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<div><br></div>
<div>ICMI News 18: June 2011</div>
<div>A Bimonthly Email Newsletter from the ICMI-International
Commission on Mathematical Instruction</div>
<div><br></div>
<div>Editor: Jaime Carvalho e Silva, Dep. Matematica, Universidade de
Coimbra, Portugal<br>
<br>
CONTENTS<br>
</div>
<div>1. Editorial: The greatest calamity in the history of
science</div>
<div>2. ICME-12: 2nd announcement</div>
<div>3. ICME-12: Discussion groups deadline extended</div>
<div>4. ICME-12: Topic Study Groups are sending Call for Papers</div>
<div>5. ICMI Digital Library: The first five ICMI Studies are
online</div>
<div>6. ICMI elections: the Nominating Committee is working</div>
<div>7. XIII CIAEM - Inter-American Conference on Mathematics
Education</div>
<div>8. ICMI book for study 18 was launched</div>
<div>9. International Colloquium -<b> A Hommage to Michèle
Artigue</b></div>
<div>10. Calendar of Events of Interest to the ICMI Community</div>
<div>11. Publications of Interest to the ICMI Community:<b> IACME 50
years</b></div>
<div>12. Subscribing to ICMI News</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>1. Editorial: The greatest calamity in the history of
science</div>
<div><br></div>
<div>The greatest calamity in the history of science was the failure
of Archimedes to invent positional notation.<br>
- Carl Friedrich Gauss</div>
<div><br>
Although it has increased in the past 20 years, the number of
mathematicians in the United States who devote large amounts of time
to thinking about mathematics education below the college level is
rather small. As a consequence, there is no standard set of activities
that define the occupation. Teacher preparation and professional
development are obvious areas for work, but at my university, we
don't have an education school, and no courses specifically for
training teachers. So, I have had to figure out for myself what I
might do to improve mathematics education (besides serving on
committees and attending workshops, of course!).<br>
What I have mainly done is, try to think about the mathematics
of elementary school: what it involves, and what is needed to develop
it robustly - the kinds of ideas that might go into writing a set of
standards for mathematics education. I have found this to be a serious
intellectual challenge. It is this challenge that has kept me thinking
about mathematics education.<br>
After reading the book Knowing and Teaching Elementary
Mathematics by Liping Ma, and serving on the committee that produced
Adding It Up, I had the sense that place value was a topic that needed
more attention in US math instruction. As part of a series of
workshops at the Park City Mathematics Institute, whose goal was to
have mathematicians attend to and discuss aspects of the elementary
curriculum, I undertook to write an essay about place value.
Accordingly, I sacrificed a substantial part of a visit to the
wonderful Newton Institute in Cambridge, England, to produce Taking
Place Value Seriously (joint with Susanna Epp; available online at
http://www.maa.org/pmet/resources/PVHoweEpp-Nov2008.pdf). (Not to
complain too much - I also wrote a research paper.)<br>
One of biggest surprises of that project was the realization
that there was no standard short name for the basic building blocks of
the decimal system, the numbers like 2 and 70 and 300 and 4,000, that
have only one non-zero digit. Such a number can be described as a
"digit times a power of 10", but this is rather cumbersome; also, it
assumes the concept of "power of a number", while one would like
to draw student attention to these numbers before that concept is
available.<br>
So I gave them a name. In the first draft of the essay, I
called them "very round number"s. However, some of my Park City
colleagues found this insufficiently dignified, so the term that
survived to the essay is "single place number".<br>
After writing the essay, I took every opportunity I had to
advocate more attention to place value in US math education. (I found
that Singapore does a much better job with place value, which
reassured me that I was not crazy to emphasize it.) But I gradually
realized that I was not communicating what I wanted to, and that the
reason was connected to the lack of a name for a "digit times a
power of 10". Place value in the US is treated as a vocabulary
issue: ones place, tens place, hundreds place. It is described
procedurally rather than conceptually. Place value is treated as the
