Mathematics Education Conferences
International Congress on Mathematical Education (ICME)
In 1952, the newly formed IMU re-established the ICMI and Prof. A. Chatelete was elected as the first president of IMU. The former president of ICMI was Felix Klein and former secretary was Hanri Fehr. The first 1962, second 1966 and third 1970 elected presidents of ICMI were Lichnerowicz, Freudenthal and Lighthill. Not until 1969, did ICMI start the new International ICME congresses after the New Math movement took place in different countries. The first three congress mainly dealt with new curricula and ongoing projects.
The first International Congress on Mathematical Education (ICME) was held in Lyons, France, from August 24-30, 1969. This event was a significant landmark in the history of the International Commission on Mathematical Instruction (ICMI), which decided to establish ICMEs as a permanent institution, arranging them regularly every four years between the International Congresses of Mathematicians (ICMs).
The establishment of ICME was driven by the opinion of Hans Freudenthal, who became President of ICMI at the beginning of 1967. He believed that the role of ICMI at the ICMs was not sufficiently significant. Freudenthal argued for the need of:
A congress devoted solely to mathematics education, where invited talks could be given and opportunities for personal contributions would be presented.
The Executive Committee of ICMI accepted this idea, and the first ICME was organized with financial support from the French Government and UNESCO. Although this initiative was taken without informing the IMU Executive Committee initially, the IMU later decided to continue its policy of paying special attention to educational questions through ICMI, aiming to ensure that creative mathematicians and educators remained connected.
The first ICME was launched in 1969 in Lyon, France, at the initiative of ICMI President Hans Freudenthal (1905-1990) and has been held since then in leap years.
| ICMI | Year | Location | Message | Countries |
|---|---|---|---|---|
| ICME-1 | 1969 | Lyon (France) | 42 | |
| ICME-2 | 1972 | Exeter (UK) | 73 | |
| ICME-3 | 1976 | Karlsruhe (Germany) | 76 | |
| ICME-4 | 1980 | Berkeley (USA) | Mathematics for All / Everyday life mathematics | 73 |
| ICME-5 | 1984 | Adelaide (Australia) | 68 | |
| ICME-6 | 1988 | Budapest (Hungary) | 40 | |
| ICME-7 | 1992 | Quebec (Canada) | 57 | |
| ICME-8 | 1996 | Sevilla (Spain) | 83 | |
| ICME-9 | 2000 | Tokyo (Japan) | 79 | |
| ICME-10 | 2004 | Copenhagen (Denmark) | 83 | |
| ICME-11 | 2008 | Monterrey (Mexico) | ||
| ICME-12 | 2012 | Seoul (Korea) | ||
| ICME-13 | 2016 | Hamburg (Germany) | ||
| ICME-14 | 2021 | Shanghai (China) | ||
| ICME-15 | 2024 | Sydney (Australia) |
Organization of ICME in different Countries
Mathematics education is a distinct discipline rather than mathematics. It has its own history. In the history of mathematics education, one might find different movements and trends in different civilizations and countries. The explosion of science and technology has changed social and human life day by day. The world slowly becomes a narrow place due to the dominant role of information technology.
To face the new problems related to new technologies, mathematics education in different countries needs to have a broad vision, and it was necessary to create unity in mathematical activities to fulfill their global needs in the field of mathematics education. So, different commissions, conferences, and seminars were established and organized in various places at various times for the concerned subject matter.
International Conference on ICSTME
The International Conference on Science Technology and Mathematics Education for Human Development, held from 20-23 February 2001, in Panaji (Goa), India, was hosted by the Homi Bhabha Centre for Science Education (HBCSE), a national Centre of the Tata Institute of Fundamental Research, Mumbai, devoted to science and mathematics education. Financial support was provided by UNESCO; Commonwealth Association for Science and Technology Educators (CASTME); Commonwealth Secretariat (COM-SEC); the Departments of Science and Technology and Biotechnology of the Government of India and Indira Gandhi National Open University.
The conference was targeted mainly at educational planners and administrators; curriculum developers; teacher educators; teachers, researchers and specialists in science, technology and mathematics education (STME) as well as representatives of concerned voluntary organizations. Its aims and objectives were as follows:
- To provide a forum for exchanging ideas on various themes focusing on the role of STME in human development.
