><font
color="#000000"> </font></div>
<div><font color="#000000">Plenary lectures and reacting
experts:</font></div>
<div><font color="#000000"><br>
Werner Blum (University of Kassel, Germany)<br>
Can Modelling be Taught and Learnt? Some Answers from Empirical
Research.<br>
Reactor: Marcelo de Carvalho Borba (State University of Sao Paulo at
Rio Claro, Brazil)<br>
<br>
Gloria Stillman (Melbourne University, Australia)<br>
Applying Metacognitive Knowledge and Strategies in Applications and
Mathematical Modelling Tasks at Secondary School<br>
Reactor: Rita Borromeo Ferri (University of Hamburg, Germany)<br>
<br>
Helmut Neunzert (Fraunhofer-Institut fuer Techno- und
Wirtschaftsmathematik (ITWM), Kaiserslautern, Germany)<br>
Mathematical Modelling and a New Role for Mathematics as Key
Technology<br>
Reactor: Jens Struckmeier (University of Hamburg, Germany) - Subject
to confirmation<br>
<br>
Richard Lesh (Indiana University, USA ), Helen Doerr (Syracuse
University, USA)<br>
Models and Modelling: Perspectives on Teaching and Learning
Mathematics for the 21st Century<br>
<br>
Chris Haines (City University London, Great Britain)<br>
Drivers for Mathematical Modelling: Pragmatism in Practice<br>
Reactor: Katja Maaß (Educational University Freiburg, Germany)<br>
<br>
Panel discussion:<br>
<br>
Theme: Modelling perspectives around the world -
State-of-the-art<br>
Contributions by:<br>
<br>
* Toshikazu Ikeda (Yokohama National University,
Japan)<br>
* Peter Galbraith (University of Queensland,
Australia)<br>
* Jonei Cerqueira Barbosa (State University of
Feira de Santana, Brazil)<br>
* Pauline Vos (University of Amsterdam,
Netherlands)<br>
* Bharath Sriraman (University of Montana,
USA)</font></div>
<div><font color="#000000"> </font></div>
<div><font color="#000000">Conference secretary and conference
website: http://www.ictma14.de or http://www.ictma2009.de
:</font></div>
<div><font color="#000000">For further information (e.g., personal
invitation letter) please contact the conference secretary Karen
Stadtlander (University of Hamburg, Department of Education)
ictma@erzwiss.uni-hamburg.de or visit the website of the conference,
which will be updated regularly.</font></div>
<div><br></div>
<div
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></span>----</div>
<div><br></div>
<div>5.<font color="#000000"> New e-journal: Educational
Designer</font></div>
<div><br></div>
<div><font color="#000000">ISDDE - International Society for
Design and Development in Education</font></div>
<div><font color="#000000">You might like to look at ISDDE's new
e-journal Educational Designer, which has just been
launched.</font></div>
<div><font color="#000000"><br>
You will find it at http://www.educationaldesigner.org/</font><br>
</div>
<div><font color="#000000">We hope you find this first issue
interesting. We look forward to hearing your</font></div>
<div><font color="#000000">comments on it -- and perhaps, in the
future, your contributions to it.</font><br>
</div>
<div><font color="#000000">Hugh Burkhardt
<Hugh.Burkhardt@nottingham.ac.uk></font><br>
</div>
<div
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></span>----</div>
<div><br></div>
<div>6. Calendar of Events of Interest to the ICMI Community</div>
<div><br></div>
<div>ATCM-13: 13th Asian Technology Conference in Mathematics</div>
<div>Bangkok, Thailand, December 15-19, 2008</div>
<div>http://atcm.mathandtech.org</div>
<div><br></div>
<div>3rd international conference to review research on Science,
TEchnology and Mathematics Education</div>
<div>Homi Bhabha Centre for Science Education (TIFR), Mumbai, India,
January 5-9, 2009</div>
<div>http://web.gnowledge.org/episteme3/</div>
<div><br></div>
<div>CERME 6: Sixth Conference organised by the European Society for
Research in Mathematics Education</div>
<div>University Lyon 1, France, January 27 - February 1, 2009</div>
<div>http://ermeweb.free.fr/cerme6.php</div>
<div><br></div>
<div><font color="#000000">3rd International Symposium on Mathematics
and its Connections to the Arts and Sciences</font></div>
<div><font color="#000000">Moncton, New Brunswick, Canada, 21st-23rd
of May, 2009</font></div>
<div><font
color="#000000">http://www.umoncton.ca/freimanv/macas3/index.htm</font
></div>
<div><br></div>
<div>5th Asian Mathematical Conference</div>
<div>Putra World Trade Centre, Kuala Lumpur, Malaysia, June 22 - 26,
2009</div>
<div>http://math.usm.my/amc2009/</div>
<div><br></div>
<div>ICTMT-9 - 9th Int Conf on Technology in Mathematics
Teaching</div>
<div>Metz, France, July 4-8, 2009</div>
<div>http://www.ictmt9.org</div>
<div><br></div>
<div><font color="#000000">ICTMA 14 - 14th International Conference on
the Teaching of Mathematical Modelling and Applications</font></div>
<div><font color="#000000">University of Hamburg, Germany, July 27-31,
2009</font></div>
<div><font color="#000000">http://www.ictma.net</font></div>
<div><br></div>
<div><font color="#000000">SEMT '09 - 10th bi-annual conference on
Elementary Mathematics Teaching,</font></div>
<div><font color="#000000">"The development of mathematical
understanding"</font></div>
<div><font color="#000000">Prague, August 23-28, 2009</font></div>
<div><font color="#000000">http://kmdm.pedf.cuni.cz</font></div>
<div><br></div>
<div>"Models in Developing Mathematics Education"</div>
<div>The Mathematics Education into the 21st Century Project</div>
<div>Dresden, Saxony, Germany, September 11-17, 2009</div>
<div><a
href="mailto:arogerson@inetia.pl">alan@rogerson.pol.pl</a></div>
<div><br></div>
<div><font color="#000000">SRD'09 - Southern Right
Delta'09</font></div>
<div><font color="#000000">7th Southern Hemisphere Conference on the
Teaching</font></div>
<div><font color="#000000">and Learning of Undergraduate Mathematics
and Statistics</font></div>
<div><font color="#000000">Gordons Bay, South Africa, 29 November-4
December 2009</font></div>
<div><font color="#000000">http://www.delta2009.co.za</font></div>
<div><br></div>
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