Recent Icmi Studies

8/2/2019 Recent Icmi Studies

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JaimeCarvalhoeSilvaSecretary-GeneralofICMI

UniversityofCoimbra,Portugal

CMUC/ProjectUI324-2011-2012

Lessons fromsome recent ICMI Studies


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ICMI


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ICMI

Founded in 1908


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ICMI

Founded in 1908

First president was Felix Klein


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ICMI

Founded in 1908

First president was Felix Klein

90 countries


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Executive Committee


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South Korea, China, USA, Israel, FranceNew Zealand, Italy, Costa Rica, South Africa,

Australia, Portugal

Executive Committee


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commission of IMU


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IMU is member of ICSU


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ICMI activities

ICMI Studies

ICME - International Congress on MathematicalEducation

ICMI Bulletin

ICMI News (newsletter)

ICMI website


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ICME congress


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ICME-12 in Korea


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ICMI Affiliated Study Groups

HPM: The International Study Group on the Relationsbetween the History and Pedagogy of Mathematics(1976)

ICTMA: The International Study Group for MathematicalModelling and Application (2003)

IOWME: The International Organization of Women andMathematics Education (1987)

PME: The International Group for the Psychology ofMathematics Education (1976)

WFNMC: The World Federation of National MathematicsCompetitions (1994)
http://www.mathunion.org/index.php?id=701http://www.mathunion.org/index.php?id=701http://www.mathunion.org/index.php?id=702http://www.mathunion.org/index.php?id=703http://www.mathunion.org/index.php?id=704http://www.mathunion.org/index.php?id=701http://www.mathunion.org/index.php?id=701http://www.mathunion.org/index.php?id=702http://www.mathunion.org/index.php?id=702http://www.mathunion.org/index.php?id=703http://www.mathunion.org/index.php?id=703http://www.mathunion.org/index.php?id=704http://www.mathunion.org/index.php?id=704http://www.mathunion.org/index.php?id=705http://www.mathunion.org/index.php?id=705


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Multi-national MathematicalEducation Societies

affiliated to ICMI

CIAEM: Inter-American Committee on MathematicsEducation (2009)

ERME: European Society for Research in MathematicsEducation (2010)

CIEAEM: International Commission for the Study andImprovement of Mathematics Teaching (2010)


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What is an ICMI Study

Activity created in 1985 when Jean-PierreKahane was President of ICMI.

The goal is the production of a Study Book. Thefirst five were published by CambridgeUniversity Press and are now online.


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First five ICMI Studies


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Each Study focuses on a topic or issue ofprominent current interest in mathematics

education.

Each Study reflect the great variety of issuesand concerns in the field of mathematicseducation

It is intended to promote and assist discussionand action at the international, regional orinstitutional level.



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Studies are of interest to educationalresearchers, curriculum developers,educational policy makers, teachers ofmathematics, and to mathematicians andeducators involved in the professional

education and development of teachers ofmathematics.



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Methodology

First, the Executive Committee of ICMI decidesupon a theme. It then appoints the co-chairsand an International Program Committee(IPC)

The IPC produces a Discussion Document inwhich a number of key issues and sub-themes

related to the theme of the Study are identifiedand described in a preliminary manner. TheDiscussion Document is widely disseminatedinternationally to solicit papers from the field.


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Methodology

Thirdly, an international conference isorganized to bring together both experts in thefield and newcomers with interesting ideas orpromising work in progress, as well as togathering representatives with a variety of

backgrounds from different regions, traditionsand cultures.


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Methodology

Finally, a researchvolume, presents a state-of-

the-art expert report.The Study volumes constitute presently the(New) ICMI Studies Series (NISS),appearing under the general editorship of the

President and the Secretary-General of ICMI.