- To assess the impact of projects promoting scientific and technological literacy and numeracy and to work out targeted programmes for the next decade.
- To identify new strategies to narrow the gap between developed and developing countries in the field of STME.
- To work out how new ICTs can be used for enhancing the reach of STME for all.
- To develop a consortium of international organizations working in STME.
- To promote access and participation, notably of girls and women, in STME and related areas.
Regional Conferences on Integral Curriculum
This conference was sponsored by the International Commission of Mathematical Instruction and India Science Academy and was supported by IMU, Unesco, University Grants Commission (UGC) and National Council of Educational Research and Training. It was held from December 15 to 20 in 1975 at Allahabad and hosted by Mehta Research Institute of Mathematics and Mathematical Physics.
Themes of the Conference
The main themes of the conference were to develop Integrated curriculum Integration within mathematics, Integration with application, Integration with other subjects, and Integration with everyday daily life situations. Other topics discussed in the conferences were as follows.
- Structures of Schools according to Age level
- ME at pre-school and primary level of years 4 to 12 years
- ME at upper primary and junior higher school students of ages 10-15 years
- ME at senior high school, college and university transition students of ages 15 to 20 years
- The training and the professional life of mathematics teachers.
- Curriculum and evaluation system on mathematics education
- A critical analysis of curriculum development in mathematics education
- Methods and result of evaluation with respect to mathematics teaching.
- Overall goals and objectives for mathematics
- The role of algorithms and computer in teaching mathematics at school.
- Recent trends in Mathematics Education
- Professional life for teacher
- Mathematics for all
- The role of technology in teaching mathematics education.
- Curriculum development and application and modeling
- Problem solving in mathematics education
- Psychology of mathematics learning
- Mathematics education for the gifted and culturally deprived children.
Arkansas Conference
The conference was organized by the University of Arkansas, USA on 7, 8 and 9 August in 1969. This conference made a difference in the mathematics congress in different countries like the school mathematics programmed in Africa, teaching mathematics in Latin America, teaching mathematics in the Soviet Union and Communist China. The conference was attended by about 100 delegates from various parts of the world.
Issues and Problems of ME
- Reformation to curriculum from time to time.
- Teacher Oriented teaching.
- Unify elementary and secondary mathematics curriculum (National and International).
- Creativity and logical thinking.
- How to impose mathematical knowledge on a large scale of students.
Recommendation from Arkansas Conference
- Preparing the textbook, teacher Guide.
- Separate book for Algebra and Geometry.
- Pre-service Programs for Teachers.
- International Co-operation in school mathematics education.
- To publish the mathematical bulletin.
- Compulsory and optional mathematics.
The Psychology of Mathematics Education
The traditions of developmental theorists (Bruner, Dienes, and Piaget) are taken from the traditions of Behaviorists (Skinner, Gagne, Carroll, and Bloom). In 1976, Prof. Efraim Fischbein of the University of Tel Aviv formed an international study group of psychologists and educators for research work. The International Group for the Psychology of Mathematics Education was formed with the following missions:
- To promote international contacts and the exchange of scientific information in the psychology of mathematics education.
- To promote and stimulate inter-disciplinary research in the aforementioned area with the co-operation of psychologists, mathematicians and mathematics teachers.
- To further a deeper and better understanding of the psychological aspects of teaching and learning mathematics and the implications thereof.
Since 1976 PME conferences have been held annually. Usually, 200 to 500 educators and psychologists attend the annual conferences which provide an annual forum for the world's leading mathematics education researchers. The two most common methodologies used by psychologists were experimental (using inferential statistics) and developmental studies (using qualitative tools). PME became a major shift away from theory-driven research to theory generation research in which social, cultural and linguistic dimensions are emphasized.
Themes of Regional Conferences
The main themes of the conferences were to develop Mathematics for All for high-level mathematical activities. Issues and Problems of Regional Conferences are raised under the following headings:
- Mathematical
The main problem of transition is necessarily of introducing important issues:
- How variable and function can be introduced in elementary school.
