Archive for the ‘Conference Announcements’ Category

30 March – 1 April 2018

Tunis, Tunisia

 Second announcement

The 13th Colloquium on the History of Arabic Mathematics (COMHISMA 13) shall take place on Friday 30th March, Saturday 31st March and April 1st , 2018 in Tunis City (CIFFIP – Lac II).

Themes of the Colloquium:

A.  Theoretical mathematics, Astronomy, Applied mathematics, Recreational mathematics in Arabic and Islamic traditions.  

B.  History of teaching Arabic mathematics and its circulation.

C.  Mathematics and Society. 


Languages of the meeting: Abstracts, papers and communications can be presented in the Arabic, English or French languages.


Important deadlines

          Deadline for abstract submission

15 September, 2017

          Deadline for acceptation of papers

15 November, 2017

          Deadline for receiving full text of communication        

15 February, 2018

          Deadline for registration

15 January, 2018

Registration Fees

Professor : 120 DT (± 50 Euros)

Student :      50 DT (± 25 Euros)      


All activities planned for COMHISMA 13 will be held at CIFFIP – Lac II.

Participants can use some lodging facilities on the premises or they can also lodge at one of the Hotels in the center of Tunis.

Accomodations fees at the CIFFIP : 180 DT (± 75 Euros) for three days.

For center city hotels, 73 DT to 200 DT for each night with breakfast.

          Arrival of the participants

29 March, 2018, after noon.

          Departure of the participants

01 April, 2018, after noon.

 Cultural activities and tourist tour

No work is planned for Saturday after noon, March 31st . We shall offer several activities for participants to choose.

The International scientific committee of COMHISMA 13 is chaired by Professor Ahmed Djebbar.Institutional Partners

                     Centre International de Formation des Formateurs et de l’Innovation Pédagogique (CIFFIP)

                     Institut Supérieur de l’Education et de la Formation Continue (ISEFC)

                     Laboratoire du Monde Arabo-Islamique Médiéval (LMAIM)

 Organizing Associations

                     Association des Femmes Tunisiennes Mathématiciennes

                     Association Tunisienne des Sciences Mathématiques

                     Association Tunisienne de Didactique des Mathématiques

                     The Mediterranean Institute for the Mathematical Sciences (MIMS-Tunisia).

                     Société Mathématique de Tunisie

Local Organizing Committee

Honorary Chairman:       Béchir Kachoukh


                     Mahdi Abdeljaouad – Faouzi Chaabane – Marouane Ben Miled – Hmida Hedfi

                     Taoufik Charrada et Salma Elaoud (ATSM)

                     Mounir Dhieb et Rahim Kouki (ATDM)

                     Makkia Dammak (AFTM)

                     Salwa Aouadi (MIMS)

                     Nedra Belhaj Rhouma (SMT)


Contact :


The fourth Irish conference on the History of Mathematics (IHoM4) will be held in the Edward Worth Library, Dublin, on Friday 9th June 2017.

The themes of the conference will be:

  • Significant people in the History of Mathematics
  • Using original sources in History of Mathematics
  • History of Mathematics as revealed in significant books
  • History of Mathematics in Mathematics Education
  • History of Mathematics Education
  • General topics from the History of Mathematics

It will be of particular interest to situate any of these themes in an Irish context.

Abstracts (of no more than 150 words) are invited for presentation at IHoM4, on or before 7th May. It is envisaged that each presentation will be allocated 40 minutes (including 10 minutes for questions). The programme for IHoM4 will be posted here.

Organizing committee:

For further information contact maurice.oreilly[AT] (with IHoM4 in the subject field).

20-24 July 2018

Oslo, Norway

Oslo & Akershus University College of Applied Sciences  



  1. Aim

The ESU mainly aims

–          to provide a forum for presenting research in mathematics education and innovative teaching methods based on a historical, epistemological and cultural approach to mathematics and their teaching, with emphasis on actual implementation;

–          to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experience related to this perspective;

–          in this way, to motivate further collaboration along these lines, among members of the mathematics education community in Europe and beyond.


