{ "type": "Article", "authors": [ { "type": "Person", "familyNames": [ "Halai" ], "givenNames": [ "Anjum" ] } ], "description": [ { "type": "Paragraph", "content": [ "Challenges to the quality of basic mathematics\neducation, especially in under-resourced countries, are well documented.\nIt is in response to these challenges that the International Commission\nof Mathematical Instruction (ICMI) launched its programme of Capacity\nand Networking Project (CANP). This programme aims to create and sustain\neffective regional networks in low-income and lower-middle-income\ncountries and develop the educational capacity of those responsible for\nmathematics teachers. This paper reports on the deliberations among the\nrepresentatives of CANP, ICMI and the International Mathematical Union\nin working towards the common goal of making high quality mathematics\neducation available to all." ] } ], "identifiers": [], "references": [ { "type": "Article", "id": "bib-bib1", "authors": [], "title": "\nT. Trust, D. G. Krutka and J. P. Carpenter, “Together we are better”:\nProfessional learning networks for teachers. Computers & Education\n102, 15–34 (2016) \n", "url": "https://doi.org/10.1016/j.compedu.2016.06.007" }, { "type": "Article", "id": "bib-bib2", "authors": [], "title": "\nUNESCO, Challenges in basic mathematics education. UNESCO, Paris (2011)\n" } ], "title": "ICMI column", "meta": {}, "content": [ { "type": "Heading", "id": "Sx1", "depth": 1, "content": [ "Professional learning networks in mathematics education" ] }, { "type": "Heading", "id": "Sx2", "depth": 1, "content": [ "Introduction" ] }, { "type": "Paragraph", "id": "Sx2.p1", "content": [ "The quality of mathematics teaching and of student achievement in\nmathematics is a significant and ongoing concern for the communities of\nmathematics educators, mathematicians, and policy makers in many\ncountries. It is well recognized that the teacher is the most\nsignificant factor for quality in the education process. However, there\nare significant challenges in supplying adequately prepared teachers who\nare also well supported throughout their career." ] }, { "type": "Paragraph", "id": "Sx2.p2", "content": [ "In many low-income and lower-middle-income countries (LMIC), teacher\neducation, especially in mathematics, remains weak, compounded by the\nabsence of systemic availability of continuing teacher professional\ndevelopment. In such a context, there is need for viable ways to support\nmathematics teachers at scale, especially in the remote and hard to\nreach areas in the LMIC." ] }, { "type": "Paragraph", "id": "Sx2.p3", "content": [ "Professional Learning Networks offer new spaces in which\n‘[T]eachers may learn and grow as professionals with support from a\ndiverse network of people and resources. With recent advances in\ntechnology and widespread access to the Internet, teachers can expand\ntheir web of connections beyond their face-to-face networks, seek help\nand emotional support, and aggregate vast quantities of professional\nknowledge at any time and from anywhere’ [", { "type": "Cite", "target": "bib-bib1", "content": [ "1" ] }, "]. In this spirit the ICMI launched a network for mathematics\neducators which is described below." ] }, { "type": "Heading", "id": "Sx3", "depth": 1, "content": [ "Capacity and Networking Project" ] }, { "type": "Paragraph", "id": "Sx3.p1", "content": [ "The Capacity and Networking Project (CANP) is a flagship programme of the\nInternational Commission of Mathematical Instruction (ICMI). It was\nlaunched in response to a report by UNESCO [", { "type": "Cite", "target": "bib-bib2", "content": [ "2" ] }, "]. It has two major goals:\n(a) create and sustain effective regional networks in low-income and\nlower-middle-income countries of teachers, mathematics educators and\nmathematicians, also linking these networks to international support\nnetworks to enhance mathematics education at all levels; (b) develop the\neducational capacity of those responsible for mathematics teachers. To\ndate, ICMI has supported five CANPs, each with the common purpose of\nadvancing mathematics education but differing in its approach and\nmethodology. Each CANP has a loosely structured governance mechanism\nsupported by at least two ‘representatives’ and one member from the ICMI\nExecutive Committee (EC), who serves as a liaison. The CANP\nrepresentatives are nominated by the mathematics education community in\nthe respective regions to lead and coordinate the activities on the\nground and represent CANP in forums such as ICMI. Overall coordination\nof all the CANPs is provided by one of the two vice presidents of ICMI.\nUnder the current ICMI EC, efforts have been underway to consolidate and\nenhance the impact of CANP." ] }, { "type": "Paragraph", "id": "Sx3.p2", "content": [ "On February 15th–16th this year a\nworkshop was conducted with the participation of all five CANPs, along\nwith members of ICMI EC and representatives of the International\nMathematical Union (IMU). This meeting was important because all were\nmeeting in-person for the first time since the outbreak of the COVID\npandemic. Moreover, several new members had joined as CANP\nrepresentatives, and it was important for them to meet with the larger\ngroup and with the ICMI EC." ] }, { "type": "Paragraph", "id": "Sx3.p3", "content": [ "Objectives of the workshop included: (i) meet collectively to share\nprogress update and engage in reflection and analysis based on updates;\n(ii) identify barriers and challenges to sustainability of CANPs;\n(iii) identify support within and externally to address the challenges;\n(iv) develop guidelines