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</o:shapelayout></xml><![endif]--></head><body lang=DE link="#0563C1" vlink="#954F72"><div class=WordSection1><p class=MsoNormal><span lang=EN-US>ICMI NEWS<span style='color:#44546A'>LETTER JULY 2014</span><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='color:#44546A'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>Editors: Abraham Arcavi (ICMI Secretary General)<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US> Cheryl E. Praeger (ICMI Vice President)<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Email addresses: <a href="mailto:ICMI_Secretary-General@mathunion.org">ICMI_Secretary-General@mathunion.org</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US> <a href="mailto:Cheryl.praeger@uwa.edu.au">Cheryl.praeger@uwa.edu.au</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Graphic Design: Lena Koch (ICMI Administrator) <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US> <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>July 1, 2014<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>CONTENTS<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>1. Editorial – From the desk of Catherine Vistro-Yu, Member-at-Large, ICMI Executive Committee.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>2. Emma Castelnuovo, In Memoriam.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>3. ICMI Study 23<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>4. CANP, Tanzania<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>5. Meeting of the ICMI EC<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>6. A request for the archives<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>7. Pipeline Project: Current Status 2014<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>8. Unpublished issues of the ICMI Bulletin<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>9. Have you read?<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>1. EDITORIAL - FROM THE DESK OF CATHERINE VISTRO-YU, MEMBER-AT-LARGE, ICMI <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>EXECUTIVE COMMITTEE<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>One of my favorite activities in my undergraduate classes is engaging my <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>students in some “question and answer” conversation about the lesson of the day, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>almost like a mathematical discourse but not quite. With my students in calculus <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>for instance, discussions of the concepts of limits and derivatives can be <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>amusing, exciting and instructive. They are amusing because students at first <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>try to convey their ideas using their own words but in the end repeat what is in <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>the book or what I say in class. They are exciting because when pushed harder, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>students get more involved and later discover that they know more than they <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>think they do. They just do not know how to “say” it. More importantly, these <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>discussions are instructive to me as the teacher because often students reveal <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>erroneous or limited thinking that needs to be corrected right on the spot or <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>explained further.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>It is not easy to begin and sustain a mathematical discourse and like most <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>teachers, I wish I could do it more often and with more success. Discourses can <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>fall flat and end up merely being shallow discussions, clarifications, or at <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>worst a brief exchange of questions and one-line answers. My curiosity lies in <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>what my students truly think and understand, on the other hand my students are <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>merely interested in knowing the right answers to my questions. This limited <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>view of the purpose of mathematical conversations hinders the students’ genuine <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>engagement in the discussion. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Another difficulty I have in sustaining a mathematical discourse relates to <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>culture. Although my students mostly come from high performing secondary <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>schools, they find mathematical conversations uncomfortable. They are afraid to <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>share their thoughts in class for fear of being ridiculed by classmates or the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>teacher. I also find that many of my students are simply not used to genuine <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>exchanges of ideas. They end up wanting to argue, debate and eventually “win” <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>(have the last say) or they simply clam up and submit to my thoughts.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>It is largely for this last reason that a Topic Study Group on Quality Use of <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Language and Discourse in Mathematics is included in the 7th ICMI-East Asian <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Conference on Mathematical Education (EARCOME 7). The topic is novel and it is a <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>unique challenge for East Asian mathematics classrooms. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>I invite all of you to come join us in Cebu, Philippines on May 11-15, 2015 for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>this exciting conference. With the theme, “Quality Mathematics Education for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>All” the scientific program is full with plenary lectures, parallel sessions and <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>a poster session. Do check out our website <a href="http://www.earcome7.weebly.com">http://www.earcome7.weebly.com</a> for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>more information and conference updates. I hope to see many of you there next <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>year. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Meanwhile, please enjoy this edition of the ICMI Newsletter.