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<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICMI
Newsletter July 2019</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Editors:<br>
Abraham Arcavi (ICMI Secretary General)<br>
Merrilyn Goos (ICMI Vice President)<br>
Lena Koch (ICMI Administrative Manager)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Contact:<br>
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="mailto:%20ICMI_Secretary-General@mathunion.org"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">ICMI_Secretary-General@mathunion.org</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="mailto:%20merrilyn.goos@ul.ie"><span style="color:blue;
mso-ansi-language:EN-US" lang="EN-US">merrilyn.goos@ul.ie</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="mailto:%20icmi.administrator@mathunion.org"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">icmi.administrator@mathunion.org</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Graphic
Design:<br>
Ramona Fischer</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> </span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">CONTENTS</span></b><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">1.
Editorial - Carlos Kenig, President of the International
Mathematical Union</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">2. From the
desk of Jill Adler, President of the International Commission on
Mathematical Instruction (ICMI).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">3. ICMI
Statement on Evaluation of Scholarly Work in Mathematics
Education and a call for comments, by Merrilyn Goos, ICMI Vice
President</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">4. ICME15</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">5. Once
upon a time… Historical vignettes from the ICMI Archives:
Episodes from the Freudenthal era – Bernard Hodgson, Curator of
the ICMI Archives (former ICMI SG)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">6. Survey
of the Education Committee of the European Mathematical Society
(EMS)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">7. Upcoming
events</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">1.
Editorial - Carlos Kenig, President of the International
Mathematical Union</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">My term as
President of the IMU started in January 2019. The ensuing months
have been very intense, setting up the structures for the
current four-year IMU cycle, and a major learning experience for
me.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">The first
meeting of the new Executive Committee (EC) of the IMU took
place last March, at the IMU Secretariat in Berlin, and many
important decisions were taken at this meeting. Since with the
exception of the past President and the Secretary General (who
is in his second term), all remaining members of the EC had no
previous EC experience, all of us had to learn the job of being
an EC member as well as how to work together. I am very happy to
report that this turned out very well.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Right before
the EC meeting I participated in the yearly meeting (also held
in Berlin) of the IMU’s Commission for Developing Countries
(CDC). This was a great opportunity for me to learn more about
the important work of the CDC and its partners. The CDC is
charged with managing the programs of the IMU in the developing
world. The CDC and its partners have, with very limited
resources, a disproportionately high impact. One of the projects
discussed at this meeting, which I hadn’t previously known
about, was the Capacity and Networking Project (CANP), which is
run jointly by the CDC and ICMI. The aim of CANP is to enhance
the mathematical education in developing countries, at all
levels, by developing the educational capacity of those who
educate mathematics teachers (from all levels of instruction).
This is very important, and with a large potential pay-off,
since each teacher reaches many students, thus widely
propagating the acquired knowledge.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Last May I
participated in the annual meeting of the Executive Committee of
ICMI (of which I am an ex-officio member), in Montevideo. This
was another great learning opportunity for me. At this meeting I
was able to learn in detail about the preparations for ICME 14
(that I look forward to attending), which are very advanced, and
about the many impressive activities of ICMI, dealing with both
theoretical research in mathematics education and with the
practice of mathematics education, at all levels. I also learned
more about the CANP project that I mentioned earlier and about
its successes and its challenges. I continue to be impressed
with this project.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">One thing that
struck me during my visit to Uruguay and after the ICMI EC
meeting is the gulf that seems to exist, in many countries and
in many institutions around the world, between mathematicians
and mathematics educators. This seems to me to be very
artificial, and very damaging to both communities, since
research and education cannot and should not be separated. I
hope that the close continuing collaboration between IMU and
ICMI will be a vehicle for improving this regrettable situation.
I very much look forward to this continuing collaboration.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Carlos E.