  1. Focus and main themes of ESU-8

The ESU is more a collection of intensive courses than a conference for researchers. It is a place where teachers and researchers meet and work together. It is also a place where beginners, more experienced researchers and teachers present their teaching experience to the benefit of the participants and get a constructive feedback from them. It refers to all levels of education – from primary school, to tertiary education – including in-service teachers’ training.

The programme and activities of ESU-8 are structured around the following main themes:

Theme 1: Theoretical and/or conceptual frameworks for integrating history and epistemology of mathematics in mathematics education;

Theme 2: History and epistemology in students and teachers mathematics education: Curricula, courses, textbooks, and didactical material of all kinds – their design, implementation and evaluation;

Theme 3: Original historical sources in teaching and learning of and about mathematics;

Theme 4: Mathematics and its relation to science, technology, and the arts: Historical issues and socio-cultural aspects in relation to interdisciplinary teaching and learning;

Theme 5: Topics in the history of mathematics education;

Theme 6: History of mathematics in the Nordic countries.

Emphasis is put on work and conclusions based on actual classroom experiments and/or produced teaching & learning materials, but insightful theoretical ideas and/or historical analysis with visible didactical implications are also welcome.


  1. Activities during ESU-8

All activities should refer to the ESU-8 main themes. Its scientific program will be structured along these themes, consisting of a few plenary lectures and panels, as well as, parallel sessions of oral presentations, short communications and posters, for participants, who want to speak about their own experience, or research. A major part of the programme, however, consists of workshops.


  1. Target population

The majority of the participants is expected to be (elementary or secondary) schoolteachers, who may wish to gain new ideas on how they can integrate the history of mathematics into their teaching.  Special effort will be made so that each session includes activities relevant and interesting for schoolteachers; for instance activities with focus on useful resources and didactical material available in Norwegian, or other national languages. However, there will be also university teachers and students, interested in the integration of the history and epistemology of mathematics into mathematics education, as well as, historians of mathematics, who may give a limited number of lectures to inform others about recent developments in their domain, and mathematicians with an interest in the relation between mathematics, its history and epistemology, and its role at present and in the past.


  1. Time and place

The ESU-8 will take place from 20 to 24 (Friday to Tuesday) July 2018 at the Oslo & Akershus University College of Applied Sciences, Oslo, Norway.


  1. Official Languages

The official languages of ESU-8 are English, Norwegian and French: All plenary talks and panel discussions will be in English. Other activities can be delivered in any of the official languages. However, presenters and workshop organizers should keep in mind that all activities should in principle be targeted to an international audience and that many participants will not be native speakers of any of these languages. Consequently, for activities not in English, the presenters will be asked to use two sets of transparencies, one being in English, while workshop organizers are strongly advised to prepare copies in English of their material. This will increase participation and will greatly facilitate communication among participants.


  1. Submission of proposals

31 October 2017: deadline for submitting Abstracts of proposals for all types of activities.

15 December 2017: Notification of acceptance or not of the submitted proposals.

The members of the Scientific Program Committee (SPC) will review the submitted abstracts. Acceptance of a proposal means that the proposed activity will be included in the ESU-8 Scientific Programme. Full texts for inclusion to the ESU-8 Proceedings will be submitted after ESU-8 and will be further reviewed by members of the SPC at the usual international standards.

Important: Submissions of proposals and full texts, the reviewing process, and authors’ notification will be realized online via and following the guidelines therewith.


8. Proceedings

Publishing the Proceedings of ESU-8 is a major task. They will appear after ESU-8, so that authors are given the opportunity to enrich their text as a result of the feedback they will gain during ESU-8. Details on the procedure and the deadline for submitting full texts, their size, the format guidelines and the expected date by which the proceedings will be available to all registered participants, will be announced in due course from the ESU-8 and HPM official websites  


  1. The web site

Making known the ESU worldwide, is a major task. To this end, a web site is being developed under the URL It will be regularly updated as an effective tool for providing updated practical information, allowing for online registration, submission of proposals and full texts, supporting the reviewing process, etc.