- How to judge the theoretical status of mathematical knowledge at the elementary level.
- Cognitive
The transition deals with the change from child to adult behavior under different domains:
- How to balance the learning of mathematics with the developing knowledge and interest of students of school level and higher level.
- How to develop on situated teaching of mathematics within suitable fields of experience and mathematical knowledge with students and teachers in a positive interaction framework at school and a higher level?
- Cultural
The learning of mathematics evolves differently in different countries with the following issues:
- How the technological evaluation changes the ways mathematics can be taught. For example, new technologies?
- How the various ways of looking at maths inside and outside school influence its teaching?
- How is the teaching of maths influenced by the organization of the school?
- How is the teaching of mathematics determined by that of other disciplines like natural sciences and first language.
- Political
Nautical view point can be visualized by the following bullets:
- How the evolution of the school organization: teaching of mathematics in lower secondary school (LSS) in different countries evolved?
- How Mathematics Education suggests politicians to improve mathematics education?
ICME-1: Lyon in France
Different ICMEs have different focuses and with different views regarding the issues emerged at that period. In the case of ICME VI, the most expected slogans and "Mathematics for All" and "Everyday life mathematics". These slogans can finally get the support of the public and the media, but they lead to no mathematics.
Mathematics by its nature is not that of the so-called "Everyday life". Mathematics can be for all, Mathematics can be a simple and lovely subject when the students can understand it. Since 1972 (ICME 2) different ICMEs were organized every four years.
The first ICME was held at Lyon, France, 1969. Approximately 700 mathematicians and mathematics educators from 42 countries. The main objectives of the conferences were to differentiate the mathematics education from mathematics and discuss about the changes that brought by the “New Math”.
The Issues and Problems of ME
The contemporary mathematical society faced the great trouble to develop mathematics education and its change. They discussed the following problems regarding with change in mathematics education.
- Unification of mathematics curriculum and subject matter: Mathematics curriculum should be same in the members' countries for similar level, teaching method, attitude towards mathematics, relation of mathematics to other subjects.
- Change Process: The leading idea how they develop in the course of years, how they were actually realized increasing the mathematical literacy and excellence.
- Training for elementary teachers.
- How to encourage the interest towards the public about 'new math" which was extending all over the world.
ICME-2: Exeter in UK
The second ICME was held at Exeter University in England, 1972 and participated by about 1400 mathematicians and mathematics educators from 73 countries.
The Issues and Problems of ME
In the second ICME conference there were active discussion and comment about the following issues:
- Mathematics Curriculum: The issue was about the suitable mathematics curriculum to fulfill the mathematical needs in contemporary society.
- Research in Mathematics Education: To find out the existing problem in mathematics curriculum and suggest the solution of the problem.
- Teacher Training: Supply of researchers finding by means of training to the elementary teachers.
- Assessments in Mathematics: Different methods of assessments in curriculum.
- Application in Mathematics (Beauty and Utility): New mathematical topics in application, applied mathematics for non-mathematicians’ co-operation between industry, schools and universities, applied mathematics in schools, application of mathematics to school science were brought for discussion.
- Mathematical Competition: National competition, international Olympiads in different part of the world were exercised.
- Technology in Mathematics Teaching: Discussion held on “How to use the production of advanced technology like calculator, compute, in mathematics teaching”.
- Language and Mathematics: Writing and speaking, mathematics should have uniformity, the relation between language of mathematics and mother tongue of the children must be investigated. They must be learned through children own experienced.
- Creativity, Investigation and Problem Solving: Creativity and discovery in elementary mathematics trying of thinking, role of heuristics, discovery teaching, undergraduate research, and workshop investigation were discussed.
- Mathematics and Slow Learner: Every child learn but with different rate of learning and with different styles. So, slow learner must be included.
ICME-3: Karlsruh in Germany
The third ICME was held at Karlsruh, Germany, 1976. Approximately 1800 participant were take part from 76 countries.
