Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education

The Joint ICMI/IASE Study was organised by the International Commission on Mathematical Instruction (ICMI; www.mathunion.org/ICMI/) and the International Association for Statistical Education (IASE; www.stat. auckland.ac.nz/˜iase/) to address the lack of attention to teaching statistics in schools. Results from this Study were reflected first in the Proceedings of the Joint ICMI/IASE Study Conference held in Monterrey in 2008 (www.ugr.es/˜icmi/iase_study/) and secondly in the Joint ICMI/IASE book that is to be published in the ICMI Study series by Springer. In this Session the main conclusions of this Study and the Study book will be presented

Navigating the Seas of Mathematics Education: New Waves in Research to Improve Student Learning

This issue focuses on research in the domain of mathematics education. Although mathematics has been a subject of study for many centuries, mathematics education is a relatively new field of scholarly inquiry, having been established as an independent field of research only in the early twentieth century. The most significant milestone was the establishment of the International Commission on Mathematical Instruction (ICMI) in 1908. Since 1969, ICMI has organized the International Congress on Mathematical Education, a quadrennial international meeting whose aim is to present the current states and trends in mathematics education research and in the practice of mathematics teaching at all levels

Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education

Abstract The Joint ICMI/IASE Study was organised by the International Commission on Mathematical Instruction (ICMI; www.mathunion.org/ICMI/) and the International Association for Statistical Education (IASE; www.stat.auckland.ac.nz/~iase/) to address the lack of attention to teaching statistics in schools. Results from this Study were reflected first in the Proceedings of the Joint ICMI/IASE Study Conference held in Monterrey in 2008 (www.ugr.es/~icmi/iase_study/) and secondly in the Joint ICMI/IASE book that is to be published in the ICMI Study series by Springer. In this Session the main conclusions of this Study and the Study book will be presented

La didactique, dites-vous?

Le prix Hans Freudenthal est décerné tous les deux ans depuis 2003 par la Commission internationale de l’enseignement mathématique (CIEM) – en anglais the International Commission on Mathematical Instruction (ICMI) –, qui est une commission de l’Union mathématique internationale – the International Mathematical Union (IMU). Ce prix est jumelé avec le prix Felix Klein, décerné en 2003 à Guy Brousseau. Alors que le prix Felix Klein couronne a lifetime achievement, le prix Hans Freudenthal disti..

IACME and Mathematics Education International Organizations in Latin America

The evolution of the Inter-American Committee on Mathematics Education (IACME) as a network of regional and international cooperation will be described, as well as -with less detail- the Latin American Committee on Educational Mathematics (CLAME) and the Ibero-American Federation of Educational Mathematics (FISEM), and the Mathematics Education Network for Central America and Caribbean (REDUMATE). Emphasis will be placed on the overall meaning of their academic and organizational evolution. In particular, the relationships of IACME with the International Commission on Mathematical Instruction (ICMI) and the international community of Mathematics Education will be analyzed. Some perspectives will be considered

Spreadsheet-Enhanced Problem Solving in Context as Modeling

This paper is prompted by a recent call by the International Commission on Mathematical Instruction (ICMI) for the study of mathematical modeling as technology-enhanced didactic inquiry into relations between mathematics and the real world. It reflects on activities designed for a teacher education course that focuses on the computer spreadsheet as a tool for concept development through situated mathematical problem solving. Modeling activities described in this paper support the epistemological position regarding the interplay that exists between the development of mathematical concepts and available methods of calculation. The spreadsheet used is Microsoft Excel 200

Grading mathematics education research journals

Nowadays, all researchers are aware of the increasing importance accorded to the ranking and grading of scientific journals; it is now difficult to escape their influence. The systems that currently exist are often based on crude statistical analyses that have little to do with scientific quality (see e.g. Arnold Fowler 2011). For these reasons, the Education Committee of the European Mathematical Society (EMS), together with the Executive Committee of the European Society for Research in Mathematics Education (ERME), and supported by the International Commission for Mathematical Instruction (ICMI), decided in 2011 to organize a consultation in order to propose a grading of research journals in mathematics education based on expert judgment. A similar project has already been carried out for Chemical education and Science education journals (Towns Kraft, 2011)

Research Perspectives of Initial Geometry Education

The paper discusses the perspectives of teaching geometry based on the study The International Commission on Mathematical Instruction ICMI. Bearing in mind the current needs in geometry teaching, we considered that the topics of space and spatial reasoning should be part of it as key issues, as well as teaching approaches, RME, learning through (re)discovering mathematical ideas, the role of textbooks in the initial mathematics education, and so on. Therefore, this research paper offers a general insight into our need to deal with these topics, and invites researchers from the broader mathematical community, who we herewith familiarize with the results of our research in the sphere of initial geometry teaching in Serbia