Kenig,<br>
University of Chicago, USA</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">2. From the
desk of Jill Adler, President of the International Commission
on Mathematical Instruction (ICMI)</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICME15</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
The past few months have been very busy for the ICMI Executive
Committee (EC), office-bearers and members. Jill, Abraham and
Jean-Luc completed the ICME15 site visits. From these we
prepared a report for the EC meeting in May, where the decision
on the site of ICME15 was to take place. Thank you to both our
Australian and Czech mathematics education colleagues and the
wide range of their collaborators in Sydney and Prague for their
excellent bids. The EC’s decision process was not easy given the
high quality of both bids. It gives me great pleasure in this
introduction to share the decision ICME15 will be held in
Sydney, Australia. We are confident we have made a good decision
and can look forward to the introduction to ICME15 in the
closing ceremony in Shanghai next year.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICMI STUDY
25</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
As reported in the previous newsletter, Jill and Abraham (as
ex-officio members) participated in the first IPC meeting of our
newly launched ICMI Study 25: Teachers of Mathematics Working
and Learning in Collaborative Groups. The meeting was in
February 2019, in Berlin, and the study Discussion Document and
Call for Papers was disseminated soon thereafter. It can be
found at </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-ansi-language:DE;mso-fareast-language:DE"><a
href="http://icmistudy25.ie.ulisboa.pt/"><span
style="color:blue; mso-ansi-language:EN-US" lang="EN-US">http://icmistudy25.ie.ulisboa.pt/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">. The deadline
for submission of papers to the Study Conference is July 19,
2019 and thus very soon. We are looking forward to your
contributions to this study, and to having an excellent working
conference in Lisbon, Portugal in early February 2020, and the
study volume that will be its final product.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICME14</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
At the end of March, Jill and Abraham travelled to Shanghai to
join colleagues from across the world for our second IPC meeting
for ICME14. The fruits of that meeting, and all the preparation
that preceded it by the Local Organizing Committee and the
overall convenor and Chair of the IPC Jianpan Wang, have already
been seen. The Second Announcement for ICME14 has been widely
distributed across all our networks. We hope that all our
members have begun thinking about and working on their
contributions to the congress. I take this opportunity to remind
all that we aim to support the participation of as many people
as possible from low income countries through the Solidarity
Fund. Applications for such funding must come in timeously, and
these depend, of course, on acceptance of participation in the
Congress e.g. in a TSG. Information can be found at </span><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-ansi-language: DE;mso-fareast-language:DE"><a
href="https://www.icme14.org/static/en/news/68.html?v=1560259311005"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://www.icme14.org/static/en/news/68.html?v=1560259311005</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> We are very
excited with the topical and interesting range of plenary
lectures and panels, the survey teams, invited lectures and all
other activities in the Scientific Program. This includes an
important innovation in the organization of the program related
to Topic Study Groups: the two TSG strands will enable every
congress participant to participate in two TSGs (though present
a paper only in one).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICMI AWARDS</span></b><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
As I write this our committees for the Emma Castelnuova, Hans
Freudenthal and Felix Klein awards are hard at work. Thank you
Konrad Krainer and Anna Sfard for Chairing these important
committees. Konrad and Anna have informed me (and so the EC)
that they are very happy with the quality and quantity of
nominations received. As can be imagined, selecting our awardees
and so marking the excellence in our fields of practice and
research is rewarding but challenging work. We do not expect the
outcome of the committees’ deliberations until much later in the
year.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICMI EC
ANNUAL MEETING</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
As if the site visits and IPC meeting in different countries and
on different continents were not sufficient travel, we responded
to an invitation from our Uruguayan colleagues in mathematics
education to hold our 2019 annual EC meeting in Montevideo. We
gladly accepted this generous invitation as it is ICMI tradition
to shift its activities across regions of the world if there are
possibilities for interacting with and supporting local
communities. Merrilyn, Abraham and Luis gave plenary talks and
workshops at the national conference that occurred immediately
after our EC meeting had ended. Yuriko, Zahra and Anita attended
the opening ceremony and Merrilyn’s plenary (which was
translated simultaneously into Spanish), and had an opportunity
to interact with local colleagues.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">We were happy
to welcome to our EC meeting the new IMU President Carlos Kenig,
Paolo Piccione, (the new IMU EC liaison for ICMI) and Helge
Holden who was re-elected as IMU SG. Their contributions to our
ongoing work through their participation in our EC are critical
and I concur wholeheartedly with Carlos in his editorial above,
that we are all the richer when there is active collaboration
across the communities of mathematicians and mathematics
educators. Holding the EC in Latin America in May also coincided
with the CIAEM XV conference, one of the regional conferences
affiliated with ICMI. Jill, Ferdinando and Yuriko were invited
speakers there and so travelled from Montevideo to Medellin in
Colombia where CIAEM was held.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">ICMI
PROPOSAL – DOCUMENT ON CITATIONS AND PROMOTION</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
Immediately following my message is a proposal ICMI has
developed for use by members with regards to publications,
citations and promotion. Thanks to Merrilyn and Zahra for the
work they did to initiate this. We are sharing it here in the
newsletter so that we can invite comments from all that will
enable us to improve the proposal. Please read this, and we look
forward to receiving your comments and suggestions.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">REFLECTIONS</span></b><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
In my last “from the President’s desk”, I commented about CERME
which had just been held in Utrecht in February 2019. The
privilege you have as President is to travel the world and
interact with colleagues across continents and countries. As I
flew home from Medellin (and living at the Southern tip of
Africa means most flights are long haul) I had time to reflect