  1. For further information, contact

Constantinos Tzanakis, Dep. of Education, Univ. of Crete, 74100 Rethymnon, Greece,  (chair)

Bjørn Smestad, Dep. of Primary and Secondary Teacher Education, Oslo & Akershus Univ. College of Applied Sciences, Oslo, Norway,  (chair of Local Organizing Committee)

Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Univ. de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France, (co-chair)

Uffe Thomas Jankvist, Dep. of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV, (co-chair)

Tinne Hoff Kjeldsen, Dep. of Mathematical Sciences, University of Copenhagen, Universitetsparken 5, DK-2100 Copenhagen Ø,  (co-chair)


For more detailed and regularly updated information, visit


19-22 September, 2017

Utrecht, the Netherlands


ICHME-5 First Announcement

We are calling for papers for this fifth conference, as a continuation of the successful work of the first four conferences, in Iceland (2009), Portugal (2011), Sweden (2013) and Italy (2015). Abstracts of proposed contributions must be submitted before April 1, 2017. The decision about acceptance of proposals will be communicated by May 15, 2017.


Submission of abstracts, and later of papers, is only possible via the conference website: Abstracts should be in English and about one page (500 words). References must be included. Please briefly describe (one or two sentences) why your proposed presentation is a relevant addition to the body of knowledge of the History of Mathematics Education. Once submitted, there will be no possibility for a revision of abstracts.


The conference

First becoming visible internationally at ICME 10 in 2004 (in Copenhagen) as Topic Study Group 29, the history of mathematics education has since become a well-established area of research. It has been a subject of interest in various international meetings, e.g., ICME, HPM, CERME and ESU conferences.


The first specialized research conference, entitled “Ongoing Research in the History of Mathematics Education,” held in Garðabær near Reykjavík (Iceland) in 2009, led to a series of such specialized conferences. This will be the fifth international conference, this time held in Utrecht, the Netherlands.


During previous conferences themes discussed included:

– The Development of Mathematics Education in Specific Countries;

– Practices of Teaching, Mathematics Textbooks, Teacher Education, Transmission and Reception of Ideas;

– Geometry Teaching;

– Algebra Teaching;

– Teaching of Calculus;

– Interdisciplinarity and Contexts;

– The Modern Mathematics Movements; and

– History of Curricula.


Those proposing abstracts 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 mathematics education prior to 1800 are suggested. A publication of the proceedings is planned. Papers will be peer-reviewed.


The conference is organized by the Dutch Association of Mathematics Teachers in cooperation with the Freudenthal Institute and the Descartes Centre of the University of Utrecht.




International program committee:

  • Kristín Bjarnadóttir (Iceland)
  • Jan Hogendijk (the Netherlands
  • Jenneke Krüger (the Netherlands)
  • Johan Prytz (Sweden)
  • Gert Schubring (Brazil/Germany)
  • Bert Theunissen (the Netherlands)


Advisor: Fulvia Furinghetti (Italy)


Further information about the conference and practical information is available on the conference website:


Registration and conference fee:  until 15 June 2017, the fee is € 195; thereafter the fee will be € 230. Last day of registration and payment is 31 August 2017. Registration will take place via the conference website.



Schubring, G. (Ed.) (2006). Special issue: History of teaching and learning mathematics. Paedagogica Historica, 42(5-6). [Proceedings of TSG 29 at ICME 10]

Bjarnadóttir, K., Furinghetti, F., & Schubring, G. (Eds.) (2009). “Dig where you stand.” Proceedings of the conference on on-going research in the history of mathematics education. Reykjavik, Iceland: University of Iceland – School of Education.

Bjarnadóttir, K., Furinghetti, F., Matos, J., & Schubring, G. (Eds.) (2012). “Dig where you stand” 2. Proceedings of the second conference on the history of mathematics education. Lisbon, Portugal: Universidade Nova.

Bjarnadóttir, K., Furinghetti, F., Prytz, J., & Schubring, G. (Eds.) (2015). “Dig where you stand” 3. Proceedings of the third conference on the history of mathematics education. Uppsala, Sweden: Department of Education, Uppsala University.