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>2. EMMA CASTELNUOVO, IN MEMORIAM<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Shortly after ICMI announced the launching of the award in her name (see the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>March issue of the ICMI News), Emma Castelnuovo passed away on April 13th, 2014 <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>at the age of 100 years and four months. She was born in Rome in December 1913 <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>to the mathematician Guido Castelnuovo (1865-1952) and to Elbina Enriques, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>sister of the mathematician Federigo Enriques. After graduating in mathematics <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>in 1936, she worked as librarian in the Institute of Mathematics at the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>University of Rome. Between 1939 and 1943 and due to the Italian racial laws <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>(leggi razziali) she could only find work as a teacher in a Jewish school. In <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>1943, the family fled the Nazi roundups taking refuge with friends, in <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>hospitals, and in religious institutions. After the war she taught mathematics <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>in the Torquato Tasso secondary school in Rome and worked intensively with <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>fellow teachers to rethink and renovate teaching methods. She published several <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>books among them “Geometria Intuitiva” (which was very popular also in Spain in <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>its Spanish version), “Didattica della matematica” and “La matematica nella <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>realtà” (Mathematics in the real world).<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>In her books, Emma Castelnuovo wrote that a main objective is to awaken the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>intuition, the interest of the students in the subject and their taste for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>research through the observation of facts, techniques and fundamental properties <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>of geometric figures. She believed that intuition, interest and taste are not <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>innate, but rather they develop when students participate in creative work. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Teachers need to stimulate the natural and instinctive curiosity of students, to <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>lead them through the discovery of mathematical truths, to convey the idea of <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>doing mathematics by themselves and to instill the feel for the need for a <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>progressive logical reasoning.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Her work on didactics of mathematics was very influential in several countries.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>The announcement and the call for nominations for the Emma Castelnuovo award can <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>be found at <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><a href="http://www.mathunion.org/icmi/activities/awards/emma-castelnuovo-award/">http://www.mathunion.org/icmi/activities/awards/emma-castelnuovo-award/</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>3. ICMI STUDY 23<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>The Discussion Document for the ICMI Study 23 on Primary Mathematics Study on <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Whole Numbers is now published and it includes a call for papers for the Study <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Conference to be held in Macau, June 3-7, 2015. The Discussion Document can be <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>found at<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><a href="http://www.mathunion.org/fileadmin/ICMI/docs/ICMIStudy23_DD.pdf">http://www.mathunion.org/fileadmin/ICMI/docs/ICMIStudy23_DD.pdf</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>4. CANP TANZANIA<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>CANP (Capacity and Networking Project) was launched some four years ago by the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>international bodies of mathematicians and mathematics educators (International <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Mathematical Union, IMU & International Commission on Mathematical Instruction, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>ICMI) in conjunction with UNESCO and International Congress of Industrial and <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Applied Mathematics, ICIAM. The project is a response to Current Challenges in <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Basic Mathematics Education (UNESCO, 2011). <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>CANP aims to enhance mathematics education at all levels in developing countries <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>so that their people are capable of meeting the challenges these countries face. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>It seeks to enhance the educational capacity of those responsible for the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>preparation and development of mathematics teachers, and to create sustained and <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>effective regional networks of teachers, mathematics educators and <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>mathematicians, with strong links to the international community. Three CANP <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>conferences were already held in different parts of the world and their success <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>is shown by their satisfaction of the participants and by the establishment of <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>many follow-up activities. The upcoming CANP meeting will take place in Dar-es <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Salam, Tanzania, in September 1-12, 2014 and will gather about 45 participants <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>from East African countries. For more details, see <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><a href="http://www.mathunion.org/icmi/other-activities/outreach-to-developing-countries/canp-project-2014-east-africa/">http://www.mathunion.org/icmi/other-activities/outreach-to-developing-countries/canp-project-2014-east-africa/</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>5. MEETING OF THE ICMI EC<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>The Executive Committee (EC) of ICMI held its second annual meeting in Rio de <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Janeiro, Brazil, on April 22-24, 2014. The topics discussed included the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>launching of future ICMI studies, future CANP conferences, future ICME <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>conferences and fundraising. The EC is open to suggestions and comments from all <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>country representatives and from any member of the community. These may be <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>submitted to any member of the EC.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>6. A REQUEST FOR THE ARCHIVES<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>The first International Congress on Mathematical Education was held in Lyon, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>France on August 24-30, 1969. The Proceedings (286 pages) were published by <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Reidel Publishing Company. ICMI will be grateful to receive as a donation a copy <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>of the Proceedings for its Archive. For that purpose, please contact Bernard <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Hodgson, at <a href="mailto:Bernard.Hodgson@mat.ulaval.ca">Bernard.Hodgson@mat.ulaval.ca</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>7. PIPELINE PROJECT: CURRENT STATUS 2014<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>The "Pipeline" Project is a study about the supply and demand for mathematics <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>students and personnel in educational institutions and the workplace. In 2010, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>at ICM in Hyderabad, India, the Pipeline Project presented its final report. In <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>the following year, all the data was archived on the ICMI website under <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>“Activities”. At that time, a notice appeared in the ICMI Newsletter advertising <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>the availability of the data, and inviting researchers to use it, and also <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>inviting anyone interested to take responsibility for developing the data for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>other countries and/or keeping existing data up to date.