on how much I had learned just through these activities in the
last two months – learning that goes beyond our ongoing ICMI
activities like preparing a bid for and then organising an ICME;
launching an ICMI Study, its first IPC meeting and the
preparation of its Discussion Document; and reporting on and
accounting for all the EC work done and to be done in the next
months. Making a decision on the site for ICME15 was only one of
a number of critical issues on the EC agenda in our recent
meeting.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Meeting people
in Latin America first-hand, and in the context of their local
and regional activity, provided an experience not possible
through reading about these communities and their work, or
meeting them and interacting on their work in an international
conference, for example, like PME. The opportunity I had to
interact directly with two Latin American communities (quite
similar yet with interesting differences) helped me to reflect
further on two critical challenges of effective communication in
an international community like ICMI.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">First, and
most obvious, there is the issue of language. The languages of
communication in the CIAEM conference were Spanish and
Portuguese, and predominantly Spanish. As someone who knew very
little Spanish or Portuguese besides some everyday interactive
phrases, communicating my own work, and then attempting to learn
from others’ presentations was a significant challenge. This
brought home to me the question of what are effective means of
communication in such settings, for those more and less fluent
in the language of the conference. In addition to differences in
spoken languages, understanding educational cultures, practices
and problems across communities is also critical for effective
communication. Do we reflect sufficiently on these issues when
preparing talks or papers for international audiences? Are the
shared assumptions we take for granted in our active networks
meaningful to all? What work do we need to do to foster
effective communication about mathematics education in our
multilingual and multicultural events?</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">The thematic
afternoon in ICME provides opportunity for the host country to
share its educational culture and practices. In Shanghai, we
will have such opportunity and will find presentations by
practitioners in Chinese, as this is the route to hearing
authentic voices sharing their educational culture and practice.
Simultaneous translation will not be possible in these sessions.
We will collectively need to assist with other means of
translation for participants. And this will entail both language
and cultural considerations. I look forward to discussing these
and other substantive issues when our country representatives
meet in Shanghai for the ICMI General Assembly, just prior to
ICME14, and then when we all meet in the Congress itself, and so
in a way not possible to engage further in this newsletter.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">PLEASE VISIT </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.mathunion.org/icmi/www.icme14.org"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">www.icme14.org</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> </span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">3. ICMI
Statement on Evaluation of Scholarly Work in Mathematics
Education – A call for comments by Merrilyn Goos, ICMI Vice
President</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">At the ICMI
Executive Committee meeting held in Geneva in March 2017, it was
noted that ICMI had been approached to inquire whether our
organization has an official stance regarding use of citation
indices as the basis for evaluation and promotion of scholars in
academic positions. A suggestion arising from that meeting was
that ICMI could refer to the recommendation on the evaluation of
individual researchers in the mathematical sciences that had
been issued by the International Mathematical Union (IMU)
(available at </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-ansi-language:DE;mso-fareast-language:DE"><a
href="https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">.)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">A similar
document based on the same considerations has now been developed
by ICMI. We invite all members of the ICMI community to read
this document (see below) and send us any comments by 30
September 2019. Please email comments to ICMI Vice President
Merrilyn Goos at </span><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-ansi-language: DE;mso-fareast-language:DE"><a
href="mailto:merrilyn.goos@ul.ie"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">merrilyn.goos@ul.ie</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">. The final
version of this document will then be published on the ICMI
website.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Evaluation
of scholarly work in mathematics education</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
Evaluating the quality and impact of scholarly work in all
academic disciplines has become an increasing concern of
universities as well as many national governments. However,
generic evaluation processes do not always take into account
discipline-specific norms for conducting and publishing research
and other forms of scholarly work undertaken to influence
practice or policy. Even within the global field of educational
research there exist various sub-fields that take different
approaches to theory, method, and dissemination of findings.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Concerns about
the need to improve the evaluation of scholarly work have led to
the formulation of various statements and recommendations that
are either specific to a discipline<sup>1</sup> or applicable to
all research fields<sup>2</sup>. The purpose of the present
document is to consider the question of how to evaluate
scholarly work in the specialized educational sub-field of
mathematics education. It sets out ICMI’s position on evaluation
of individual researchers in mathematics education.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><sup><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">1</span></sup><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">See the IMU
(2014) statement on evaluation on researchers in the
mathematical sciences.<br>
<sup>2</sup>See the San Francisco Declaration on Research
Assessment (DORA, n.d.) - a worldwide initiative covering all
scholarly disciplines and all key stakeholders including
funders, publishers, professional societies, institutions, and
individual researchers.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">This
document is organized around three questions, with brief
responses set out below that are elaborated in subsequent
sections:</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<table class="MsoNormalTable"
style="width:816.0pt;border-collapse:collapse;mso-yfti-tbllook:1184;
mso-padding-alt:0cm 0cm 0cm 0cm" width="0" cellspacing="0"
cellpadding="0" border="0">
<tbody>
<tr style="mso-yfti-irow:0;mso-yfti-firstrow:yes">
<td style="width:162.8pt;border:solid windowtext 1.0pt;
mso-border-alt:solid windowtext .5pt;padding:0cm 5.4pt 0cm
5.4pt" width="227" valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">1.