Volumes are now published by Springer.
http://www.springer.com/series/6351http://www.springer.com/series/6351http://www.springer.com/series/6351


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ICMI Studies


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ICMI Studies


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ICMI Studies

15. The Professional Education and Developmentof Teachers of Mathematics.

16. Challenging Mathematics in and Beyond theClassroom.

17. Digital Technologies and Mathematics

Teaching and Learning: Rethinking the Terrain.

18. Statistics Education in School Mathematics:Challenges for Teaching and Teacher Education.


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ICMI Studies

19. Proof and proving in mathematics education.

20. Educational Interfaces between Mathematicsand the Industry (EIMI)

21. Mathematics Education in Multilingual

Contexts

22 Task Design


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ICMI Study 18

1

New ICMI Study Series

Carmen Batanero Gail Burrill Chris Reading Editors

Teaching Statistics in School Mathematics-Challengesfor Teaching and Teacher EducationA Joint ICMI/IASE Study: The 18th ICMI Study

New ICMI Study Series

Teaching Statistics inSchool Mathematics-Challenges forTeaching and

Teacher Education

Carmen BataneroGail BurrillChris Reading Editors

TeachingStatisticsinScho

olMathematics-Challenges

forTeachingandTeacherE

ducation

A Joint ICMI/IASE Study:The 18th ICMI Study

In recent years, there have been an expansion and renewal of the statistics content

in the mathematics curricula in many countries through all school grade levels from

primary to secondary levels. However, no similar attention has been paid to the prepa-

ration of mathematics teacher to teach statistics at these levels. is book presents the

results from the Joint ICMI/IASE Study, Teaching Statistics in School Mathematics.

Challenges for Teaching and Teacher Education that was intended to address the lack

of attention to teaching statistics by promoting international collaborative research

specically focussed on the education and professional development of teachers to teach

statistics.e volume covers a very wideeld, including examples of statistics curricula

and teacher education programmes around the world; analysis of the fundamentalsto teaching statistics; survey chapters of research related to teachers attitudes, beliefs

and knowledge related to fundamental statistics ideas and its teaching; and analyses of

challenges and experiences related to training teachers to teach statistics. e book is

designed to be useful to researchers in mathematics education and statistics education

teacher educators, and people involved in curricular development in statistics with the

hope that it will foster further research in the problems related to educating teachers to

teach statistics at dierent school levels. It could be of interest to teachers themselves,

since the basic ideas for teaching statistics and the research summarised in the book

both in learning diculties or teaching strategies is applicable in both the training of

students and teachers.

Education

ISBN 978-94-007-1130-3

BataneroBurrillReading

Eds.

ICMI

Study


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Executive Summary

Although the teaching of statistics in secondaryschools has a long tradition, in recent years manycountries have also included statistics in theprimary curriculum. In addition, more attentionhas been paid to developing statistical thinkingin students across all levels of education.


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Most teachers acknowledge the practicalimportance of statistics and are willing to givemore relevance to the teaching of statistics.However many mathematics teachers, do notconsider themselves well prepared to teachstatistics nor face their students difficulties.

Executive Summary


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There is a continuing need for findingapproaches for preparing teachers that promoteteachers statistical literacy and reasoning, thatengage teachers with real data and statisticalinvestigations, and that connect teacher

education to their teaching practice and thereality of their classrooms.

Executive Summary


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The rapid development of statistics and statisticseducation implies that further research instatistics education is needed. The analyses,research, and case studies reported in the Study

provide a rich starting point for such research.

Executive Summary


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Press release

Press Release EMBARGO: 26.6.2011

International Mathematical Union, Secretariat, Markgrafenstr.32, 10117 Berlin, Germany

Phone: +49 30 20372-432, Fax: +49 30 20372-439

New Book Helps Statistics Teachers Stay Ahead

quantitative areas for

a modern information society, including a sound understanding of statistics. But for teachers

trying to help students to appreciate and use the concepts and principles of statistics, the odds

are often against them.