Karp, A., & Furinghetti, F. (2016). History of mathematics teaching and learning: Achievements, problems, prospects (ICME-13 Topical Surveys, G. Kaiser (Ed.). Switzerland: Springer Open.

Karp, A., & Schubring, G. (Eds.) (2014). Handbook on the history of mathematics education. (2014). New York, NY: Springer.

Jenneke Krüger

Freudenthal Institute

University of Utrecht

The Netherlands


 II International Conference on Mathematics Textbook Research and Development

II Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática


Research focused on the analysis and development of textbooks (in conventional format or digital media) has recently gained great prominence in the international arena of research in mathematics education. This prominence is reflected, for example, in the International Conference on School Mathematics Textbooks (ICSMT), held in Shanghai in 2011, and in the ZDM special issue (Volume 45, Issue 5, September 2013), on textbooks research in mathematics education.

Also reflecting this trend, the first International Conference on Mathematics Textbook Research and Development (ICMT-2014) took place at the University of Southampton (UK), from 29 to 31 July 2014. About 180 participants, from 30 different countries, attended ICMT-2014. ICMT-2014 proceedings are available on Visit also ICMT-2014’s official website on:

It is our pleasure to announce the II International Conference on Mathematics Textbook Research and Development / II Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática (ICMT2), to be held from 7 to 11 May 2017, at the Federal University of Rio de Janeiro (UFRJ) and at the Federal University of the State of Rio de Janeiro (UNIRIO), Brasil.

The conference is organized by the Federal University of Rio de Janeiro (Universidade Federal do Rio de Janeiro, UFRJ), the Federal University of the State of Rio de Janeiro (Universidade Federal do Estado do Rio de Janeiro, UNIRIO), the State University of São Paulo (Universidade Estadual Paulista, UNESP) and the Federal University of Pernambuco (UFPE). It is supported by the Brazilian Mathematics Education Society (SBEM), the Brazilian Society of Mathematics (SBM), and the Brazilian Society of Applied and Computational Mathematics (SBMAC).

ICMT2 will feature different activities, including plenary lectures, symposia, workshops, oral presentations, posters and special activities addressed to teachers. Accepted and presented papers will be published after a peer-review process in Proceedings following the Conference.



International Programme Committee (IPC)

  • Rúbia Amaral (UNESP, Brazil) – Secretary
  • Ubiratan d’Ambrosio (UNIAN, Brazil) – Honorary President
  • Marcelo Borba (UNESP, Brazil)
  • Rute Borba (Universidade Federal de Pernambuco, Brazil)
  • Marcos Cherinda (Universidade Pedagógica de Moçambique)
  • Lianghuo Fan (University of Southampton, UK) – Co-chair
  • Victor Giraldo (Universidade Federal do Rio de Janeiro, Brazil) – Local Chair
  • Patricio Herbst (University of Michigan, USA)
  • Marja van den Heuvel-Panhuizen (Universiteit Utrecht, Netherlands)
  • Abdellah El Idrissi (École Normale Supérieure de Marrakech, Morocco)
  • Diana Jaramillo Quiceno (Universidad de Antioquia, Colombia)
  • Cyril Julie (University of the Western Cape, South Africa)
  • Gabriele Kaiser (Universität Hamburg, Germany)
  • Alexander Karp          (Teachers College, Columbia University, USA)
  • Jeremy Kilpatrick (University of Georgia, USA)
  • Jian Liu           (Beijing Normal University, China)
  • Eizo Nagasaki (National Institute for Educational Policy Research, Japan)
  • Michael Otte (UNIAN, Brazil)
  • Johan Prytz (Uppsala Universitet, Sweden)
  • Sebastian Rezat (Universität Paderborn, Germany)
  • Angel Ruiz (Universidad de Costa Rica, Costa Rica)
  • Kenneth Ruthven (University of Cambridge, UK)
  • Gert Schubring (UFRJ, Brazil/Universität Bielefeld, Germany) – Chair