What is being evaluated and for what purpose?</span></p>
</td>
<td style="width:616.5pt;border:solid windowtext 1.0pt;
border-left:none;padding:0cm 5.4pt 0cm 5.4pt" width="861"
valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">Individuals
or institutions? Research output or other forms of
scholarly work?<br>
For decisions about hiring, promotion and tenure?<br>
For decisions about institutional resource allocation
and continuation or cessation of funding for research
centres or institutes?</span></p>
</td>
</tr>
<tr style="mso-yfti-irow:1">
<td style="width:162.8pt;border:solid windowtext 1.0pt;
border-top:none;mso-border-top-alt:solid windowtext
.5pt;mso-border-alt:solid windowtext .5pt; padding:0cm 5.4pt
0cm 5.4pt" width="227" valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">2.
What problems arise in evaluating scholarly work in
mathematics education?</span></p>
</td>
<td style="width:616.5pt;border-top:none;border-left:
none;border-bottom:solid windowtext 1.0pt;border-right:solid
windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" width="861"
valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">Mathematics
education research journals are not adequately
represented in citation databases.<br>
Journal citation metrics are improperly used as an
indicator of article quality.<br>
Predatory publishers exploit inexperienced researchers.<br>
Evaluation focuses on too narrow a range of scholarly
work.</span></p>
</td>
</tr>
<tr style="mso-yfti-irow:2;mso-yfti-lastrow:yes">
<td style="width:162.8pt;border:solid windowtext 1.0pt;
border-top:none;mso-border-top-alt:solid windowtext
.5pt;mso-border-alt:solid windowtext .5pt; padding:0cm 5.4pt
0cm 5.4pt" width="227" valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">3.
What solutions can be proposed?</span></p>
</td>
<td style="width:616.5pt;border-top:none;border-left:
none;border-bottom:solid windowtext 1.0pt;border-right:solid
windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" width="861"
valign="top">
<p class="MsoNormal"
style="mso-margin-top-alt:auto;margin-bottom:0cm;
margin-bottom:.0001pt;line-height:normal"><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times
New Roman"; mso-fareast-language:DE" lang="EN-US">Promote
alternatives to citation-based evaluation systems.<br>
Develop ways of evidencing research impact as well as
research quality.<br>
Broaden the scope of evaluation to include scholarly
activity that influences educational practice and
policy.</span></p>
</td>
</tr>
</tbody>
</table>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">A. What is
being evaluated and for what purpose?</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Academics
employed in universities are expected to devote some of their
time to evaluating the scholarly work of other individuals, for
example, by reviewing journal manuscripts, conference papers and
grant applications, examining research students’ theses, or
assessing academic performance to inform decisions about hiring
or promotion. Expert peer review is universally recognized as
being fundamental to research evaluation, since only experts in
a field can judge the significance and originality of a piece of
research or the quality and relevance of the publication outlets
in which the findings are disseminated.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Research
evaluation can also be used to judge the performance of higher
education institutions with the goal of providing accountability
for public spending on research. Some countries (e.g., the UK,
Australia, New Zealand) conduct regular national research
evaluation exercises that typically place most emphasis on
publication quality, with scores or ratings being assigned to
either individual academics or discipline-based units of
assessment within each institution<sup>3</sup>. Judgments about
research quality may be made on the basis of expert peer review
or bibliometric data, or some combination of these.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Evaluation of
the scholarly work of individuals or institutions is a
high-stakes enterprise with significant implications for career
progression and academic reputation, and sometimes for the
selective allocation of institutional research funding. It is
therefore essential to use valid measures that not only capture
the distinguishing features of quality in a specific discipline,
but also avoid perverse consequences that might lead to “gaming”
of the evaluation system and thus distortion or undermining of
research goals.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><sup><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">3</span></sup><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">For more
information, see </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.ref.ac.uk/about/"><span style="color:blue;
mso-ansi-language:EN-US" lang="EN-US">https://www.ref.ac.uk/about/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> (UK), </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-ansi-language:DE;mso-fareast-language:DE"><a
href="https://www.arc.gov.au/excellence-research-australia"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://www.arc.gov.au/excellence-research-australia</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> (Australia),
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.tec.govt.nz/funding/funding-and-performance/funding/fund-finder/performance-based-research-fund/"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://www.tec.govt.nz/funding/funding-and-performance/funding/fund-finder/performance-based-research-fund/
