Turin, Italy, September 23-26, 2015

1st announcement

We are calling for papers for this fourth conference continuing the successful works initiated in Iceland (2009) and continued in Portugal (2011) and Uppsala (2013). Abstracts of proposed contributions (length: about one page with essential bibliography) should be submitted by March 31, 2015. The decision about acceptance will be communicated by May 15, 2015. Submission of abstracts, and later on papers, is done via the conference website: http://e20.unito.it/ICHME4/

The conference

History of mathematics education, since it became first visible internationally at ICME 10 in 2004, in Copenhagen, as the TSG 29, is meanwhile a well-established research area. The first international journal devoted to this field of study, the International Journal for the History of Mathematics Education, is published since 2006. History of mathematics education became a subject of interest in various international meetings, for instance at the ESU-5 (Prague, 2007) and ESU-6 (Vienna, 2010), at the CERME meetings, and at ICME 11 (Monterrey, 2008, TSG 38), ICME 12 (Seoul, 2012, TSG 35) and HPM2012 (Daejong, 2012)

The first specialized research conference, entitled “On-going Research in the History of Mathematics Education”, held in Garðabær near Reykjavík (Iceland) in 2009, turned meanwhile to a series of such specialized conferences. We are now organizing the fourth international conference, this time in Turin, Italy. Founded in 1404, the University of Turin is one of the most ancient and prestigious Italian Universities. Hosting about 70.000 students, 4.000 academic, administrative and technical staff, 1800 post-graduate and post-doctoral students, the University of Turin promotes culture and research, innovation, training and employment. The University of Turin has a remarkable research tradition in subjects such as Mathematical, Physical and Natural Sciences, History and Philosophy, Law, Economics and Medicine. In the field of Mathematics education boast a longlasting tradition, including illustrious Maestri such as Carlo Ignazio Giulio, Quintino Sella, Giuseppe Peano, Corrado Segre, Giovanni Vailati, Alessandro Terracini, Guido Ascoli, Tullio Viola.

The themes treated in the former conferences were in particular (see also the Proceedings): Geometry teaching, Algebra teaching, Teaching of Calculus, Interdisciplinarity and contexts, The modern mathematics movements, Curricula history, Development of mathematics education in specific countries, Practices of teaching, Mathematics textbooks, Teacher education and Transmission and reception of ideas.

Everybody will have wide freedom of choice, but in order to stimulate research in areas that are less explored, new topics such as  “Teacher Journals” and “Teacher Education” are suggested.

We are projecting to publish peer reviewed proceedings.

Scientific committee:

–          Kristín Bjarnadóttir (Island)

–          Fulvia Furinghetti (Italy)

–          Livia Giacardi (Italy)

–          Erika Luciano (Italy)

–          Johan Prytz (Sweden)

–          Gert Schubring (Brazil/Germany)

With the scientific support of Ferdinando Arzarello, president of ICMI

Further information about the conference and accommodation in Turin will be available on the conference website: http://e20.unito.it/ICHME4

Registration and conference fees

Before June 15, 2015, the fee is 160 Euros Euros, after that the fee is 190 Euros. Last day of registration and payment is August, 29, 2015. Registration is done via the conference website.

Proceedings of the ICHMEs

Paedagogica Historica, Special Issue: History of Teaching and Learning Mathematics, ed. by Gert Schubring, 2006, XLII: IV&V. [Proceedings of TSG 29 at ICME 10]

Bjarnadóttir, Kristín; Furinghetti, Fulvia & Schubring, Gert (Eds.) (2009). “Dig where you stand”. Proceedings of the conference on On-going research in the History of Mathematics Education. Reykjavik: University of Iceland – School of Education.

Bjarnadóttir, Kristín; Furinghetti, Fulvia; Matos, José & Schubring, Gert (Eds.) (2012). “Dig where you stand” 2. Proceedings of the conference on the History of Mathematics Education. Lisbon, Universidade Nova, 2012.

Bjarnadóttir, Kristín; Furinghetti, Fulvia; Prytz, Johan & Schubring, Gert (Eds.) (2015). Dig where you stand” 3. Proceedings of the third conference on the History of Mathematics Education. Uppsala: Department of Education, Uppsala University.