Local Orgnization Committe (LOC)

  • Lourdes Werle de Almeida (UEL)
  • Rúbia Amaral (UNESP) – Co-chair
  • Franck Bellemain (UFPE)
  • Marilena Bittar (UFMS)
  • Victor Giraldo (UFRJ) – Chair
  • Verônica Gitirana (UFPE)
  • Carmen Mathias (UFSM)
  • João Frederico Meyer (UNICAMP)
  • Cydara Ripoll (UFRGS)
  • Walcy Santos (UFRJ)
  • Fábio Simas (UNIRIO)
  • Ralph Teixeira (UFF)

Plenary speakers


  • Kay O’Halloran (Curtin University, Bentley, Australia)
  • João Bosco Pitombeira (Universidade Federal de Mato Grosso do Sul, Campo Grande, Brazil)
  • Ken Saito (Department of Human Sciences, School of Humanities and Social Sciences, Osaka Prefecture University, Osaka, Japan)
  • Zalman Usiskin (University of Chicago, Chicago, USA)
  • Jianpan Wang (Jianpan Wang, East China Normal University, Shanghai, China)

Conference themes

  • Textbook research (concepts, issues, methods, directions, etc.)
  • Textbook analysis (characteristics, treatment of contents and/or pedagogy, etc.)
  • Analysis of historical textbooks
  • Textbook use (by teachers, by students, and/or by other parties)
  • Textbooks and student achievement
  • Textbook development (domain/competence analyses, teaching trajectories, task design, format of presenting the “content” to the student, format of presenting the “content” to the teacher (teacher guides)
  • Textbook policies (governmental educational policy about textbooks, distribution, market strategies)
  • Evolution of textbooks in the light of new digital technologies (including integration of ICT tools and innovation, e-textbook)
  • Other disciplines in mathematics textbooks & mathematics in textbooks of other disciplines
  • Other major relevant issues about mathematics textbooks

Modalities of contributions (besides invited lectures)

ICMT 2 will receive contributions, related with the Conference Themes described above, on the following modalities:

  • symposium (in English, 180 minutes)
  • workshop (in English, 120 minutes)
  • workshop for teachers (in Portuguese, 120 minutes)
  • oral presentation (in English, 30 minute presentation)
  • poster presentation (in English, one time slot, 60 minutes)

A symposium is organised by one or more researchers to discuss jointly, based on submitted papers, a specific issue of the thematic spectrum of the conference.

A workshop is a kind of activity that allows participants to work (in small teams) around prepared documents, guided by specific questions.



Anyone (including university lecturers, school teachers, and graduate and undergraduate students) can submit a proposal for any modality of contribution. In general, each applicant can submit at most two proposals (symposia, workshops, oral presentations, posters) with his/her name as presenting author. All submissions will be peer reviewed. In order to be included in the Conference Programme, at least the presenting author must be registered and have paid the registration fee by January 3rd 2017.


Formats and deadlines

  • symposium: 2 pages proposal, in English, submitted until 15 August 2016;
  • workshop: 2 pages proposal, in English, submitted until 31 October 2016;
  • workshop for teachers: 2 pages proposal, in Portuguese, submitted until 31 October 2016;
  • oral presentation: 1 page abstract, in English, submitted until 31 October 2016;
  • poster presentation: 1 page abstract, in English, submitted until 31 October 2016.


All submissions must comply with the following format guidelines:

  • A4 paper (size 21 cm x 29.7 cm);
  • margins set at 2.5 cm top and 2.5 cm bottom, 2 cm left and 2 cm right;
  • 12pt Times New Roman, single space between lines, and 6pt space after paragraphs.


Templates with format details for each modality of submission is also available on the website.

All submissions must be made through the system available on the Conference website.

For a full list of deadlines, see Key dates (below).