</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">(New Zealand).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">B. What
problems arise in evaluating scholarly work in mathematics
education?</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Research
evaluation depends largely on assessment of the quality of
research outputs. In mathematics education, papers in
peer-reviewed journals are typically the most highly regarded
form of publication. Evaluation of such outputs can be either
quantitative, relying on various forms of bibliometric analysis
using citation data, or qualitative, relying on expert peer
judgment.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">A major
limitation of citation-based systems for evaluating journal
quality is the limited coverage they give to mathematics
education journals. Nivens and Otten (2017) compiled a list of
69 journals that have an explicit focus on mathematics education
research, but found that only six appeared in the Web of Science
database from which journal impact factors are calculated. They
concluded that Web of Science is of little value to mathematics
education, despite its widespread use to measure scholarly
output in other disciplines. A further limitation of all three
major journal ranking systems – Web of Science (Impact Factor,
IF), Scopus (Scopus Journal Ranking, SJR), and Google Scholar
(h5-index) – is that they only trace citations within their own
data bases, thus excluding the vast majority of mathematics
education journals.<br>
Nivens and Otten (2017) warn of a further problem, when journal
citation metrics are improperly used to draw conclusions about
the impact of articles published in particular journals. They
show that there is little correlation between a journal’s
citation-based measures of impact (such as IF) and the number of
citations received by articles published in that journal. Yet
journal impact measures and rankings are often used –
inappropriately – in making decisions about tenure and promotion
of individual academics.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Evaluations
based on so-called “objective” quantitative methods are not
inherently more reliable than expert human judgments. Williams
and Leatham (2017) cautioned against giving too much credence to
citation analysis in mathematics education, noting that “at a
minimum, the literature raises questions of whether
citation-based indices are valid and meaningful in our field and
how they compare with other ranking methods” (p. 372).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Despite the
significant problems outlined above, citation-based measures are
increasingly being used to compare and rank individual academics
or even entire academic departments and disciplines. Such
ill-advised evaluation practices can have perverse consequences.
For example, researchers whose universities evaluate their
performance on the basis of journal impact factors or
quantitatively derived rankings can be exploited by predatory
publishers that promise fast peer-reviewing without the full
editorial and publishing services of a legitimate journal. Early
career researchers, doctoral students, and academics in
developing countries are especially vulnerable to these
unethical practices.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">A different
kind of problem that arises from attempts to evaluate scholarly
work in mathematics education concerns the practice-engaged
nature of our field (Nivens & Otten, 2017). Thus citations
in scholarly journals are not the only way of measuring impact:
in addition, researchers in mathematics education value
dissemination of their scholarship in practitioner journals,
through teacher education and professional development work, and
by influencing education policy development.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">C. What
solutions can be proposed?</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Recommendation
1</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
ICMI does not support reliance on only quantitative measures of
research quality, and in particular citation analyses, to
evaluate scholarly work in mathematics education. ICMI supports
the IMU’s (2014) argument that “nothing (and in particular no
semi-automatised pseudo-scientific evaluation that involves
numbers or data) can replace evaluation by an individual who
actually understands what he/she is evaluating”. Education in
general and mathematics education in particular are grounded in
diverse cultures and social contexts. Yet the richness and
effectiveness of the mathematics education communities worldwide
depend on this diversity. Evaluating the contributions of
individual researchers to advancing knowledge therefore requires
different and complementary approaches in order to do justice to
these complexities. At the very least, any quantitatively based
rankings of journals should be supplemented with qualitative
judgments informed by the expert survey of journals conducted by
Williams and Leatham (2017).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Recommendation
2</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
Analysis of journal citation data leads to flawed measures of
academic impact. Alternative impact measures are being developed
in some countries, where impact is defined in terms of “the
demonstrable contribution that research makes to the economy,
society, culture, national security, public policy or services,
health, the environment, or quality of life, beyond
contributions to academia” (Australian Research Council, 2012).
