{ "type": "Article", "authors": [ { "type": "Person", "familyNames": [ "Leung" ], "givenNames": [ "Frederick" ] }, { "type": "Person", "familyNames": [ "Prediger" ], "givenNames": [ "Susanne" ] } ], "identifiers": [], "title": "ICMI column", "meta": {}, "content": [ { "type": "Heading", "id": "Sx1", "depth": 1, "content": [ "Greetings from the new ICMI President, Frederick Leung" ] }, { "type": "Paragraph", "id": "Sx1.p1", "content": [ { "type": "Emphasis", "content": [ "January 2021 marks the beginning of the new four-year term for the Executive\nCommittee (EC) and the new ICMI president. We print here parts of his greetings\nto the worldwide mathematics education community." ] } ] }, { "type": "Paragraph", "id": "Sx1.p3", "content": [ "“May the year 2021, and the next three years, be healthy, peaceful and\nproductive for you! I am taking up the Presidency of ICMI with awe and\nhumility, fully aware of the challenges that lie ahead of me and the rest of\nthe international mathematics education community. In facing these challenges,\nI am blessed with the firm and sound foundation laid down by our predecessors\n– the past Presidents and EC members of ICMI. […]" ] }, { "type": "Paragraph", "id": "Sx1.p4", "content": [ "Let me share with you briefly my vision for mathematics education in the coming\nyears. ‘The International Commission on Mathematical Instruction is a worldwide\norganization devoted to research and development in mathematical education at\nall levels [and] to promoting international cooperation in\nmathematics’. In achieving this mission of ICMI, I believe our first and\nforemost task is to establish mathematics education more solidly as an academic\ndiscipline. We as an organization should encourage rigorous research and\npromote high standards in research methodology. Based on scholarly research, we\nshould facilitate and encourage sharing of best practices and\ncross-fertilization of ideas, while focusing on capacity building. And in the\ncourse of doing this, we should be sensitive to contextual and cultural\ndifferences in different countries. […]" ] }, { "type": "Paragraph", "id": "Sx1.p5", "content": [ "As we all know, COVID-19 is affecting school education all over the\nworld, and normal routine classroom teaching is seriously hampered. But the\npandemic also brings opportunities. Many teachers around the globe are\nexploring the use of ICT for mathematics teaching and remote learning. […]\nUnfortunately, the effective use of ICT for remote teaching and learning,\nespecially for the underprivileged, still remains a potential at the moment. In\nfact, the evidence so far is that COVID-19 has led to even greater\ninequality. […] We do not yet have much concrete data on how mathematics\neducation of the underprivileged has been affected by COVID-19, and a\nDiscussion Group in ICME-14 will be devoted to discussing this issue. In this\ntime of crisis, ICMI as a community must reaffirm its mission of bringing about\nmore equity in (mathematics) education opportunities for children in all\ncorners of the world." ] }, { "type": "Paragraph", "id": "Sx1.p6", "content": [ "One way of achieving more equity is to support mathematics education in\ndisadvantaged countries, and ICMI has been attempting to do this through our\nCapacity and Networking Project (CANP). One lesson we learned from COVID-19 is\nthat we are living in an interdependent world. Just as immunity in one country\nis not enough to contain the pandemic, merely improving the quality (and\nquantity) of mathematics education in our own country is not enough for the\nwhole of humanity to advance in mathematics learning. And in supporting\nmathematics education in different countries, we need to take their different\ncultural contexts into consideration. We must understand and respect different\ncultural traditions: we have much to learn and benefit from cultural\ndiversity. […]" ] }, { "type": "Paragraph", "id": "Sx1.p7", "content": [ "Another important stakeholder is of course the community of mathematicians. I\nmust reiterate here that ICMI is a Commission of IMU, and we have received\ntremendous support from IMU in our work, professionally, logistically and\nfinancially. In promoting mathematics education, we have benefited immensely\nfrom the input of mathematicians, and we are thankful to IMU for its support\nand input. We should consider how we can tap this source of support from\nmathematicians more deeply.\n" ] }, { "type": "Paragraph", "id": "Sx1.p8", "content": [ "I understand that serving as the President of ICMI is a huge undertaking, but\nit is also an honorable and meaningful endeavor. In fulfilling my role, I truly\nneed your support and cooperation to meet the challenges ahead.”" ] }, { "type": "Paragraph", "id": "Sx1.p9", "content": [ "Frederick Leung" ] }, { "type": "Heading", "id": "Sx2", "depth": 1, "content": [ "ICME-13 monographs – A window into worldwide research on mathematics education" ] }, { "type": "Paragraph", "id": "Sx2.p1", "content": [ "Only a few weeks remain until the hybrid conference ICME 14 (in Shanghai and\nthe virtual space) in July 2021. This is the right moment to look back on\nICME 13 in 2016, when the world met in Hamburg to discuss research in\nmathematics education. What remains after 5 years from the more than 45 topic\nstudy groups, survey teams, many invited lectures and plenary talks?" ] }, { "type": "Paragraph", "id": "Sx2.p2", "content": [ "A lot! With several special issues in international journals and two\nSpringer ICME-13 series, the international communication on multiple\nresearch topics is well documented and available to all readers.\nThe series can be found here:\n", { "type": "Link", "target": "https://www.springer.com/series/15585", "content": [ "www.springer.com/series/15585" ] }, "\nand ", { "type": "Link", "target": "https://www.springer.com/series/14352", "content": [ "14352" ] }, "." ] }, { "type": "Paragraph", "id": "Sx2.p3", "content": [ "Open access is granted to two main proceedings, with all plenary and awardee\nlectures, survey teams, and invited lectures. As the series are completed, they\nprovide an interesting insight into the wide range of problems and research\ntopics in mathematics education, including multiple research methods and\ntheoretical perspectives. We invite all readers to search for the topic best\nmatching their interests, and get the feeling before diving into ICME 14." ] }, { "type": "Figure", "id": "Sx2-fig1", "licenses": [ { "type": "CreativeWork", "content": [ { "type": "Paragraph", "content": [ "All rights reserved." ] } ] } ], "content": [ { "type": "ImageObject", "contentUrl": "0026-productFlyer_14352_Page_1_Image_0002.jpg", "mediaType": "image/jpeg", "meta": { "inline": false } }, { "type": "ImageObject", "contentUrl": "0026-productFlyer_15585_Page_1_Image_0002.jpg", "mediaType": "image/jpeg", "meta": { "inline": false } } ] }, { "type": "Paragraph", "id": "authorinfo", "content": [ "Frederick Leung is chair professor and Kintoy professor in mathematics\neducation at the University of Hong Kong, and the new ICMI president since\nJanuary 2021. He is widely acknowledged as an expert in comparative\nstudies of mathematics education, including student achievement and classroom\npractices as well as the influence of culture and language on mathematics\nteaching and learning. In 2013, he received the Hans Freudenthal Medal, one of\nthe ICMI awards for outstanding scientific achievements.\n\n", { "type": "Link", "target": "mailto:frederickleung@hku.hk", "content": [ "frederickleung@hku.hk" ] }, "\nSusanne Prediger is full professor in mathematics education research at\nTU Dortmund University and director of the DZLM network at the IPN Leibniz\nInstitute for Science and Mathematics Education. Her research interests include\ndeveloping and investigating learning opportunities for secondary mathematics\neducation as well as mathematics teacher education.\n\n", { "type": "Link", "target": "mailto:prediger@math.uni-dortmund.de", "content": [ "prediger@math.uni-dortmund.de" ] } ] } ] }