[ICMI-News] ICMI Newsletter July 2019
ICMI Administrator
icmi.administrator at mathunion.org
Mon Jul 1 15:13:23 CEST 2019
*ICMI Newsletter July 2019*
Editors:
Abraham Arcavi (ICMI Secretary General)
Merrilyn Goos (ICMI Vice President)
Lena Koch (ICMI Administrative Manager)
Contact:
ICMI_Secretary-General at mathunion.org
<mailto:%20ICMI_Secretary-General at mathunion.org>
merrilyn.goos at ul.ie <mailto:%20merrilyn.goos at ul.ie>
icmi.administrator at mathunion.org
<mailto:%20icmi.administrator at mathunion.org>
Graphic Design:
Ramona Fischer
*CONTENTS*
1. Editorial - Carlos Kenig, President of the International
Mathematical Union
2. From the desk of Jill Adler, President of the International
Commission on Mathematical Instruction (ICMI).
3. ICMI Statement on Evaluation of Scholarly Work in Mathematics
Education and a call for comments, by Merrilyn Goos, ICMI Vice President
4. ICME15
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)
6. Survey of the Education Committee of the European Mathematical
Society (EMS)
7. Upcoming events
*
*
*1. Editorial - Carlos Kenig, President of the International
Mathematical Union*
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.
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.
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.
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.
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.
Carlos E. Kenig,
University of Chicago, USA
*
*
*2. From the desk of Jill Adler, President of the International
Commission on Mathematical Instruction (ICMI)*
*ICME15*
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.
*ICMI STUDY 25*
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 http://icmistudy25.ie.ulisboa.pt/. 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.
*ICME14*
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
https://www.icme14.org/static/en/news/68.html?v=1560259311005 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).
*ICMI AWARDS*
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.
*ICMI EC ANNUAL MEETING*
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.
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.
*ICMI PROPOSAL – DOCUMENT ON CITATIONS AND PROMOTION*
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.
*REFLECTIONS*
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.
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.
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?
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.
PLEASE VISIT www.icme14.org <https://www.mathunion.org/icmi/www.icme14.org>
*3. ICMI Statement on Evaluation of Scholarly Work in Mathematics
Education – A call for comments by Merrilyn Goos, ICMI Vice President*
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
https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf.)
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
merrilyn.goos at ul.ie <mailto:merrilyn.goos at ul.ie>. The final version of
this document will then be published on the ICMI website.
*Evaluation of scholarly work in mathematics education*
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.
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^1 or applicable to all research
fields^2 . 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.
^1 See the IMU (2014) statement on evaluation on researchers in the
mathematical sciences.
^2 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.
*
*
*This document is organized around three questions, with brief responses
set out below that are elaborated in subsequent sections:*
1. What is being evaluated and for what purpose?
Individuals or institutions? Research output or other forms of scholarly
work?
For decisions about hiring, promotion and tenure?
For decisions about institutional resource allocation and continuation
or cessation of funding for research centres or institutes?
2. What problems arise in evaluating scholarly work in mathematics
education?
Mathematics education research journals are not adequately represented
in citation databases.
Journal citation metrics are improperly used as an indicator of article
quality.
Predatory publishers exploit inexperienced researchers.
Evaluation focuses on too narrow a range of scholarly work.
3. What solutions can be proposed?
Promote alternatives to citation-based evaluation systems.
Develop ways of evidencing research impact as well as research quality.
Broaden the scope of evaluation to include scholarly activity that
influences educational practice and policy.
*
*
*A. What is being evaluated and for what purpose?*
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.
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^3 .
Judgments about research quality may be made on the basis of expert peer
review or bibliometric data, or some combination of these.
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.
^3 For more information, see https://www.ref.ac.uk/about/(UK),
https://www.arc.gov.au/excellence-research-australia(Australia),
https://www.tec.govt.nz/funding/funding-and-performance/funding/fund-finder/performance-based-research-fund/
(New Zealand).
*
*
*B. What problems arise in evaluating scholarly work in mathematics
education?*
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.
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.
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.
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).
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.
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.
*
*
*C. What solutions can be proposed?*
*Recommendation 1*
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).
*Recommendation 2*
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.
*Recommendation 3*
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.