rule that tells you how to read a number, not as the idea of
expressing any number as a sum numbers of a very special form:"digit
times a power of 10".</div>
<div> It is this idea that gives place value notation its
amazing power. Not only can we write very large numbers efficiently,
we can compute with them by simple algorithms, based on two
fundamental principles:<br>
1) know how compute the sum or product of two "digit times a
power of 10"s (in addition, only worry about the case when the
powers of ten are the same); and<br>
2) combine the results of 1) using the Rules of Arithmetic.<br>
Because of the particular nature of the special numbers (they are
"digit times a power of 10"s!), step 1) largely boils down to
knowing how to compute with digits: the addition facts and the
multiplication facts. This small amount of memorization gives one the
potential to do an infinite number of computations.<br>
But talking about place value procedurally prevents us from
saying this. It takes the focus away from the nature of the special
numbers and what we are doing with them, and turns it to the question
of how to read numbers. This is of course very important, but it is
only the very beginning, the first step in understanding the marvelous
conceptual leap that place value embodies.</div>
<div> So my plea to the mathematics education community is:
let's talk conceptually about place value, and help teachers think
conceptually about place value. And as an enabling first step, let's
find a short catchy standard name for "digit times a power of
10"!</div>
<div><br></div>
<div>Roger Howe, Member-at-large, ICMI-EC, howe@math.yale.edu</div>
<div><br>
---------------------------------------------------------------------<span
></span>---</div>
<div><br></div>
<div>2. ICME-12: 2nd announcement</div>
<div><br></div>
<div>The LOC has published its 2nd announcement on ICME-12
website.</div>
<div>Please distribute it on local mailing lists and distribution
lists.</div>
<div><br></div>
<div>The 2nd announcement includes in particular information on
accommodation; it is important to notice that there will be available
900 beds in university dormitories with prices form 12 to 30 USD per
night and a lot of low budget hotels with prices ranging form 50 to 80
USD per night, all accessible by subway.</div>
<div><br></div>
<div>The registration fee is 400 USD if the registration is made
before April 1, 2012.</div>
<div><br></div>
<div>Starting with ICME-8, a special ICME Solidarity Fund, built by
setting aside some 10% of the total amount collected through the
registration fees and also some donations, has provided grants in
order to support and increase participation from less affluent regions
of the world to the ICME congresses. The same will happen with
ICME-12.</div>
<div><br>
There will be Workshop and Sharing Groups proposed freely by
participants that will not include formal presentations, whose
deadline is the 30th of November 2011.</div>
<div><br>
All information is available on the webpages of ICME-12 and ICMI:<br>
http://www.icme12.org/ and http://www.mathunion.org/icmi/<br>
respectively.</div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>3. ICME-12: Discussion groups deadline extended</div>
<div><br></div>
<div>DG Proposal Submission Deadline Extended!</div>
<div><br></div>
<div>The IPC of ICME-12 has determined to prolong the deadline for the
proposal</div>
<div>submission of a Discussion Group(DG) until the end of July in
order to give</div>
<div>ICME-12 potential participants more chance to submit DG
proposals. Date of</div>
<div>proposal acceptance notification is same as August 30, 2011. If
you have</div>
<div>any question, please feel free to contact the IPC chair:</div>
<div>sungjcho@snu.ac.kr</div>
<div><br></div>
<div>Hee-chan Lew, Vice Chair of the LOC and Chair of the Congress
Subcommittee, hclew@knue.ac.kr</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>4. ICME-12: Topic Study Groups are sending Call for papers</div>
<div><br></div>
<div>The Call for papers of the Topic Study Groups (TSG) for ICME-12
are being announced on the ICME-12 webpage as they are ready. Go to
the ICME-12 webpage to see which are already there:</div>
<div>http://www.icme12.org/</div>
<div>Almost all of the 37 TSGs have already issued their Call for
Papers that can also be found on</div>
<div>the ICMI website on a special area on the front page of the ICMI
website. All the</div>
<div>other Call for Papers and announcements will be posted there.