Workshops, oral presentations, and posters

Submissions for workshops, workshop for teachers, oral presentations, and posters will go through two stages:

  1. Abstract submission. Applicants will be first invited to submit abstracts. If accepted, contributions will be included in the Conference Programme, accordingly to the respective modality.
  2. Full paper submission. After the Conference, authors of accepted contributions will be invited to submit a full paper for publications on the electronic Proceedings. In order to submission a full version, the corresponding contributions must fulfil the following conditions:
    1. have abstract accepted;
    2. at least the presenting author have registered and paid registration fee;
    3. have been presented at the Conference.


Researchers interested in proposing a symposium, must first submit a proposal.

Then, submissions for oral presentations within the accepted symposium will be opened. Such submissions will then follow the two stages, as described above.


Registration fees (in euros)

Until January 31st, 2017, registration fees will have the following values. After that date, the fees will suffer an increase. New values will be informed in due course. Registration must be made through the system that will be available on the Conference website.


Category Withconference dinner Withoutconference dinner
Standard  160 € 110 €
graduate student/ school teacher  120 € 670€
One day rate 30 €
Accompanying person 75 € 50 €


Payments with credit card will be possible via paypal.


Key dates

  • submission of proposals for symposia: August 15th, 2016
  • information about acceptance of proposals for symposia: September 15th, 2016
  • submission of paper abstracts within symposia: October 31st, 2016
  • submission of paper abstracts for oral presentation, workshop and poster: October 31st, 2016
  • information about acceptance of such submissions: December 15th, 2016
  • registration deadline (for presenting authors9: January 3rd, 2017
  • conference: May, 7th to 11th, 2017



Rio de Janeiro, also known as Cidade Maravilhosa (Wonderful City), was recently named a World Heritage Site by UNESCO. Despite the city is among the largest urban areas on the planet, it is well known worldwide for its landscapes of exceptional scenic beauty. Its unique geographical location gathers tropical beaches, dramatic mountain ranges, luxuriant rain forest, rivers and waterfalls – all within the urban area.

The area today occupied by the city of Rio de Janeiro was inhabited by different native ethnic groups, including Tamoios, Tupinambás e Maracajás. The city of Rio de Janeiro was officially founded by Portu- guese colonisers in March 1st, 1565. In 1808, with the arrival of the Portuguese royal family, who fled from Napoleon’s troops, Rio becomes the seat of the Portuguese government. With independence in 1822, Rio becomes the capital of Brazil, position occupied until 1960, with the foundation to the current capital – Brasilia.

The beaches of Rio de Janeiro – being Copacabana, Ipanema and Barra da Tijuca the most famous ones – extend along an over 30 km long coastline, on south and west sides of the city. Tijuca Forest – a protect area since nineteenth century, and a National Park (see since 1961 – keeps valuable remnants of their original ecosystems, native flora and fauna. Lying inside the urban area of Rio de Janeiro, Tijuca National Park is regarded as the largest urban forest in the planet. Other not-to-miss touristic spots are: Corcovado Mountain with Christ the Redeemer Statue (; Sugar Loaf and its cable car (; the Botanical Garden ( with a remarkable collection including rain forest native and rare species; São Cristóvão Market (, an open market with typical food, art craft and music from the northeastern region of Brazil.

Rio de Janeiro offers a wide hotel network, with accommodation options suitable for all budgets. The city has also a rich range of restaurants of different trends, from traditional Brazilian food to international contemporary cuisine. Lapa district, in the central area of the city, is probably the most vivid nightlife spot, with several restaurants, bars, and places for live music, especially samba and typical Brazilian rhythms. Rio de Janeiro has a population of around 6 million, and is currently the most visited city in Latin America. It receives 4.5 million tourists each year.

For further information, visit:

Visa Information

Citizens from most of Latin American and European countries do not need to apply to visas to short- term visits to Brazil. Visas are required for US citizens, as well as citizens from some African and Asian countries.

Vaccinations may also be required.