*References*
Australian Research Council (2012). Research impact principles and
framework. Retrieved 8 November 2016 from
http://www.arc.gov.au/research-impact-principles-and-framework#Definition
Declaration on Research Assessment (DORA) (n.d.). San Francisco
Declaration on Research Assessment. Retrieved 4 May 2019 from
https://sfdora.org/read/
International Mathematical Union (2014). Recommendation on the
evaluation of individual researchers in the mathematical sciences.
Retrieved 3 March 2019 from
https://www.mathunion.org/fileadmin/IMU/Report/140810_Evaluation_of_Individuals_WEB.pdf
Nivens, R. A., & Otten, S. (2017). Assessing journal quality in
mathematics education. Journal for Research in Mathematics Education,
48, 348–368.
Williams, S. R., & Leatham, K. R. (2017). Journal quality in mathematics
education. Journal for Research in Mathematics Education, 48, 369–396.
TEACHERS OF MATHEMATICS WORKING AND LEARNING IN COLLABORATIVE GROUPS
ICMI STUDY 25 – DEADLINE: JULY 19, 2019
http://icmistudy25.ie.ulisboa.pt/
*4. ICME15*
ICME15 will take place in Sydney, Australia on July 7-14, 2024. Start
packing!
The convenor of ICME15 is Professor *Kim Beswick*, Head of the School of
Education, University of New South Wales, Sydney.
The Chair of the Local Organizing Committee is *Will Morony*, former CEO
of the Australian Association of Mathematics Teachers.
Kim, Will and their teams will make a presentation/invitation at the
closing ceremony of ICME14, on July 19, 2019 in Shanghai.
*
*
*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)*
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.
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:
Scan from the ICME-1 Proceedings [2], p. 284 (Source: IMU Archive)
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.
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]).
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.
Scan from a letter of Delessert to Frostman [6] (Source: IMU Archive)
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.” (“Freudenthal again causes me worries.”)
*Sources*
[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.
[www.mathunion.org/icmi/digital-library/other-icmi-conferences-proceedings
<https://www.mathunion.org/icmi/www.mathunion.org/icmi/digital-library/other-icmi-conferences-proceedings>]
[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.]
[3] Lehto, O. (1998). Mathematics without borders: A history of the
International Mathematical Union. New York : Springer.
[www.mathunion.org/organization/imu-history
<https://www.mathunion.org/icmi/www.mathunion.org/organization/imu-history>]
[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)
[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)
[6] Delessert, A. (1969). Letter to Otto Frostman, IMU Secretary, 22
March. IMU Archive, Box 14B— International Commission on Mathematical
Instruction, 1967-1980.
[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.
[www.icmihistory.unito.it
<https://www.mathunion.org/icmi/www.icmihistory.unito.it>]
[8] Cartan, H. (1970). Letter to Otto Frostman, IMU Secretary, 15
October. IMU Archive, Box 14B— International Commission on Mathematical
Instruction, 1967-198
*
*
*6. Survey of the Education Committee of the European Mathematical Society*
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.
*
*
*Survey by the EMS Education Committee*
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.
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.
https://docs.google.com/forms/d/e/1FAIpQLSdcxoDW63m1h7nmdacQkhtWS8cGHH84K4a8OU-fWVnqIEuGJA/viewform
For more background information about STT, we refer to
http://euro-math-soc.eu/sites/default/files/STT-survey-%2015-02-2019.pdf
*7. Upcoming Events*
• The next PME Annual Conference will take place in Pretoria, South
Africa, from July 7 to 12, 2019.
http://www.igpme.org/index.php/annual-conference
• 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.
http://www.eventos.ciec-uminho.org/cieaem71/
• Fifteenth bi-annual conference on Elementary Mathematics Teaching,
SEMT '19, to be held from August 18-22, 2019, in
Prague.https://www.semt.cz/ <https://www.semt.cz/>
• Sixth International Conference on the History of Mathematics Education
(ICHME-6) CIRM, Marseille (France), September 16-20, 2019.
https://ak-mg-u.uni-mainz.de/files/2019/01/ICHME_6_1st-Announcement_CfP.pdf
• ICMI Study 25: Teachers of Mathematics Working and Learning in
Collaborative Groups to be held in Lisbon, Portugal, February 3-7, 2020.
http://icmistudy25.ie.ulisboa.pt/
• 14th International Congress on Mathematical Education (ICME14), from
July 12 to 19, 2020, Shanghai, China,
http://www.icme14.org/static/en/index.html
• ICME15 will take place in Sydney, Australia on July 7-14, 2024.
*
*
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