Please visit the ICMI</div>
<div>webpage and the ICME-12 webpage to be sure not to miss this and
other important information.</div>
<div><br></div>
<div>If you want to make a widget to put on your own webpage
publicizing ICME-12 just put this code into your webpage:</div>
<div><br></div>
<div><iframe
src="http://www.facebook.com/plugins/likebox.php?href=http%3A%2F<span
></span
>%2Fwww.facebook.com%2Fpages%2FICME-12%2F202025416506764&widt<span
></span
>h=292&colorscheme=light&show_faces=true&bord<span
></span
>er_color&stream=true&header=true&height=427"
scrolling="no" frameborder="0"
style="border:none; overflow:hidden; width:292px; height:427px;"
allowTransparency="true"></iframe></div>
<div><br></div>
<div>If you want to modify this, you can go to the page</div>
<div><br></div>
<div>http://developers.facebook.com/docs/reference/plugins/like-box/</div
>
<div><br></div>
<div>and change the parameters there. You should note that the ICME-12
Facebook URL page is
http://www.facebook.com/pages/ICME-12/202025416506764</div>
<div><br></div>
<div>You can do a similar thing for ICMI if you note that the ICMI
Facebook URL page is
http://www.facebook.com/pages/ICMI-International-Commission-on-Mathem<span
></span>atical-Instruction/146491102081123</div>
<div><br></div>
<div>If you have trouble building this widget you can contact
me.</div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>5. ICMI Digital Library: The first five ICMI Studies are
online</div>
<div><br></div>
<div>Digital versions of the first five ICMI Study Books, published by
Cambridge University Press, are available to download for free to
members of the ICMI community. You just need to go the corresponding
ICMI webpage and access CUP from there:</div>
<div><br></div>
<div>http://www.mathunion.org/icmi/digital-library/icmi-study-volumes/</div
>
<div><br></div>
<div>Each link on the ICMI webpage will take you to the corresponding
CUP page where you can download the PDF versions of these five Study
volumes.</div>
<div>We encourage every member of the ICMI community to recommend to
their libraries the purchase of the paper version of these volumes.
ICMI thanks Cambridge University Press for this service to the
community.</div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>6. ICMI elections: the Nominating Committee is working</div>
<div><br></div>
<div>The International Commission on Mathematical Instruction (ICMI)
Nominating Committee was formed, according to the present procedures
for election, with the purpose of presenting the slate of nominations
for the ICMI Executive Committee (EC) in preparation for the ICMI
elections done at the ICMI General Assembly (GA).</div>
<div>The Nominating Committee consists of seven people, each with full
voting rights. None of its members shall be eligible for nomination
for the ICMI EC. The present ICMI Nominating Committee is chaired by
Bernard HODGSON (Canada) and includes the President of ICMI William
(Bill) BARTON (New Zealand) and the President of IMU Ingrid DAUBECHIES
(USA). Two other members were chosen at random from nominees of
ICMI/IMU member countries, and they are Shobha MADAN (India) and Dirk
SIERSMA (Netherlands). The other two persons were chosen by the IMU EC
and by the core members of the ICMI Nominating Committee; they are
Jill ADLER (South Africa) and NGUYEN Chi Thanh (Vietnam).</div>
<div>This Nominating Committee shall analyze the proposals sent by the
Adhering Organizations and will produce, by March 2012, a<font
color="#000000"> nomination slate, to be called the "ICMI
Nominating Committee slate". This slate shall consist of a unique
candidate for each of the four ICMI officers (President,
Secretary-General, and two Vice-Presidents), plus at least seven
nominees for the remaining five members ("Members-at-Large")
of the ICMI EC to be elected. When forming this slate, the ICMI
Nominating Committee is authorized to nominate any duly qualified
person for each position.</font></div>
<div><font color="#000000">Two months prior to the ICMI GA, the