Authors of a new book, Teaching Statistics in School Mathematics: Challenges for Teaching and

Teacher Education, advocate that the key to successful statistics education starts with teachers

t consider themselves well prepared to teach statistics nor

This innovative book is a useful guide for teachers, and those who educate teachers, seeking to

overcome these challenges. It identifies new approaches to enha

literacy that bridge teacher education with teaching practice in the classroom. The growing

appreciation for the importance of an understanding of statistics means that in many countries

the subject is now taught throughout school levels, including across primary school. But in

order to teach statistics effectively, teachers must understand the nature of statistics and its

benefit from

organising initiatives to help increase statistical literacy of all citizen

Teaching Statistics in School Mathematics is the product of a joint collaboration between the

International Commission on Mathematical Instruction (ICMI) and the International

Association for Statistical Education (IASE). It is the 18th in a series of studies commissioned by

the International Commission on Mathematical Instruction (ICMI). The 18th

study is also a

product of the 2008 IASE Roundtable Conference. Each ICMI study is meant to foster

understanding and resolutions of the challenges that face multidisciplinary and culturally

diverse research and development in mathematics education by focusing on a topic or issue of

prominent current interest in mathematics education. Similarly each of the RoundtableConferences in Statistics Education, which have been held since 1968, focuses on a prominent

topic in statistics education and produces refereed Proceedings. These Roundtable

conferences were organised before 1992 by the International Statistical Institute and since

1992 by the IASE.

Thus both ICMI studies and IASE Roundtable studies are built around international conferences

with the goal of preparing a published volume that can promote discussion and action at the

international, regional or institutional level. The result of this innovative and exciting

collaboration is Teaching Statistics in School Mathematics, which will be presented at the

Conferencia Interamericana de Educacin Matemtica ( CIAEM) conference in Recife, Brazil,

June 26 - 30, 2011, published by Springer and will be released in August 2011.

For further information please contact: Carmen Batanero, (Editor): [email protected]

Lena Koch (ICMI Administrator, IMU Secretariat) [email protected]

International Commission on Mathematical Instruction (www.mathunion.org/ICMI)

International Association for Statistical Education (www.stat.auckland.ac.nz/~iase/


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ICMI Study 15

Co-chairs:

Ruhama Even (Israel)

Deborah Loewenberg Ball

(USA)


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Jo Boaler Stanford UniversityUSA

Chris Breen University of CapeTown SOUTH AFRICA

Frdric Gourdeau UniversitLaval CANADA

Marja van den Heuvel-Panhuizen

Utrecht UniversityNETHERLANDS

Barbara Jaworski LoughboroughUniversity UK

Gilah Leder La Trobe UniversityAUSTRALIA

Shiqi Li East China NormalUniversity CHINA

Romulo Lins State University ofSao Paulo at Rio Claro BRAZIL

Joo Filipe Matos UniversidadeLisboa PORTUGAL

Jarmila Novotna CharlesUniversity CZECH REPUBLIC

Aline Robert IUFM de VersaillesFRANCE

ICMI Study 15

scientific committee


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The study was designed to investigate practicesand programs of mathematics teacher educationin different countries and to contribute to aninternational discourse about the professionaleducation of prospective and practicing teachersof mathematics

ICMI Study 15


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The premise of this study was that teachers arekey to students opportunities to learnmathematics.

What mathematics teachers know, care about,and do is a product of their experiences and

socialization both prior to and after enteringteaching, together with the impact of theirprofessional education.

ICMI Study 15


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there is a growing need to design policy-orientedstudies according to a typology of comparativedifferences within and across regions that cangive better insights on the teacher education-teacher practice-pupil learning continuum,taking into account contextual differences.

ICMI Study 15


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The first years of teaching can be seen as atransition with many interdependent

components: from being a teacher student in auniversity environment, where mathematics andteaching is often considered in more theoreticalways, to a (more or less autonomous) status of

being a professional in a school, in charge of anumber of practical problems related to teachingand school mathematics.