 Gert Schubring (Brazil/Germany)

Message from the HPM Chair


I am glad to inform the HPM community about the recent creation of a HPM Executive Committee (ExC). The creation of the ExC will provide HPM with a flexible structure to facilitate the preparation and implementation of the quadrennial HPM meeting and ESU as well as the planning and execution of other HPM activities, along the lines of inputs and recommendations of the Advisory Board (AdB).


Composition of the ExC:

The ExC is composed of the HPM Chair and four members of the AdB.

In order to ensure a convenient flux of information between HPM and the local quadrennial HPM and ESU organizing committees, two additional members from the Organizing local committees will join the ExC, as non-voting liaison members.

The names of the four members of the ExC, approved recently by the AdB, are: Evelyn Barbin, Fulvia Furinghetti, Jan van Maanen, and Costas Tzanakis



The mandate of the ExC is as follows:

  • To consult with the AdB in order to determine themes and plenary and panel speakers for the quadrennial HPM conference and ESU.
  • To decide about the quadrennial HPM and ESU conferences’ locations, themes and speakers.
  • To appoint editorials teams to organize the reviewing process of papers submitted to the quadrennial HPM and ESU meetings and the publication of the Conference Proceedings.
  • To help the Chair with various HPM matters, such as representation of the HPM in conferences, the Newsletter, inclusion of new AdB members, etc.


Duration of the ExC

A new ExC is created with the arrival of a new Chair.


In the 2016 HPM meeting, which will take place in Montpellier, France, the process of electing the Chair and the ExC, as well as the composition of the ExC will be discussed.


I would like to thank Evelyn Barbin, Fulvia Furinghetti, Jan van Maanen, and Costas Tzanakis for accepting to be part of the first HPM ExC.


Luis Radford

Université Laurentienne, Canada


HPM sadly notes the passing of…


Jacqueline Stedall

(1950 – 2014)





Paulus Gerdes

(1952 – 2014)



Ubiratan D’Ambrosio

(Translation: Sofia Gonçalves, Laurentian University, Canada)

Paulus Gerdes and Ubiratan D’Ambrosio
(Source: http://www.etnomatematica.org/home/)

The world was saddened by the death of Paulus Pierre Joseph Gerdes, on November 11th, the day he would have reached 62 years of life. In a broad sense the world is deprived of a great educator, of an interesting and rigorous thinker and researcher, and a great friend for those who had the opportunity to meet him and be with him. Our condolences to the family and to his disciples, colleagues and friends.

My relationship with Paulus was very special. I met Paulus, in the mid-70s, a young man of just over 20 years. He was one of the first adherents to the ethnomathematics movement, which was being initiated; he became a leader in the area.

His life trajectory was very special. He was born in the Netherlands, in a traditional family. His father was the equivalent to a minister of state for religious cults. Paulus studied at the University of Nijmegen, where he received a Bachelor’s Degree (with honors) in Mathematics and Physics in 1972. He had a humanitarian mission experience in Vietnam, returned to Nijmegen, did a Baccalaureate in Cultural Anthropology in 1974 and in 1975 finished a Master in Mathematics. Still in the Netherlands, he became a professor in the “Centro do Terceiro Mundo”, with links with the liberation movements and the anti-apartheid in Southern Africa. By the end of 1976 he went to Mozambique, becoming a Mozambican citizen and creating a family. Since his arrival, he was a professor at the University Eduardo Mondlane until 1989, when he transferred to the Pedagogical University, remaining there until the end of his life.

In 1986, he completed a Doctorate at the University of Dresden, Germany, with a thesis on O Despertar do Pensamento Geométrico and in 1996 he returned for a second Doctorate with a thesis on Geometria Sona: Reflexões sobre tradições de desenhar na areia entre os povos da África ao Sul do Equador, at the University of Wuppertal, Germany.

As an academic, Paulus was responsible for numerous contributions to the theorization of craft and the formulation and solution of mathematical questions of the imaginary and folk craft. All his contributions have important implications for pedagogy with strong socio-cultural roots.

Paulus was one of the most important researchers on Ethnomathematics, always trying to analyze the historical and epistemological foundations of mathematics and proposing important pedagogical innovations. He managed to organize a very active group of young researchers, bringing together mathematicians and educators. The publications of the group, mainly in Portuguese and English, are an important resource for those interested in conducting research on Ethnomathematics worldwide. Many of these publications are generously available to all interested parties, for free or at low cost, in the publisher’s website “Lulu.com” where Paulus published almost all of his books.