These broader measures of impact should be included in any
evaluation of scholarly work in mathematics education.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Recommendation
3</span></b><span style="font-size:12.0pt;
font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
Following on from the previous recommendation, ICMI supports
broadening the scope of evaluation of scholarly work to
recognize academic activities that influence practice and policy
in mathematics education.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">References</span></b><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
Australian Research Council (2012). Research impact principles
and framework. Retrieved 8 November 2016 from </span><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-ansi-language: DE;mso-fareast-language:DE"><a
href="http://www.arc.gov.au/research-impact-principles-and-framework#Definition"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://www.arc.gov.au/research-impact-principles-and-framework#Definition</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
Declaration on Research Assessment (DORA) (n.d.). San Francisco
Declaration on Research Assessment. Retrieved 4 May 2019 from </span><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE"><a
href="https://sfdora.org/read/"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://sfdora.org/read/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
International Mathematical Union (2014). Recommendation on the
evaluation of individual researchers in the mathematical
sciences. Retrieved 3 March 2019 from </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
Nivens, R. A., & Otten, S. (2017). Assessing journal quality
in mathematics education. Journal for Research in Mathematics
Education, 48, 348–368.<br>
Williams, S. R., & Leatham, K. R. (2017). Journal quality in
mathematics education. Journal for Research in Mathematics
Education, 48, 369–396.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">TEACHERS OF
MATHEMATICS WORKING AND LEARNING IN COLLABORATIVE GROUPS</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">ICMI STUDY 25
– DEADLINE: JULY 19, 2019<br>
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="http://icmistudy25.ie.ulisboa.pt/"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://icmistudy25.ie.ulisboa.pt/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> </span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span
style="font-size:18.0pt; font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE">4.
ICME15</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">ICME15 will
take place in Sydney, Australia on July 7-14, 2024. Start
packing!</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">The convenor
of ICME15 is Professor <b>Kim Beswick</b>, Head of the School
of Education, University of New South Wales, Sydney. </span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">The Chair of
the Local Organizing Committee is <b>Will Morony</b>, former
CEO of the Australian Association of Mathematics Teachers.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Kim, Will and
their teams will make a presentation/invitation at the closing
ceremony of ICME14, on July 19, 2019 in Shanghai.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">5. Once
upon a time… Historical vignettes from the ICMI Archives:
Episodes from the Freudenthal era – Bernard Hodgson, Curator
of the ICMI Archives (former ICMI SG)</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">In his plenary
talk delivered at the symposium held in Rome in 2008 on the
occasion of the centennial of ICMI, Hyman Bass (ICMI President
1999-2006) uses the expression “Freudenthal era” ([1], p.
10)—from the name of Hans Freudenthal (ICMI President 1967-
1970)—to refer a particularly active period in the life of ICMI.
It corresponds to a time when mathematics education was emerging
as a bona fide scientific and academic discipline, ICMI being at
the international level an important player in that connection.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Emphasis was
then put less on comparative studies of national curricula, as
had been the case during the first decades of ICMI, and more in
particular on the classroom interactions between teachers and
students (or pupils). The spirit of the time is well captured in
a series of resolutions adopted at the first International
Congress on Mathematical Education (ICME) held on Lyon in 1969,
as can be seen for instance in the following statement:</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><img
src="cid:part16.165AD48B.B1061F73@mathunion.org" class=""
width="460" height="93" border="0"> <br>
</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Scan from the
ICME-1 Proceedings [2], p. 284 (Source: IMU Archive)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">The
instigation of the ICME congresses, under the dynamism and
vision of Freudenthal, is clearly one of his major
accomplishments during his ICMI presidency. Freudenthal’s main
motivation was his dissatisfaction with the way educational
issues were addressed at the quadrennial international
congresses of mathematicians. Another of his achievements is the
launching of what was to become one of the main journals devoted
to research in mathematics education, Educational Studies in
Mathematics, not formally created under the auspices of ICMI but
clearly with its assistance ([3], p. 259). Here again,
Freudenthal was displeased, this time with the discussion of
educational matters in L’Enseignement Mathématique, the official
organ of ICMI since its inception in 1908.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">As testified
by several documents from the ICMI/IMU Archive, those most
significant initiatives were taken by ICMI in isolation from
IMU, the International Mathematical Union, in spite of the
formal existence of ICMI as a commission of IMU. In a letter to
Freudenthal’s successor as ICMI President, Sir James Lighthill,
IMU President Henri Cartan lamented this absence of
communication: “During the four years when I was President of
IMU, I regretted on many occasions this lack of reciprocal
information between IMU and ICMI. In particular, the decision to
hold special international congresses on mathematical education,
independent from the regular international congresses of
mathematicians, was taken by ICMI without consulting IMU.”
([4]).</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">In many ways,
Freudenthal can be seen as acting as president more or less by
himself. In a previous letter to Lighthill, Cartan had even
described as unsatisfactory the relationship between Freudenthal
and the Secretary of ICMI, André Delessert, who, in Cartan’s
words, had become a “simple letterbox” of the president ([5]).