ICMI Study 15


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The international perspective seems veryimportant; here, as it may help us to reject thefatalism that often results from a perspectivewhich is confined to a single system of education

ICMI Study 15


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Needless to say, systems of schoolingincluding

teacher educationdisplay a surprising level ofinertia. Looking beyond them may help usrecognize that their defaults are not inevitable.This seems in particular to be the case for someof the problems faced by beginning teachers,including isolation and lack of resources forprofessional growth as a mathematics teacher.

ICMI Study 15


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It appears certain that the recruitment andretention of mathematics teacher educators will

need to be a major focus of institutions of highereducation in future years.

Who becomes a teacher educator, themotivations and incentives for doing so, and the

tasks and duties of teacher educators are allworthy of further discussion on an internationallevel.

ICMI Study 15


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A split between pedagogy courses and contentcourses might not be productive. It is possible toteach courses that address both at the same time.

There is no agreement on what the role ofmathematicians in pedagogy courses should be.

Many responses pointed to the opportunity tocapitalize on mathematicians knowledge ofmathematics and how mathematics works andtheir experiences as learners and teachers ofmathematics.

ICMI Study 15


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ICMI Study 16

Co-chairs:

Edward Barbeau (Canada),Peter J. Taylor (Australia)


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Discussion Document:

Mathematics is engaging, useful, and creative. What can we do to make it

accessible to more people?

Recent attempts to develop students' mathematical creativity include the use ofinvestigations, problems, reflective logs, and a host of other devices. These can

be seen as ways to attract students with material that challenges the mind.

Initiatives taken around the globe have varied in quality and have met withdifferent degrees of success. New technologies have enabled us to refine our

efforts and restructure our goals. It is time to assess what has been done, study

conditions for success and determine some approaches for the future.

ICMI Study 16


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What is a mathematical challenge?

How do we provide challenges?

How do challenges contribute to the learning process?

How can challenges be used in the classroom?

ICMI Study 16


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Those responsible for curriculum design andassessment need to question whether theirpolicies inhibit or promote an authentic andproductive mathematical experience in the

classroom.

ICMI Study 16 conclusions


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The time has come for a gathering of theavailable materials and the formulation ofresearch and field trials involving the use ofchallenges that will allow us to move forward in a

sound and measured way.



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Teachers value and are more easily persuaded, ifsomeone involved in the development processcan actually work with their class and show howthe process they are proposing can produce gains

by their students.



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Co-chairs:

Celia Hoyles (England),Jean-Baptiste Lagrange

(France)

ICMI Study 17


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identify and analyse some of the challenges in mathematics teaching andlearning, practically and theoretically, in the light of the use of digital

technologies

What new types of mathematical knowledge and practices emerge as a result ofaccess to digital technologies, particularly computational, dynamic visualisation

and communication technologies?

What role can the "mathematics laboratory" play in different educational

contexts, including primary, secondary, tertiary and vocational education?

ICMI Study 17


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ICMI Study 17

Section 1: Design of learning environments andcurricula

Section 2 Learning and Assessing Mathematicswith and through Digital Technologies

Section 3 Teachers and Technology

Section 4 Implementation of Curricula: Issues ofAccess and Equity


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ICMI Study 17

Section 5: Future Directions

Future of technology? Kindle? iPads?SmartPhones?


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ICMI Study 17

Section 5: Future Directions

Future of technology? Kindle? iPads?SmartPhones?


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Seymour Papert (inventor of LOGO): spendreasonable part of the time and energy thinkingabout possible futures, freeing our minds of thecurrent constraints.

ICMI Study 17


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ICMI News


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more about ICMI

www.mathunion.org/icmi/
http://br.groups.yahoo.com/group/icmi-news-port/http://br.groups.yahoo.com/group/icmi-news-port/


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Thank you for your

attention

JaimeCarvalhoeSilva

Secretary-GeneralofICMI

UniversityofCoimbra,Portugal

CMUC/ProjectUI324-2011-2012

Recent Icmi Studies

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Transcript of Recent Icmi Studies