In addition to academic activities of research, Paulus has always been involved with Education, especially Mathematics Education. The way he associated research and education is exemplary. In Maputo in 1989, he founded the “Centro de Pesquisas em Etnomatemática – Cultura, Matemática e Educação” and, thanks to his innovative proposals, he was very successful in attracting to Mozambique academics from around the world, interested in his research projects.

As a historian, Paulus Gerdes contributed significantly to the understanding of the history of mathematical ideas, theories and practices, in the African continent. His concern was to organize the historical context of existing practices and theories found in various African cultures. His main focus was a wide bibliographic research on the History of Mathematics in Africa. The results of his research have been crucial to mathematics historians worldwide.

His concerns went beyond identifying other Mathematical thinking models. He felt that creativity could be improved if cultural dignity was restored. The post-apartheid period in South Africa had many repercussions throughout the African continent. It represented a new and important space for the development of the creative potential of the native populations. Ethnomathematics proved to be an important strategy for the rebirth of African creativity and Paulus Gerdes was always extremely skilled at channeling that potential to form a numerous generation of researchers in Mathematics Education.

He was responsible for a change of attitude in regards to crafts and folklore. Crafts have been considered of minor importance in reflections on science and mathematics in the world, and its use in education have been neglected. Paulus recovered, from his search with artisans, the fundamental importance of craft as a basis for the historical development of mathematics. The most important primary sources for his research were artisanal practices. The research on these practices reveal the theoretical foundation of Paulus’ work.

Paulus Gerdes acknowledged that the culture of people, of artists, of artisans constitutes an endless source for mathematical research and Mathematics Education. Mathematics professors of all levels can learn, from their students, what is characteristic of their cultures. The students can show the way to achieve a practice. The makings of artisans, fishermen, peasants, in short, of all the groups that master a practice, are based on knowledge that has been developed by arduous paths, over generations. I emphasize in a very special way the exemplary attention that Paulus dedicated to women in the evolution of African cultures.

As Paulus Gerdes highlighted well in his writings and in his lectures, when studying a demonstration, it is rarely understood how the result was discovered. The path that leads to a discovery is, in general, very different from the paved road of deduction. In poetic language, Paulus tells us that “A via da descoberta abre-se serpenteando por um terreno de vegetação densa e cheio de obstáculos, às vezes aparentemente sem saída, até que, de repente, se encontra uma clareira de surpresas relampejantes. E, quase de imediato, a alegria do inesperado “heureka” (gr. “achei”, “encontrei”) rasga triunfantemente o caminho.”

In fact, Paulus was a poet in his thinking as a philosopher, mathematician, anthropologist, and educator.

To mourn a poet of life so dear to all of us and irreplaceable, I ask for help to a very beloved poet who also left us prematurely, Facundo Cabral. His farewell to a friend expresses very well my feelings.

Cuando  Un  Amigo  Se Va
(Facundo Cabral)

Cuando un amigo se va, queda un espacio vacio
Que no lo puede llenar la llegada de otro amigo
Cuando un amigo se va, queda un tizón encendido
Que no se puede apagar ni con las aguas de un rio
Cuando un amigo se va, una estrella se a perdido
La que ilumina el lugar donde hay un niño dormido
Cuando un amigo se va, se detienen los caminos
Y se empieza a revelar el duende manso del vino
Cuando un amigo se va, salopando su destino
Empieza el alma a vibrar por que se llena de frio
Cuando un amigo se va, queda un terreno baldío
Que quiere el tiempo llenar con las piedras del astillo
Cuando un amigo se va, se queda un árbol caído
Que ya no vuelve a brotar por que el viento a vencido
Cuando un amigo se va, queda un espacio vacio

Que no lo puede llenar la llegada de otro amigo.

Ubiratan D’Ambrosio

Founded in 2004 by well-known mathematics historians and educators, Victor Katz and Frank Swetz, Convergence is both an online journal on mathematics history and its use in teaching and an ever-expanding collection of online resources to help its readers teach mathematics using its history.

Convergence is celebrating ten years of publication by continuing to bring you interesting articles and features on the history of grades 8-16 mathematics and exciting ideas and resources for sharing this history with your students.

Articles published this year include:

“Proofs Without Words and Beyond” includes history and philosophy of visual proofs, along with dynamic, interactive “proofs without words 2.0.”

“David Hilbert’s Radio Address” features an audio recording, transcription, and translation into English of Hilbert’s 4-minute radio version of his longer 1930 address with its famous finale, “Wir müssen wissen; wir werden wissen.”