Secretary-General of ICMI will send to the Adhering Organizations and
member representatives to ICMI the ICMI Nominating Committee slate,
accompanied by a CV for each of the candidates on the slate, plus a
list of all nominations submitted to the ICMI Nominating Committee in
due time.</font></div>
<div><font color="#000000">From the floor of the General Assembly,
delegates may present additional nominations from the list of
previously proposed candidates that satisfy some additional conditions
that can be found in the</font> procedures for election<font
color="#000000">.</font></div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>7. XIII CIAEM - Inter-American Conference on Mathematics
Education</div>
<div><br></div>
<div>The 13th meeting of the the CIAEM/IACME, an ICMI Affiliated group
that includes all countries of Noth, Central and South America, ended
June 30th with the general satisfaction of all the participants. More
than 1800 math educators, mathematicians and teachers from 33
countries met for five days (June 26-30) and could follow 5 plenary
talks, 4 plenary round tables (one of them dedicated to the work of
Ubiratan D'Ambrosio), 30 parallel talks, 6 parallel round tables, and
more than 700 contributed papers.</div>
<div>At the closing session CIAEM/IACME President Angel Ruiz declared
that this Conference was unforgettable. He was clearly satisfied with
the organization and the high level of the presentations and
discussions. Local organizers Rute Borba and Carlos Monteiro were
congratulated by the CIAEM/IACME Executive Committee and all the
participants.</div>
<div>In this meeting ICMI Study 18 was launched and an update of the
Klein Project was presented to the participants.</div>
<div><br></div>
<div>The CIAEM/IACME General Assembly met during the meeting and
elected the Executive Committee that will govern from 2011 to 2015.
The new Executive Committee is</div>
<div><br></div>
<div>President: Angel Ruiz (Costa Rica)</div>
<div>1st Vice-President: Eduardo Mancera (Mexico)</div>
<div>2nd Vice-President: Patrick Scott (United States)</div>
<div>Secretary: Claudia Groenwald (Brazil)</div>
<div>Members-at-large: Tania Campos (Brazil)</div>
<div>Eduardo Bassurto (Mexico)</div>
<div>Hugo Barrantes (Costa Rica)</div>
<div>Gustavo Bermudes (Uruguay)</div>
<div>Jhony Villa (Colombia)</div>
<div><br></div>
<div>The next CIAEM/IACME meeting will be in Mexico in the State of
Chiapas from the 23rd to the 27th of June 2015.</div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>8. ICMI book for study 18 was launched</div>
<div><br></div>
<div>For the first time in its history, ICMI launched internationally
a Study Book and produced a press release and an Executive
Summary.</div>
<div>The book resulting from ICMI Study number 18 was launched
internationally at the CIAEM meeting in Recife, Brazil.</div>
<div>The Study was organized jointly by ICMI and the International
Association for Statistical Education (IASE) and the resulting Study
Book is called "<i><b>Statistics Education in School Mathematics:
Challenges for Teaching and Teacher Education</b></i><b>"</b> and
will be available for purchase at Springer:
http://alturl.com/p5sqx</div>
<div>Please be aware that members of the ICMI community can purchase
this and other ICMI Study books at a substantial discounted
price:</div>
<div><br></div>
<div
>http://www.mathunion.org/icmi/publications/icmi-studies-publications<span
></span>/purchasing-niss-volumes/</div>
<div><br></div>
<div>The presentation of ICMI Study number 18 in Recife was made by
Study co-chair Carmen Batanero, ICMI past-President Michèle Artigue
and ICMI Secretary-General Jaime Carvalho e Silva. An Executive
Summary of this study was produced; to get a copy please click
here:</div>
<div><u><br></u></div>
<div><u
>http://www.mathunion.org/fileadmin/ICMI/files/News/Executive_summary<span
></span>_English_Final.pdf</u></div>
<div><br></div>
<div>Translation of this Summary into several languages was made:
German, French, Mandarin, Spanish, Portuguese and Italian. They are
available clicking here: http://alturl.com/furx7</div>
<div><br></div>
<div>ICMI encourages that you distribute these Executive Summaries as
widely as possible.<br>
</div>
<div><br></div>
<div>Jaime Carvalho e Silva, Secretary-General of ICMI,
jaimecs@mat.uc.pt</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>9. International Colloquium -<b> A Hommage to Michèle
Artigue</b></div>
<div><br></div>
<div>First Announcement -- International Colloquium The Didactics of
Mathematics: Approaches and Issues.</div>
<div>A Hommage to Michèle Artigue (Professor Emeritus of the
University Paris Diderot, Past President CIEM/ICMI)</div>
<div><br></div>
<div>Place: Paris, Dates: May 31 to June 1, 2012, Languages: French,
English, Spanish. Provision will be made to facilitate the
participation of those expressing themselves in any one of these three
languages.<br>
</div>
<div>Motivation: The scientific contribution of Michèle Artigue is
important, both within the didactics of mathematics in a strict sense
as well as within research strands in the broader framework of
"mathematics education". The colloquium will relate to current work
representative of the main themes of her contribution, while also
constituting a "memory" of her contribution to these themes over
the last forty years.</div>
<div><br></div>
<div>Scientific activities: The conference will include roundtables,
plenary or semi-plenary lectures, workshops and a session of poster
communications.</div>
<div><br></div>
<div>Plenary Lectures<br>
</div>
<div>The Mathematicians' Viewpoint</div>
<div>Daniel Perrin, Benoît Rittaud (in parallel)</div>
<div><br></div>
<div>Digital representations of mathematical objects</div>
<div>Chronis Kynigos, Ivy Kidron<br>
</div>
<div>International collaborations in mathematics education<br>
Jill Adler, Li Shiqi, Angel Ruiz<br>
</div>
<div>Epistemology, history and didactics<br>
Michael Otte, Christine Proust</div>
<div><br></div>
<div>Round Tables<br>
</div>
<div>The Evolution of Theoretical Frameworks in Didactical
Research<br>
Marianna Bosch, Maria Alessandra Mariotti, Marie-Jeanne Perrin, Luc
Trouche<br>
</div>
<div>Theoretical Frameworks in Didactics and Research in
«Mathematics Education »<br>
Abraham Arcavi, Paolo Boero, Jeremy Kilpatrick, Luis Radford<br>
</div>
<div>The Researcher in the Wider Community<br>
Bill Barton, Celia Hoyles, Jean-Pierre Kahane, Nicolas Saby<br>
</div>
<div>Becoming Researchers: The « School » of Michèle
Artigue</div>
<div><br></div>
<div>Poster communications: A call for communications will be made on
October 15, 2011 with the second announcement, with submission by
January 31, 2012. The communications will be related to a workshop and
written in one of the languages of the conference. Research
contributions, but also other types of experience related to a topic
of the workshop, will be welcome. The second announcement will specify
the objectives of each workshop and the method of submission.</div>
<div><br></div>
<div>Scientific Committee co-chairs: Bernard Hodgson (Quebec),
Jean-Baptiste Lagrange (France)</div>
<div>Organising Committee chair: Alain Kuzniak (France)</div>
<div><br></div>
<div>Organization: The colloquium is organised by the Laboratoire de
Didactique Andre Revuz Université Paris-Diderot (LDAR), in
association with the IREM chief executive assembly (ADIREM).</div>
<div><br>
Web site http://www.lar.univ-paris-diderot.fr/colloque/artigue</div>
<div><br></div>
<div
>--------------------------------------------------------------------<span
></span>----</div>
<div><br></div>
<div>10. Calendar of Events of Interest to the ICMI Community</div>
<div><br>
PME 35 - CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF
MATHEMATICS EDUCATION<br>
Ankara, Turkey, July 10-15, 2011</div>
<div>http://www.arber.com.tr/pme35.org/</div>
<div><br></div>
<div>ICTMA 15: 15th International Conference on the Teaching of
Mathematical Modelling and Applications</div>