For further information, please consult Brazilian consulates in your country of origin, and see:


Further Information



Call for papers and poster proposals


Leader of the Working Group

Renaud Chorlay (France)

Co-leaders of the Working Group

Kathy Clark (USA), Katalin Gosztonyi (Hungary), Snezana Lawrence (UK)


Scope and focus of the Working Group

History of mathematics in mathematics education continues to receive much attention. However, empirical research and coherent theoretical/conceptual frameworks within this area have emerged 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 welcomes both empirical and theoretical research papers, and poster proposals related to one or more of the following issues – although any paper or poster of relevance to the overall focus of the group will be taken into consideration:

1. Design and/or assessment of teaching/learning materials using the history of mathematics, preferably with conclusions based on empirical data; all levels can be considered, from early-age mathematics to tertiary education and teacher training.

2. Surveys on the existing uses of history or epistemology in curricula, textbooks, and/or classrooms in primary, secondary, and tertiary levels;

3. History of mathematics education;

4. Relationships between, on the one hand frameworks for and empirical studies on history in mathematics education and, on the other hand, theories, frameworks and studies in other parts of mathematics education research.


Papers and poster proposals should use the CERME template, and conform to the guidelines for authors as outlined on the CERME 10 website. CERME10 uses a submission website. An author submits a paper on the website (uploading it as a .doc or .docx file, and providing the required information, in particular the TWG number).


Reviews and decisions

Each paper will be peer-reviewed by two persons from among those who submit papers to this TWG. Please expect to be asked to review up to two papers yourself. The group leaders will decide about the acceptance of posters.


Important dates

  •  15th September 2016: Initial submission by authors on the online submission system.
  • 2nd November 2016: Preliminary decisions on papers sent.
  • 10th November 2016: Preliminary decisions on posters sent.
  • 24th November 2016: The authors send a revised version if needed.
  • 5th December 2016: Final decisions sent.
  • 12th December 2016: Final version uploaded on the online submission system.
  • 13th January 2017: Papers available on CERME 10 website.

Seminar in Honor of Évelyne Barbin

The event will be broadcast online at the link:

Early registration reminder – – Gmail

Dear HPM friends,

This is a kind reminder that the early registration fees for the HPM 2016 Conference will end on April 29th 2016.

You can pay your registration fees at the conference website (you need to create an account first, if you have not done so).

Thank you,

Hélder Pinto

26 – 27 May, 2016

Nantes, France

Seminar in Honor of Évelyne Barbin

We are pleased to announce this seminar in honor of Évelyne Barbin, which will take place at the University of Nantes (France).

Registration, as well as all information for the event, including the conference program can be found on the dedicated website:


Speakers during the seminar include:

  • Dominique Bénard (Université du Maine)
  • François de Gandt (Université de Lille III)
  • Tinne Hoff Kjeldsen (University of Copenhagen, Denmark)
  • René Guitart (Université Paris Diderot)
  • Yannick Marec (Université de Rouen)
  • Anne-Marie Marmier (Université de Lille)
  • David Rabouin (Université Paris-Diderot)
  • Léo Rogers (Université d’Oxford)
  • Dominique Tournes (Université de la Réunion)
  • Norbert Verdier (Université de Paris Sud)

‪We hope to see you there!

‪The organizing committee:

G. Moussard,
J. Auvinet,
X. Saint Raymond


‪Chers collègues:

‪Nous avons le plaisir de vous inviter aux Journées scientifiques en l’honneur d’Évelyne Barbin qui auront pour thème: Circulation: Mathématiques, histoire, enseignement.

‪Elles se tiendront du 26 au 27 mai 2016, à l’Université de Nantes (Amphi  Pasteur, UFR Sciences et Techniques, campus Lombarderie).

‪Vous pouvez d’ores et déjà vous y inscrire sur le site dédié:


‪où vous trouverez toutes les informations nécessaires, ainsi que le programme des conférences.

‪En espérant vous y voir nombreux.