“Cubes, Conic Sections, and Crockett Johnson” shows how author and illustrator Johnson painted his answer to his own question, “What do the straightedge lines and compass arcs do when two parabolas and a hyperbola double a cube, just stand watching?”

“An Investigation of Subtraction Algorithms from the 18th and 19th Centuries” is based on a study of handwritten cyphering books as well as printed arithmetic texts.

We are honoring the best of our ten-year publication history by presenting new, more interactive versions of some of our favorite articles.

“Van Schooten’s Ruler Constructions,” by Ed Sandifer, was among the articles that appeared in the first issue of Convergence in April of 2004.

“Historical Activities for the Calculus Classroom” (2007), by Gabriela Sanchis, consists of three modules that present curve-sketching, tangent lines, and optimization in the context of historical aims and problems, with the aid of 24 interactive applets and 10 animations.

“When Nine Points Are Worth But Eight: Euler’s Resolution of Cramer’s Paradox” (2011), by Rob Bradley and Lee Stemkoski, features a translation of a long lost letter from Euler to Cramer, along with an interactive presentation of Euler’s “elegant example” resolving the paradox.

See all of these articles and more at MAA Convergence:  http://www.maa.org/publications/periodicals/convergence

Convergence is published by the Mathematical Association of America (MAA).

Janet Beery, Editor, MAA Convergence

February 4-8, 2015
Prague, Czech Republic


Thematic Working Groups Teams
The following is the list of thematic working groups.
1. Argumentation and proof
2. Arithmetic and number systems
3. Algebraic thinking
4. Geometrical thinking
5. Probability and statistics education
6. Applications and modeling
7. Mathematical potential, creativity and talent
8. Affect and mathematical thinking
9. Mathematics and language
10. Cultural diversity and Mathematics Education
11. Comparative studies in Mathematics Education
12. History in Mathematics Education
13. Early Years Mathematics
14. University mathematics education
15. Teaching mathematics with resources and technology
16. Students’ learning mathematics with resources and technology
17. Theoretical perspectives and approaches in mathematics education research
18. Mathematics teacher education and professional development
19. Mathematics teaching practices and resources for teaching

Thematic Working Group 12
History in Mathematics Education

Uffe Thomas Jankvist (Denmark) utj@dpu.dk

Renaud Chorlay (France) renaud.chorlay@espe-paris.fr,

Kathy Clark (USA) kclark@fsu.edu,

Snezana Lawrence (UK) s.lawrence2@bathspa.ac.uk,

Jan van Maanen (The Netherlands) J.A.vanMaanen@uu.nl

Scope and focus of the Thematic Working Group
History of mathematics in mathematics education has received much attention during the last decades. However, empirical research and coherent theoretical/conceptual frameworks within this area have been emerging relatively recently. The purpose of this CERME TWG is to provide a forum to approach mathematics education in connection with history and epistemology dedicated primarily to theory and research on all aspects of the role, effect, and efficacy of history and epistemology as elements in mathematics education.
Call for papers and poster proposals
TWG12 in particular welcomes empirical and theoretical research papers, but to some degree also methodological and developmental papers (10 pages maximum), and poster proposals (2 pages) related to one or more of the following issues – although any paper/poster of relevance to the overall focus of the group will be taken into consideration:
1. Ways of integrating original sources in classrooms, and their educational effects, preferably with conclusions based on classroom experiments;
2. Surveys on the existing uses of history or epistemology in curricula, textbooks, and/or classrooms in primary, secondary, and tertiary levels;
3. Design and/or assessment of teaching/learning materials on the history of mathematics;
4. The role of history or epistemology of mathematics at the primary, secondary, and tertiary level, and in pre- and in-service teacher education, from cognitive, pedagogical, and/or affective points of view;
5. Investigations or descriptions of the historical instances of research cultures and cultures of teaching and learning in mathematics;
6. Relationships between (frameworks for and empirical studies on) history in mathematics education and theories and frameworks in other parts of mathematics education;
7. Possible parallelism between the historical development and the cognitive development of mathematical ideas;
8. Theoretical, conceptual and/or methodological frameworks for including history in mathematics education;
9. The potential role of history of mathematics/mathematical practices in relation to more general problems and issues in mathematics education and mathematics education research.