This perception is reinforced by a comment from Delessert
himself who, in a letter to IMU Secretary Otto Frostman ([6]),
explains that he is not so well informed of what is being
prepared under the ICMI Executive Committee, as ICMI secretarial
work is being taken care of by Freudenthal’s secretariat.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"><br>
</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="mso-ansi-language:DE;mso-fareast-language:
DE;mso-no-proof:yes"><img
src="cid:part17.4DC8EFB1.75A96233@mathunion.org" class=""
width="470" height="63" border="0"></span><span
style="font-size:12.0pt; font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Scan from a
letter of Delessert to Frostman [6] (Source: IMU Archive)</span></p>
<br>
<p> </p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">On the
occasion of ICMI Centennial celebration, I had the opportunity
of interviewing Sir Bryan Thwaites, member of the ICMI Executive
Committee during Freudenthal’s presidency. When asked about the
dynamics inside that EC, and in particular about what happened
during the EC meetings, Thwaites replied: “You know, I can’t
really think of any meeting of the whole Executive Committee. In
Freudenthal’s time, when he was the chairman, he certainly ran
it as his own fiefdom. And he didn’t easily take into account
other people’s views.” ([7], Part 1, approx. 3 min 15 s) I leave
the final word of this saga to Cartan, reacting to some
non-trivial actions taken by Freudenthal very close to the end
of his term as ICMI President. In a letter to Secretary Frostman
([8]), the IMU President launches his comments with a cri du
cœur: “Freudenthal me donne encore du souci.” </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE">(“Freudenthal
again causes me worries.”)</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Sources</span></b><span
style="font-size:12.0pt;font-family: "Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
[1] Bass, H. (2008). Moments in the life of ICMI. In M.
Menghini, F. Furinghetti, L. Giacardi, & F. Arzarello
(Eds.), The first century of the International Commission on
Mathematical Instruction (1908- 2008). Reflecting and shaping
the world of mathematics education (pp. 9-24). Rome: Istituto
della Enciclopedia Italiana.<br>
[</span><span style="font-size:12.0pt;font-family:"Times
New Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.mathunion.org/icmi/www.mathunion.org/icmi/digital-library/other-icmi-conferences-proceedings"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">www.mathunion.org/icmi/digital-library/other-icmi-conferences-proceedings</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">]<br>
[2] The Editorial Board of Educational Studies in Mathematics
(Eds.). (1969). Proceedings of the First International Congress
on Mathematical Education. (International Commission on
Mathematical Education [sic], ICMI). Dordrecht: D. Reidel. [Also
in Educational Studies in Mathematics, 2 (1969) 135-418.]<br>
[3] Lehto, O. (1998). Mathematics without borders: A history
of the International Mathematical Union. New York : Springer.<br>
[</span><span style="font-size:12.0pt;font-family:"Times
New Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.mathunion.org/icmi/www.mathunion.org/organization/imu-history"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">www.mathunion.org/organization/imu-history</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">]<br>
[4] Cartan, H. (1970). Letter to James Lighthill, incoming
ICMI President, 20 November. IMU Archive, Box 14B—International
Commission on Mathematical Instruction, 1967-1980. (Translated
from the French)<br>
[5] Cartan, H. (1970). Letter to James Lighthill, incoming
ICMI president, 20 August. IMU Archive, Box 14B—International
Commission on Mathematical Instruction, 1967-1980. (Translated
from the French)<br>
[6] Delessert, A. (1969). Letter to Otto Frostman, IMU
Secretary, 22 March. IMU Archive, Box 14B— International
Commission on Mathematical Instruction, 1967-1980.<br>
[7] Thwaites, B. (2007). Video interview on the occasion of
ICMI Centennial (by B.R. Hodgson). In F. Furinghetti & L.
Giacardi (Eds.) The first century of the International
Commission on Mathematical Instruction (1908-2008). The history
of ICMI.<br>
[</span><span style="font-size:12.0pt;font-family:"Times
New Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://www.mathunion.org/icmi/www.icmihistory.unito.it"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">www.icmihistory.unito.it</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">]<br>
[8] Cartan, H. (1970). Letter to Otto Frostman, IMU
Secretary, 15 October. IMU Archive, Box 14B— International
Commission on Mathematical Instruction, 1967-198</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">6. Survey
of the Education Committee of the European Mathematical
Society</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Jürg Kramer,
Chairman of the Education Committee of the European Mathematical
Society (EMS) addressed ICMI with the request to distribute a
worldwide call inviting mathematics educators and mathematicians
interested in mathematics education to participate in a survey
EMS is now conducting. The survey is about the problem of
transition of high school students to universities. The
announcement and invitation follows.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><b><span style="font-size:12.0pt;font-family:
"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman";mso-fareast-language: DE" lang="EN-US">Survey by
the EMS Education Committee</span></b><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">Student
transition from school-level mathematics to university-level
mathematics, often referred to as the secondary-tertiary
transition (STT) is an enduring, complicated and multi-faceted
process. STT is a long-standing issue of concern, which has
merited significant attention in mathematics education research