Le comité d’organisation:

G. Moussard,
J. Auvinet,
X. Saint Raymond

History of Mathematics in Mathematics Education: Recent developments
24 – 31 July, 2016
Hamburg, Germany

One of the Topic Study Groups (TSG) at the forthcoming ICME 13 (Hamburg, Germany, 24-31/7/2016) is TSG 25: The Role of History of Mathematics in Mathematics Education.
Its Organizing Team (OT) has performed a survey on the developments in the HPM domain since 2000, the year of publication of History in Mathematics Education: The ICMI Study, edited by J. Fauvel & J. van Maanen (Kluwer 2000). This volume has been a highly collective work and a landmark in the area. Since its publication, the HPM domain has expanded considerably and intensive research activity has been realized worldwide that led to a great deal of thoughtful publications both on theoretical issues and empirical investigations.

Nevertheless, a comprehensive survey is still lacking. Therefore, the survey carried out by the OT of TSG 25 aims to contribute to filling the gap, at the same time providing a useful tool to anyone with interest in this domain and wants to become informed on the main issues and to have a concise guide of the work done in this area.

With focus on the period after the publication of the above ICMI Study Volume, this survey attempts to provide concise annotated reference to existing work in this area, related to the TSG 25 main themes, namely:
1. Theoretical and/or conceptual frameworks for integrating history in mathematics education;

2. History and epistemology implemented in Mathematics Education, considered from either the cognitive or/and affective points of view:
(a) Classroom experiments at school, the university and teacher pre- & in-service education;
(b) Teaching material: textbooks, resource material of any kind (written documents, guidelines, readers, annotated bibliographical surveys, audiovisual material, relevant websites/web pages, etc).

3. Surveys on:
(a) Research on the History of Mathematics in Mathematics Education;
(b) The History of Mathematics as it appears in curriculum and/or 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 by unfolding their fruitful interrelations; and

6. Cultures and mathematics fruitfully interwoven.

The structure of the survey runs roughly as follows:
Section 1 explains its rationale and formulates the key issues explicitly addressed in and/or implicitly underlying the work done in this area:
• Which history is suitable, pertinent, and relevant to Mathematics Education?
• Which role can History of Mathematics play in Mathematics Education?
• To what extent has History of Mathematics been integrated in Mathematics Education (curricula, textbooks, educational aids/resource material, teacher education)?
• How can this role be evaluated and assessed and to what extent does it contribute to the teaching and learning of mathematics?

Section 2 gives a brief historical account of the development of the HPM domain with focus on the main activities in its context and their outcomes since 2000, a short presentation of journals and newsletters, and an outline with comments on the key issues mentioned above and references to the literature for details.

Section 3, constitutes the major part of the survey. It provides a sufficiently comprehensive bibliographical survey of the work done since 2000:
– Briefly annotated collective works (collective volumes, special issues of Mathematics Educational journals devoted to the HPM perspective, conference proceedings, resource material);
– Individual works on one or more of the above mentioned six main themes of TSG 25 in the form of books & doctoral dissertations, papers in scientific journals, and individual chapters in collective volumes or conference proceedings.
For each reference there is explicit indication of the TSG 25 main themes to which it is mostly related. In addition, though the emphasis is on research results of an as broad as possible international interest, due attention is paid to nationally-oriented implementation of the HPM perspective as well. Even though several voluminous collective works exclusively devoted to the HPM perspective (e.g. some collective volumes or conference proceedings) contain several important contributions, the latter are not included in the bibliographical survey as separate items in order to keep this survey to a reasonable size. Instead, all collective works are annotated briefly.

Section 4 summarizes the main points of the survey, whereas, Section 5 contains all references given in section 2.
The survey can be accessed via the HPM website at

We emphasize, however, that this survey should be considered only as a working document to be kept updated both by the OT of TSG 25 and/or other members of the community, who will point out further references that are missing. Any comments, suggestions, amendments and further bibliographical references are most desirable and welcome!

The HPM domain is at a particularly interesting juncture right now, 15 years after the publication of the comprehensive ICMI study – with much and varied work taking place all over the globe. Therefore, this survey may be both a continuously updated useful tool and a key component for heralding a potentially new and interesting era of work to be done.

The Organizing Team of TSG 25 of ICME 13
Kathleen Clark
Tinne Hoff Kjeldsen
Sebastian Schorcht
Constantinos Tzanakis
Xiaoqin Wang