Papers and poster proposals should use the CERME word template, and conform to the guidelines at http://www.cerme9.org/guidelines/guidelines-for-authors/. To submit, you need to email your proposal as a WORD document to Uffe Thomas Jankvist, utj@dpu.dk, AND at the same time, to the conference secretariat at submission@cerme9.org. If possible, please also send a pdf version in addition to the WORD document.

Reviews and decisions
Each paper will be peer-reviewed by two persons from among those who submit papers to this Thematic Working Group. Please expect to be asked to review up to three papers. It may be necessary for you to revise your paper before final acceptance. The group leaders will decide about the acceptance of posters.

Important dates
September 15, 2014: Deadline for submission of papers
October 1, 2014: Deadline for submission of poster proposals
November 25, 2014: Deadline for reviewers to submit their reviews
December 5, 2014: Decisions about paper or poster acceptance
December 20, 2014: Reduced fee registration deadline
January 10, 2015: Deadline for revisions of papers
January 20, 2015: Papers for presentation at the congress available on the CERME website.

July 24-31, 2016
Hamburg, Germany



Topic Study Groups at ICME-13
A Topic Study Group (TSG) is designed to gather a group of congress participants who are interested in a particular topic in mathematics education. A Topic Study Group will serve as mini-conference and will display the progress of the discussion in the intervening years since ICME-12. Topic Study Groups will therefore promote the discussion of a variety of perspectives on the theme of the Group. The TSG will consist of high-standard discussions enabling the newcomer to get a broad overview on the state-of-the-art and allowing the experts to lead discussions at a high level. The team will provide the audience of their TSG not with a nationally framed insight into the strands of the discussion of the theme, but will give an overall overview on the international discussion as broadly as possible and allowing for insight into less well-known strands of the discussion from under-represented countries. For ICME-13, the TSG is the major arena for participation. Participants are expected to associate themselves with one TSG and to stay in that group for all sessions.

1. Early childhood mathematics education (up to age 7)
2. Mathematics education at tertiary level
3. Mathematics education in and for work
4. Activities for, and research on, mathematically gifted students
5. Activities for, and research on, students with special needs
6. Adult learning of mathematics – lifelong learning
7. Popularization of mathematics

8. Teaching and learning of arithmetic and number systems (focus on primary education)
9. Teaching and learning of measurement (focus on primary education)
10. Teaching and learning of early algebra
11. Teaching and learning of algebra
12. Teaching and learning of geometry (primary level)
13. Teaching and learning of geometry – secondary level
14. Teaching and learning of probability
15. Teaching and learning of statistics
16. Teaching and learning of calculus
17. Teaching and learning of discrete mathematics (including logic, game theory and algorithms)
18. Reasoning and proof in mathematics education
19. Problem solving in mathematics education
20. Visualisation in the teaching and learning of mathematics
21. Mathematical applications and modelling in the teaching and learning of mathematics
22. Interdisciplinary mathematics education
23. Mathematical literacy

24. History of the teaching and learning of mathematics
25. The Role of History of Mathematics in Mathematics Education
26. Research on teaching and classroom practice
27. Learning and cognition in mathematics
28. Affect, beliefs and identity in mathematics education
29. Mathematics and creativity
30. Mathematical competitions
31. Language and communication in mathematics education
32. Mathematics education in a multilingual and multicultural environment
33. Equity in mathematics education (including gender)
34. Social and political dimensions of mathematics education
35. Role of ethnomathematics in mathematics education
36. Task design, analysis and learning environments
37. Mathematics curriculum development
38. Research on resources (textbooks, learning materials etc.)
39. Large scale assessment and testing in mathematics education
40. Classroom assessment for mathematics learning
41. Uses of technology in primary mathematics education (up to age 10)
42. Uses of technology in lower secondary mathematics education (age 10 to 14)
43. Uses of technology in upper secondary mathematics education (age 14 to 19)
44. Distance learning, e-learning, blended learning

45. Knowledge in/for teaching mathematics at primary level
46. Knowledge in/for teaching mathematics at secondary level
47. Pre-service mathematics education of primary teachers
48. Pre-service mathematics education of secondary teachers
49. In-service education and professional development of primary mathematics teachers
50. In-service education, and professional development of secondary mathematics teachers

51. Diversity of theories in mathematics education
52. Empirical methods and methodologies
53. Philosophy of mathematics education
54. Semiotics in mathematics education

TSG 24
History of the teaching and learning of mathematics

Fulvia Furinghetti (Italy) furinghetti@dima.unige.it
Alexander Karp (USA)