and practice. The EMS Education Committee recognized that our
knowledge about successful ways of dealing with STT is still
insufficient and that moving forward requires a large-scope
effort on the part of all parties involved, including
mathematics lecturers, school teachers, education researchers,
policymakers and students in transition. As part of this effort,
the Committee is conducting a survey among mathematicians. The
goal of the survey is to collect and report to the mathematics
community information needed in order to devise national and
international actions that can essentially improve the state of
the art with respect to STT.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">We would be
thankful to you if you distributed the survey below among the
members of your national mathematical societies. The completion
of the survey takes about 15 minutes. The survey is open until
September 15, 2019.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="https://docs.google.com/forms/d/e/1FAIpQLSdcxoDW63m1h7nmdacQkhtWS8cGHH84K4a8OU-fWVnqIEuGJA/viewform"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">https://docs.google.com/forms/d/e/1FAIpQLSdcxoDW63m1h7nmdacQkhtWS8cGHH84K4a8OU-fWVnqIEuGJA/viewform</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">For more
background information about STT, we refer to<br>
</span><span style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="http://euro-math-soc.eu/sites/default/files/STT-survey-%2015-02-2019.pdf"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://euro-math-soc.eu/sites/default/files/STT-survey-%2015-02-2019.pdf</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"> </span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US">7. Upcoming
Events</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• The next PME
Annual Conference will take place in Pretoria, South Africa,
from July 7 to 12, 2019. </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="http://www.igpme.org/index.php/annual-conference"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://www.igpme.org/index.php/annual-conference</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• The
International Commission for the Study and Improvement of
Mathematics Teaching, an ICMI Affiliated Organization announces
the CIEAEM71 to be held in Braga, Portugal (at Instituto de
Educação da Universidade do Minho, Campus de Gualtar) on July
22-26, 2019. The theme of the conference is Connections and
understanding in mathematics education: Making sense of a
complex world. </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family: "Times New
Roman";mso-ansi-language:DE;mso-fareast-language:DE"><a
href="http://www.eventos.ciec-uminho.org/cieaem71/"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://www.eventos.ciec-uminho.org/cieaem71/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• Fifteenth
bi-annual conference on Elementary Mathematics Teaching, SEMT
'19, to be held from August 18-22, 2019, in Prague.</span><span
style="font-size:12.0pt; font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE"><a
href="https://www.semt.cz/"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">
https://www.semt.cz/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• Sixth
International Conference on the History of Mathematics Education
(ICHME-6) CIRM, Marseille (France), September 16-20, 2019. </span><span
style="font-size: 12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE"><a
href="https://ak-mg-u.uni-mainz.de/files/2019/01/ICHME_6_1st-Announcement_CfP.pdf"><span
style="color:blue">https://ak-mg-u.uni-mainz.de/files/2019/01/ICHME_6_1st-Announcement_CfP.pdf</span></a></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• ICMI Study
25: Teachers of Mathematics Working and Learning in
Collaborative Groups to be held in Lisbon, Portugal, February
3-7, 2020. </span><span style="font-size:
12.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-ansi-language:DE;mso-fareast-language:DE"><a
href="http://icmistudy25.ie.ulisboa.pt/"><span
style="color:blue; mso-ansi-language:EN-US" lang="EN-US">http://icmistudy25.ie.ulisboa.pt/</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• 14th
International Congress on Mathematical Education (ICME14), from
July 12 to 19, 2020, Shanghai, China, </span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-ansi-language:DE;mso-fareast-language: DE"><a
href="http://www.icme14.org/static/en/index.html"><span
style="color:blue;mso-ansi-language:EN-US" lang="EN-US">http://www.icme14.org/static/en/index.html</span></a></span><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US"></span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal"><span
style="font-size:12.0pt;font-family:"Times New
Roman",serif; mso-fareast-font-family:"Times New
Roman";mso-fareast-language:DE" lang="EN-US">• ICME15 will
take place in Sydney, Australia on July 7-14, 2024.</span></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
18.0pt;font-family:"Times New
Roman",serif;mso-fareast-font-family:"Times New
Roman"; mso-fareast-language:DE" lang="EN-US"><br>
</span></b></p>
<p class="MsoNormal"
style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;
line-height:normal;mso-outline-level:2"><b><span style="font-size:
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Roman",serif;mso-fareast-font-family:"Times New
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<pre class="moz-signature" cols="72">--
This email address is read and answered by
Ramona Fischer
ICMI and CDC Administrative Manager
International Mathematical Union
Secretariat
Hausvogteiplatz 11 A
10117 Berlin, Germany
<a class="moz-txt-link-abbreviated" href="http://www.mathunion.org/cdc">www.mathunion.org/cdc</a>
<a class="moz-txt-link-freetext" href="https://www.mathunion.org/organization/imu-secretariat">https://www.mathunion.org/organization/imu-secretariat</a></pre>
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