<div>Melbourne, Australia, July 14-19, 2011</div>
<div>http://www.ictma15.edu.au/</div>
<div><br></div>
<div>FAMA - Family Math for adult learners international conference:
"Family and communities in and out of the classroom: ways to
improve mathematics' achievement", Barcelona, Spain, July 23,
2011</div>
<div>http://www.mathforlive.net/fama_Conference.php</div>
<div><br></div>
<div>CIEAEM 63: "Facilitating access and participation -
Mathematical practices inside and outside the classroom" /
"Faciliter l'accès et la participation - Les pratiques
mathématiques à l'intérieur et à l'extérieur de la
classe",</div>
<div>University of Barcelona, Spain, July 24 - July 29, 2011</div>
<div>http://www.cieaem.net/</div>
<div><br>
SEMT 11 - SYMPOSIUM ON ELEMENTARY MATHS TEACHING<br>
Prague, Czech Republic, August 21-26, 2011<br>
http://kmdm.pedf.cuni.cz/Default.aspx?PorZobr=7&PolozkaID=-1&<span
></span>ClanekID=267</div>
<div><br></div>
<div>16e Ecole d'été de didactique des mathématiques -
Association pour la Recherche en Didactique des Mathématiques,</div>
<div>Carcassonne (Aude), France, August 21-28, 2011</div>
<div>http://www.ardm.eu/contenu/2011-carcassonne</div>
<div><br></div>
<div>The Mathematics Education into the 21st Century Project 11th
International Conference, Turning Dreams into Reality: Transformations
and Paradigm Shifts in Mathematics Education, Rhodes University,
Grahamstown, South Africa, September 11-17, 2011</div>
<div>http://math.unipa.it/%7Egrim/21project.htm</div>
<div><br></div>
<div>ECER 2011 - European Conference on Educational Research,</div>
<div>Berlin, September 13-16, 2011</div>
<div>http://www.eera-ecer.eu/ecer/ecer-2011-berlin/</div>
<div><br>
ICMI Study 21 Conference<br>
São Paulo, Brazil, September 16-20, 2011<br>
http://www.icmi-21.com/</div>
<div><br></div>
<div>ATCM 2011 - 16th Asian Technology Conference of Mathematics,
'Integration of Technology into Mathematics Education-past, present
and future',</div>
<div>Abant Izzet Baysal University, Bolu, Turkey, September 19-23,
2011</div>
<div>http://atcm2011.org/</div>
<div><br></div>
<div>3rd International Realistic Mathematics Education
Conference</div>
<div>The Design and Use of Learning Progressions in Mathematics
Education</div>
<div>University of Colorado at Boulder, USA, September 23 - 25,
2011</div>
<div>http://cucs.colorado.edu/confreg/rme2011</div>
<div><br></div>
<div>MathTED 2011 - the 2011 Biennial Conference of the Philippine
Council of Mathematics Teacher Educators,</div>
<div>COLUMBAN COLLEGE, Olongapo City, Philippines, October 21-22,
2011</div>
<div>http://mathtedphil.org/conferences.php</div>
<div><br></div>
<div>ICREM5 - The 5th International Conference on Research and
Education in Mathematics</div>
<div>Institut Teknologi Bandung, Indonesia, October 22-24 2011</div>
<div>http://www.math.itb.ac.id/<u>~icrem5</u></div>
<div><br></div>
<div>CARN Conference 2011 (Collaborative Action Research
Network)</div>
<div>Bringing a different world into existence</div>
<div>Action research as a trigger for innovations</div>
<div>Vienna, Austria, November 4-6, 2011</div>
<div>http://ius.uni-klu.ac.at/misc/carn/</div>
<div><br></div>
<div>Volcanic DELTA 2011, Eighth Southern Hemisphere Conference on the
Teaching and Learning of Undergraduate Mathematics and
Statistics,</div>
<div>Rotorua, NZ, November 27 - December 2, 2011<br>
http://www.delta2011.co.nz/delta2011/</div>
<div><br></div>
<div>Creating Balance in an Unjust World Conference on Math Education
and Social Justice</div>
<div>Mission High School in San Francisco, CA, USA, January 13-15,
2012.</div>
<div>http://creatingbalanceconference.org/</div>
<div><br></div>
<div>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</div>
<div>d.fisher@smec.curtin.edu.au</div>
<div><br></div>
<div>EMF 2012 - Espace Mathématique Francophone,</div>
<div>Genève, 3-7 Février 2012</div>
<div>http://www.emf2012.unige.ch/</div>
<div><br>
ICME-12 - Twelfth International Congress on Mathematical