Team members:
Henrike Allmendinger (Germany)
Harm Jan Smid (Netherlands)
Johan Prytz (Sweden)

IPC Liaison person: Alain Kuzniak (France)

The aim of the TSG is to provide a forum for the discussion of findings and unsolved problems in the history of mathematics education as well as of issues in methodology of research in this field. During the last years research in the history of mathematics education has been actively developed – important books and articles, specialized conferences, specialized journals, and special issues of some major serials have been devoted to the relevant topics. Still, it is very clear that many themes are not explored sufficiently and sometimes almost nothing is known about some periods and regions. Additionally, the history of mathematics education is often explored from a local (or national) point of view only. Often connections with similar processes happening elsewhere need to be revealed and understood.
This TSG is supposed to help researchers in identifying new topics and new techniques for studies and in establishing fruitful collaboration in their work.
Meetings of the TSG will offer presentations on a variety of topics including the following (but not limited to them):
 History of reforms in mathematics education
 History of tools in mathematics education (including textbooks, manipulatives, calculators, etc.)
 Mathematics teachers: history of professionalization
 Local, national, and international dimensions in the history of mathematics education
 History of mathematics education and other directions in mathematics education (for example, teacher education)
In addition, a panel discussion on past and future developments will be organized.

Karp, A., & Schubring, G. (Eds.) (2014). Handbook on the history of mathematics education. New York: Springer.
Schubring, G., Furinghetti, F., & Siu, M.K. (2012). Turning points in the history of mathematics teaching – Studies of National Policies. ZDM – The International Journal on Mathematics Education, 44(4).

TSG 25
The Role of History of Mathematics in Mathematics Education

Costas Tzanakis (Greece) tzanakis@edc.uoc.gr
Xiaoqin Wang (China) xqwang@math.ecnu.edu.cn

Team members:
Kathleen Clark (USA)
Tinne Hoff Kjeldsen (Denmark)
Sebastian Schorcht (Germany)

IPC Liaison person: Alain Kuzniak (France)
TSG 25 aims to provide a forum for participants to share their research interests and results, as well as their teaching ideas and classroom experience in connection with the integration of the History of Mathematics (HM) in Mathematics Education (ME). Special care is taken to present and promote ideas and research results of an as broad as possible international interest, while still focusing due attention to the national aspects of research and teaching experience in this area. Every effort will be made to allow researchers to present their work and to get fruitful feedback from the discussion, and at the same time to stimulate the interest of the newcomers by giving them the opportunity to get a broad overview on the state-of-the-art in this area.
The discussion within this TSG refers to all levels of education–from primary school, to tertiary education, including in-service teachers’ training—preferably on work and conclusions based on actual classroom experiments and/or produced teaching & learning materials.

Putting emphasis on integrating historical and epistemological issues in mathematics teaching and learning constitutes a possible natural way for exposing mathematics in the making that may lead to a better understanding of specific parts of mathematics and to a deeper awareness of what mathematics as a whole really is. This is important for ME, helping to realize that mathematics:
 is the result of contributions from many different cultures;
 has been in constant dialogue with other scientific disciplines, philosophy, the
 arts and technology;
 has undergone changes over time; there have been shifting views of what
 mathematics is; and
 has constituted a constant force for stimulating and supporting scientific,
 technical, artistic and social development.

The programme of TSG 25 will be structured around the following main themes:
1. Theoretical and/or conceptual frameworks for integrating history in mathematics education;
2. History and epistemology implemented in mathematics education: Classroom experiments & teaching materials, considered from either the cognitive or/and affective points of view;
3. Surveys on the history of mathematics as it appears in curriculum and/or textbooks (including the history of mathematics in old mathematics textbooks);
4. Original sources in the classroom, and their educational effects;
5. History and epistemology as a tool for an interdisciplinary approach in the teaching and learning of mathematics and the sciences; unfolding fruitful interrelations; and
6. Cultures and mathematics fruitfully interwoven.

Dear colleagues,

In this brief note, I would like to provide you with an update of the ongoing preparation of the HPM 2016 Conference, and the Proceedings Initiative that aims at making our HPM proceedings available electronically.

HPM 2016

I am happy to report that the preparation for the HPM 2016 conference has started. It is my pleasure to announce that HPM 2016 will take place at the Université Montpellier 2, France, where the IREM (Institut de Recherche sur l’Enseignement des Mathématiques) is located. I am grateful to Evelyn Barbin for her help in putting us in contact with the IREM network and in particular with Professor Nicolas Saby, chair of IREM of Montpellier.