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>We reiterate our call for researchers to add to, and use, the data from the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>project.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>It is possible to restate the main outcomes of the Pipeline Project, noting <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>again that the data gathered was restricted to a small number of countries.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>- Process: The collection of time-series data on the numbers of students <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>studying mathematical sciences at different levels, or the number of teachers <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>with different mathematical qualifications, is much more difficult than <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>anticipated. There are many reasons: the data is collected by many different <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>organisations, even within one country; the data categories do not stay stable <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>over time as educational organisational structures and assessment systems change <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>regularly; data categories are not well-defined; and the data categories are not <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>equivalent across different nations.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>- Conclusion: While there is cause for concern within particular countries <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>about a decline or lack of growth in the numbers of mathematical science <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>students and/or mathematics teachers at different levels, globally the numbers <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>in both categories are probably climbing.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>- Conclusion: In some countries, if not all, the demand for mathematically <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>educated people in the workforce is growing faster than any growth in numbers <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>coming through the Pipeline. (It is possible that this divergence is the cause <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>of the concern about an apparently declining Pipeline). The cause of the fast <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>growth in demand is the particular demands of both IT and Financial sectors of <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>the workplace market.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>For more information and for access to the data from different countries, see <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><a href="http://www.mathunion.org/icmi/activities/pipeline-project/">http://www.mathunion.org/icmi/activities/pipeline-project/</a><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>8. UNPUBLISHED ISSUES OF THE ICMI BULLETIN<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>As previously announced, the publication of the ICMI Bulleting was discontinued. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Its functions will be covered by the ICMI News, the ICMI website, and ICMI <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Facebook. A section was especially created within the website to collect the <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>papers from previous unpublished issues, which are gradually beginning to appear <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>thanks to the efforts of Bernard Hodgson, former editor of the Bulletin, with <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>the help of Lena Koch, ICMI administrator. For the papers which were already <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>uploaded, please see the section “Have you read?” below.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>9. HAVE YOU READ?<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>“A Practical and Theoretical Agenda for Progress in Mathematics Education” – <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Alan Schoenfeld.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>This paper describes an agenda for action and its challenges aimed at supporting <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>children’s development of the ability to engage in sense-making in and with <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>mathematics, a deeper understanding of mathematical ideas, the ability to use <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>mathematical ideas productively in solving problems, and a more positive view <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>both of mathematics and of themselves as sense-makers in mathematics. The paper <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>can be found at<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><a href="http://www.mathunion.org/fileadmin/ICMI/docs/Schoenfeld_Math_R_D_Agenda.pdf">http://www.mathunion.org/fileadmin/ICMI/docs/Schoenfeld_Math_R_D_Agenda.pdf</a> <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US>“The role of professional associations in mathematics education” - Corinne Hahn, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Will Morony and Tomas Recio. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>This paper deals with the following questions: How do the different groups see <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>their roles? How do they undertake their work? What, in particular, is their <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>role in relation to educational reform? To what extent do the different groups <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>(mathematicians, mathematics teachers and mathematics education researchers) <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>collaborate? Should the relations between associations be strengthened? Is there <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>a new role for associations in the context of the current global trend for <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>evaluation of performance through PISA, TIMSS, etc.? Would it be desirable to <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>establish a world federation of mathematics teacher associations to help respond <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>to this and other global trends and issues? The paper can be found at <o:p></o:p></span></p><p class=MsoNormal><a href="http://www.mathunion.org/fileadmin/ICMI/docs/The_role_of_professional_associations_in_mathematics_education.pdf"><span lang=EN-US>http://www.mathunion.org/fileadmin/ICMI/docs/The_role_of_professional_associations_in_mathematics_education.pdf</span></a><span lang=EN-US><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US><o:p> </o:p></span></p></div></body></html>