Education</div>
<div>Seoul, Korea, July 8-15, 2012</div>
<div>http://www.icme12.org/</div>
<div><br></div>
<div>HPM 2012 History and Pedagogy of Mathematics<br>
The HPM Satellite Meeting of ICME-12</div>
<div>Daejeon (Korea), July 16-20, 2012</div>
<div>http://www.hpm2012.org</div>
<div><br></div>
<div>EARCOME6 - The Sixth East Asia Regional Conference on Mathematics
Education,</div>
<div>Thailand, March, 2013</div>
<div><br></div>
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<div><br></div>
<div>11. Publications of Interest to the ICMI Community:<b> IACME 50
years</b></div>
<div><br></div>
<div>The Editorial Board<i> of the</i> Journal of<i> Research and
Training in Mathematics Education</i> and the board<i> of</i> the<i>
Interamerican Committee on Mathematics Education</i> CIAEM decided to
publish a special series of notebooks designed to commemorate 50 years
of IACME.</div>
<div><br></div>
<div>We have titled this special series as<b> IACME 50.</b> This
includes 3 issues of<i> the Journal:</i> 7. 8 and 9. In them you will
find articles and documents and central protagonists in the history of
CIAEM at different times, as well as researchers from Latin America
who are starting, more recently, in the tissues of this new scientific
and professional discipline is built around Teaching and Learning of
Mathematics.<br>
</div>
<div>The number<i> 7</i> in this series consists of two<i> sections:
the History of Early Writings of CIAEM</i> and<i> Ubiratan
D'Ambrosio.</i> The first section contains articles of intellectuals
associated with the conference and especially people who devoted much
of their effort to the growth of this discipline in the region: Stone,
Fehr, Santaló, D'Ambrosio, Basque and others, some of them pleasant
memory. The second section includes three articles written in the 50s
of last century by Ubi D'Ambrosio, a leading figure in the American
region of major influence in the international community of
mathematics education.</div>
<div><br></div>
<div>The number 8 includes articles on an essential theme:<i> Media
and Hypermedia in Mathematics Education.</i> Invoked in a very general
work on the participation of technologies, videos, history, art
education in different contexts and different approaches. There are
implicit assumptions in the selection of these works, as the
appreciation of diversity and integration required of approaches or
instruments involved in the mathematics classroom chores.</div>
<div><br></div>
<div>The number 9 includes other relevant contributions on various
aspects of mathematics education, but revolving around one central
issue which is the training of educators, curriculum, competencies,
evaluation, perception, initial training, training ... The focus is on
a convergence imbricated about the Teaching of Mathematics.</div>
<div><br></div>
<div>http://www.cimm.ucr.ac.cr/ojs/index.php/CIFEM</div>
<div><br>
<b>No. 9 (2011) Curriculum, assessment, teacher training,
skills</b><br>
<b> </b></div>
<div><b>No. 8 (2011) Media and Hypermedia</b></div>
<div><br></div>
<div><b>No. 7 (2011) History and perspectives. Ubiratan D'Ambrosio:
early writings</b></div>
<div><br></div>
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<div><br>
12. SUBSCRIBING TO ICMI News</div>
<div><br>
There are two ways of subscribing to ICMI News:<br>
<br>
1. Click on http://www.mathunion.org/index.php?id=674 with a Web
browser<br>
and go to the "Subscribe" button to subscribe to ICMI News
online.</div>
<div><br>
2. Send an e-mail to icmi-news-request@mathunion.org with the
Subject-line:<br>
Subject: subscribe<br>
<br>
In both cases you will get an e-mail to confirm your subscription
so<br>
that misuse will be minimized. ICMI will not use the list of ICMI
News<br>
addresses for any purpose other than sending ICMI News, and will
not</div>
<div>make it available to others.<br>
<br>
Previous issues can be seen at:<br>
http://www.mathunion.org/pipermail/icmi-news<br>
<br>
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