Concerning the dates of the conference, we are making an effort to avoid overlaps with other major events. Although we are still working on the details, for the moment the date that seems to be the best is the week of July 18, 2016. We will keep you informed.

Here is a short description of the hosting institution.

Rich from its past and its heritage, as well as from the lifeblood stemming from today’s laboratories, the Université Montpellier 2 is a university of intensive research which activities cover a wide range of subjects:

* Health and Agronomy Biology;

* Biodiversity and Ecology;

* Evolution and Environment;

* Chemistry, Earth and Water Sciences;

* Mechanical Engineering;

* Physics;

* Mathematics and Computer Sciences;

* Management and Education Sciences

In 1808, Napoleon 1st founded the Science Faculty of Montpellier. Today, the University offers diversified and complementary courses, leading to 230 degree programmes from learning to in-service training, where students of 115 nationalities are welcomed.

Approximately 4000 staff participate in the life of the establishment. The University enrolls 16 500 students. The university is also famous for its 10 large collections of botany (second herbarium of France), paleontology, zoology, and mineralogy.

The IREM of Montpellier is a department of the Science Faculty of the Université Montpellier 2. It was created in 1969 to:

* Lead research on mathematics teaching;

* Contribute to the initial and in-service training of teachers;

* Develop and publish documents for teachers and trainers;

* Contribute to pedagogical experimentation.

The IREM of Montpellier has an important experience in organizing national and international meetings. For instance, the IREM of Montpellier organized a national IREM-Colloquium on Epistemology and History of Mathematics in 1985, as well as the First European Summer University “Epistemology and History in Education of Mathematics” (ESU) in 1993.

The HPM Proceedings Initiative

I would also like to report that we are in communication with ICMI administrators to continue uploading the proceedings of past conferences. I have received a PDF version of the HPM 2012 Conference from Professor Sung Sook Kim, of Paichai University in South  Korea. The electronic copy of the proceedings will be available soon. For the time being the Proceedings of HPM 2004 (Uppsala) Conference are already online, thanks to the efforts of Fulvia Furinghetti, Costas Tzanakis, and Sten Kaijser (http://www.mathunion.org/icmi/digital-library/aos-conferences/)

I take advantage of this message to remind you that information concerning the forthcoming ESU-7 conference, to be held in Denmark this summer, is available in our site (http://www.clab.edc.uoc.gr/hpm/Meetings.htm).

L. Radford

Mathematical Association of America’s Convergence is undergoing many changes (as part of a website conversion). Please visit the journal’s homepage:


Below are several short abstracts of recently published articles.


 Diamantopoulos, John; and Woodburn, Cynthia. Maya Geometry in the Classroom. Loci: Convergence (August 2013), 5 pp., electronic only. The authors show how classic Maya people may have used knotted ropes to form desired geometric shapes in art and architecture.



Branson, William B. Solving the Cubic with Cardano. Loci: Convergence (September 2013), 8 pp., electronic only. The author shows how, in order to solve the cubic, Cardano relied on both classical Greek geometric and abbaco traditions, and he illustrates Cardano’s geometric thinking with modern manipulatives.



18th Century

Wardhaugh, Benjamin. Learning Geometry in Georgian England. Loci: Convergence (August 2012), 6 pp., electronic only. A comparison of the geometry found in two 18th century copybooks written with two different purposes, mental acumen and practical application. DOI:10.4169/loci003930

18th and 19th Centuries

Wessman-Enzinger, Nicole M. An Investigation of Subtraction Algorithms from the 18th and 19th Centuries. Loci: Convergence (January 2014), 9 pp., electronic only.  This survey of subtraction algorithms used in North America includes both handwritten “cyphering books” and printed arithmetic books.

19th Century

Del Latto, Anthony J.; and Petrilli, Salvatore J., Jr. Robert Murphy: Mathematician and Physicist. Loci: Convergence (September 2013), 8 pp., electronic only. The authors argue that Murphy (1806-1843) showed “true genius” during his very short life, and they provide a transcription of Murphy’s first published work in 1824.