The Issues and Problems of ME
The issues and problem of ICME III were focused on the following topics:
- Rate of psychology in learning mathematics
- Heuristic and problem solving mathematics
- Relation of mathematics with other subjects
- Grading of problem in sequential order
- Application of mathematics in real situation
ICME-4: California in USA
The Issues and Problems of ME
The fourth ICME was focused on the following topics:
- Mathematics in Biology curriculum
- Mathematics and nature mathematics teaching
- The teaching mathematics through the arts as a pedagogical technique
- Gender and modeling
- Problem of teaching mathematics in a language other than the mother tongue.
ICME-5: Adelaide in Australia
The fifth ICME was held at Adelaide in Australia, 1984. The conference was attended by 2000 delegates from 68 countries. It talks about "Methods as well as Modelling", Micro-computer, calculator, and culturally deprived and gifted students.
The Issues and Problems of ME
- Problem solving in mathematics
- Micro-computer and calculators in mathematics education
- History an pedagogy in mathematics education
- Women and mathematics
- Psychology of mathematics learning
- Mathematics education of culturally deprived children
- Mathematics education for the gifted
- Training for mathematics for industry
- Mathematical Modelling
- Language and Mathematics
ICME-6: Budapest in Hungry
Major themes were Math for all, ethnomathematics and mathematics education in the global village. The shortage of math teacher was one problem among many. The causes for this shortage were identified as
The Issues and Problems of ME
- low salaries as compared to industry.
- discouragement of students from entering the profession.
- negative attitude of society towards education.
- teacher stress; and
- teacher burnout (tired).
ICME-7: Quebec in Canada
Major goal of constructivism as a method as well as the philosophy.
The Issues and Problems of ME
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ICME-8: Seville in Spain
Major goal of constructivism and mathematical research. Adult numeracy, Collaborative learning, curriculum Development, Interdisciplinary Math, Math for employment, NCTM standards were more topics dismissed!
The Issues and Problems of ME
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ICME-9: Tokyo in Japan
The ninth ICME was held in Mukuhari, Japan (2000). The ICME IX was attended by 1840 participants from 79 countries.
The Issues and Problems of ME
- To balance the learning of mathematics with the developing knowledge and interest of students, part attitude towards mathematics has been negative because of different complex reasons.
- In many countries, there is a big jump between the ways mathematics is framed from elementary to secondary school, different types of interactions in the class be organized with in different frame.
- How to develop a situated teaching of mathematics within suitable fields of experiences that contact deep mathematical knowledge with that of students and teachers in a positive interaction framework?
- Effectively use of technology (Internet, calculators, and computer) to advance problem solving research; and
- How to tackle mathematics problems and "Good Problems" be developed using historical context and computer simulations?
ICME-10: Copenhagen in Denmark
The tenth international congress mathematics education (ICME X) was held in Copenhagen, Denmark in 2004. It focused the great majority of students in all countries concerned continue their studies in upper secondary school. The special needs of different students, integration with other subjects, "mathematics for all" and the mathematical literacy necessary for further study and everyday life are vital issues in all countries and have given rise to a multitude research and development projects.
The Issues and Problems of ME
- Mathematics education from future teachers differs from mathematics education for future mathematicians;
- Valuable mathematical and pedagogical competencies of primary and secondary mathematics teachers;
- Different beliefs, values and cultural backgrounds of teachers affect their teaching and its development;
- Can teachers and educators undertake in service education with a constructivist orientation?
- Research into teaching and teaching development act as a catalyst for development itself;
- Mathematical literacy and "Mathematics for everybody";
- Relationship between different levels of knowledge;
- Different approaches of geometry;
- The role of technology and electronic tools; and
- Role of algebra in lower secondary school. Mathematics educators also argue that algebra is a part of cultural heritage and is needed for informal and critical citizenship.
ICME-11: Menterry in Mexico
Preparation for the Centennial of the Commission, to be celebrated in 2008, was in 2004. Ferdinando Arzarello has been appointed as the chair of the IPC and the current plans are for a symposium to be organized in Rome around May 2008 just prior to ICME XI. The aims of the symposium are to reflect on the evolution of mathematics education during the last 100 years and identify the emerging trends in the field.
The Issues and Problems of ME
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ICME-12: Seoul in Korea
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ICME-13: Hamburg in Germany
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ICME-14: Shanghai in China
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ICME-15: Sydney in Australia
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