ICME-13 International Congress on Mathematical Education

July 24-31, 2016
Hamburg, Germany

 

http://icme13.org/home
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.

TARGET GROUPS FOR MATHEMATICS TEACHING, AS REFLECTED IN EDUCATIONAL LEVELS AND SPECIAL CATEGORIES OF STUDENTS
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

MATTERS AND ISSUES PERTAINING TO CONTENT-RELATED ASPECTS OF MATHEMATICS CURRICULA, ACROSS EDUCATIONAL LEVELS, AND TO TEACHING AND LEARNING IN RELATION TO THESE ASPECTS
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

THE OVERARCHING PERSPECTIVES AND FACETS OF MATHEMATICS EDUCATION THAT ARE PRESENT ACROSS DIFFERENT EDUCATIONAL LEVELS AND DIFFERENT CURRICULA
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

TEACHER KNOWLEDGE AND EDUCATION
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

META-ISSUES CONCERNING MATHEMATICS EDUCATION ITSELF, AS A FIELD OF PRACTICE, AND AS A DISCIPLINE OF RESEARCH
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

Co-chairs:
Fulvia Furinghetti (Italy) furinghetti@dima.unige.it
Alexander Karp (USA)
apk16@columbia.edu

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.

References
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

Co-chairs:
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)
Aim
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.

Rationale
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.

Focus
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.

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