20th Century

Beery, Janet; and Mead, Carol. Who’s That Mathematician? Images from the Paul R. Halmos Photograph Collection. Loci: Convergence (January 2012 – March 2013), 60 pp., electronic only. For each of 343 photographs taken by functional analyst and mathematical expositor Halmos from 1950 to 1990, the authors identify the subjects and provide biographical information about them. DOI:10.4169/loci003801

Meyer, Walter. External Influences on U.S. Undergraduate Mathematics Curricula: 1950-2000. Loci: Convergence (August 2013), 8 pp., electronic only. An examination of the influence of forces outside of mathematics on such curricular changes as increased emphasis on applications and modeling, introduction of discrete mathematics courses, and calculus reform.



Janet Beery,

Editor, MAA Convergence

 Professor of Mathematics

Department of Mathematics and Computer Science

University of Redlands

1200 E. Colton Ave.

Redlands, CA 92373

September 20-25, 2014
Hangzhou, China

Organized by

Zhejiang University of Science and Technology,Hangzhou; Department of Mathematics, Northwest University, Xi’an

In Association with

REHSEIS (SPHERE), CNRS & University Paris Diderot; Dept of Mathematics, Simon Fraser University

Chinese Society for the History of Mathematics

Organization Scientific Committee

* Qu Anjing (Northwest University, Xi’an, China, Co-Chair)

* Tom Archibald (Simon Fraser University, Vancouver, Canada, Co-Chair)

* Karine Chemla (REHSEIS—SPHERE, CNRS & University Paris Diderot, Paris, France)

* Niccolò Guiccardini (University of Bergamo, Italy)

* Tinne Hoff Kjeldsen (Roskilde University, Copenhagen, Denmark)

* Norbert Schappacher (Université de Strasbourg, France)

* Ueno Kenji (Seki Kowa Institute of Mathematics, Japan)

Local Organizing Committee

Zheng Youqu (Chair), Cen Gang, Tao Xiangxing, Ruan Shiping, Xue Youcai, Qiu Binqiang, Yin Weidong, Wang Wenbin (Zhejiang University of Science and technology, Zhejiang China), Yuan Min (Northwest University, Xi’an, China)


Four days of scientific sessions are planned.

1. Plenary Invited Lectures

Invited lectures will be announced later.


2. Scientific Sessions for Contributed Papers

Parallel sessions will be organized on specific topics.


3. One day sight-seeing


4. Language: English


5. Tentative Schedule

Sept 20, arrival, registration, getting together

Sept 21-24, Scientific program

Sept 25 Sightseeing


6. Topic

 Contemporary Research in the History of Modern Mathematics and Applications to Pedagogy

Research in both the history of mathematics and the applications of history of mathematics to pedagogy have in recent years been enriched by new directions. The results have included new emphases in both disciplines, with diverse and far-reaching consequences. On the side of history, we see a renewed interest in the philosophical issues of various kinds, on the transmission of mathematical knowledge from local settings to global norms, on networks of scholars and networks of texts, on the nature and importance of application in mathematics, and on a reassessment of the importance of computation in all its forms. On the side of education, we see an expansion of the strategic use of history as a tool, going beyond cross-cultural comparison to being an ingredient in various theoretical approaches.

The purpose of the meeting proposed is to assemble senior scholars active in these fields, junior scholars whose work promises to be transformative, and scholars who are ambitious to acquire new approaches while presenting contributed papers on work of their own for comment by their peers.

With a broadly inclusive scope we hope to build on the positive experiences of earlier meeting to continue to build a Chinese and international research community and to build links for the future.

We are deeply convinced that the better understanding of modern mathematical activity that such an approach can yield will be helpful for mathematics education at all levels, and that the presence of researchers with education as a primary focus will enhance this aim.



Registration Fees (Registration covers the book of abstracts, all the conference sessions, including the banquet and all meals. It does not cover accommodation).

Date Participators Students Accompanying
Before June 30







After June 30







Modalities of payment, to be announced later.


Rooms will be available on campus or near the campus. Precise information will be given in the second circular.



Title and Abstract

Please send title of your talk to Dr. Wang Chang: heart_cw@126.com, before 15 April 2014.

We expect that you send the abstract of your paper by email to Dr. Wang Chang:  heart_cw@126.com, before 30 June 2014. We accept *.doc and *.txt files.

Webpage and Contact persons

Official webpage will be announced.

Dr. Wang Chang, Northwest University, heart_cw@126.com

Prof. Xue Youcai, Zhejiang University of Science and Technology, xueyoucai@126.com

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