for a plan of action for a way forward." ] }, { "type": "Paragraph", "id": "Sx3.p4", "content": [ "The workshop was highly interactive. CANP representatives gave\npresentations and engaged in small and large group discussions. The language\nof the workshop was English. To enable participation of all, Núria\nPlanas Raig offered facilitation in Spanish and Jean-Luc Dorier\nfacilitated communication in French." ] }, { "type": "Table", "id": "Sx3-tab1", "rows": [ { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "No." ] }, { "type": "TableCell", "content": [ "Region" ] }, { "type": "TableCell", "content": [ "CANP Representatives" ] }, { "type": "TableCell", "content": [ "EC Liaison" ] } ], "rowType": "Header" }, { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "CANP 1" ] }, { "type": "TableCell", "content": [ "Francophone Sub-Saharan Africa" ] }, { "type": "TableCell", "content": [ "(i) Adolphe Cossi Adihou (Benin)\n(ii) Sounkharou Diarra (Dakar)" ] }, { "type": "TableCell", "content": [ "Jean-Luc Dorier" ] } ] }, { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "CANP 2" ] }, { "type": "TableCell", "content": [ "Central America and the Caribbean" ] }, { "type": "TableCell", "content": [ "(i) Yuri Morales López (Costa Rica)\n(ii) Nelly Amatista León de Morales (Venezuela)" ] }, { "type": "TableCell", "content": [ "Marta Civil" ] } ] }, { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "CANP 3" ] }, { "type": "TableCell", "content": [ "Southeast Asia" ] }, { "type": "TableCell", "content": [ "(i) Vu Nhu Thu Huong (Vietnam)\n(ii) Nisakorn Boonsena (Thailand)\n(iii) Chanika Senawongsa (Thailand)\n(iv) Pimpaka Intaros (Thailand)" ] }, { "type": "TableCell", "content": [ "Susanne Prediger" ] } ] }, { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "CANP 4" ] }, { "type": "TableCell", "content": [ "East Africa" ] }, { "type": "TableCell", "content": [ "(i) Marjorie Sarah Kabuye Batiibwe (Uganda)\n(ii) Aline Dorimana (Rwanda)" ] }, { "type": "TableCell", "content": [ "Mercy Kazima" ] } ] }, { "type": "TableRow", "cells": [ { "type": "TableCell", "content": [ "CANP 5" ] }, { "type": "TableCell", "content": [ "Andean Region and Paraguay" ] }, { "type": "TableCell", "content": [ "(i) Jorge Daniel Mello Román\n(Paraguay)\n(ii) Fredy Yunior Rivadeneira Loor (Ecuador)" ] }, { "type": "TableCell", "content": [ "Patricio Felmer" ] } ] } ] }, { "type": "Paragraph", "id": "Sx3.p5", "content": [ "The community of mathematics educators across the five CANPs is a\nsignificant resource because working at the grassroots level they\nprovide insights into key issues and challenges in promoting mathematics\neducation. The following section summarises some key issues, challenges,\nand possibilities." ] }, { "type": "Heading", "id": "Sx4", "depth": 1, "content": [ "State of mathematics education on the ground: Possibilities and\nchallenges" ] }, { "type": "Paragraph", "id": "Sx4.p1", "content": [ "As the five CANPs mapped out the current state of mathematics education\nin their respective regions, it was evident that there was considerable\npractical and research activity in mathematics education at the local\nlevels. These include doctoral programmes in education (mathematics),\nannual conferences and teacher development programmes. However, very\nlittle was known about the quality and impact of these programmes and\nactivities. CANP could support the local efforts to become part of the\nwider international mathematics education community by helping local\nactivity aspire to international standards of quality, and by supporting\ninternational dissemination of findings." ] }, { "type": "Paragraph", "id": "Sx4.p2", "content": [ "In the regions where CANPs are active, a significant challenge was\nlimited availability and low quality of pre-service mathematics teacher\neducation. In most cases, secondary school teachers were recruited based\non their academic qualification, but they lacked pedagogical content\nknowledge (didactics). In the case of primary school teachers, content\nknowledge in mathematics was also found to be lacking. In-service and\ncontinuing mathematics teacher education was not available systemically.\nHowever, there were exceptions, such as in Thailand, when continuous\nprofessional development is essential for the promotion of teachers and\nis frequently conducted." ] }, { "type": "Paragraph", "id": "Sx4.p3", "content": [ "In the vast and often hard to reach geographical regions of CANP\nactivity, it would be reasonable to create ‘regional networks’ linking\nother national bodies across the countries in the region. It was found\neasier to create regional networks when national\nmathematics associations\nor similar bodies were already in place. For example, the\npresence of the Association of Western and North African Didacticians of\nMathematics (ADiMA) provided stability to CANP 1." ] }, { "type": "Heading", "id": "Sx5", "depth": 1, "content": [ "Future directions for CANPs" ] }, { "type": "Paragraph", "id": "Sx5.p1", "content": [ "To address the issues noted above, participants of the workshop\nidentified several areas where CANP would focus its efforts." ] }, { "type": "Heading", "id": "Sx5.SSx1", "depth": 2, "content": [ "Mathematics education\nresearch" ] }, { "type": "Paragraph", "id": "Sx5.SSx1.p1", "content": [ "Members agreed that to provide empirical foundation for mathematics\neducation, local research in this field should be strengthened. This\ncould be achieved through enhancing the quality of existing PhD\nprogrammes and initiating PhD programmes in mathematics education where\nnone exist." ] }, { "type": "Paragraph", "id": "Sx5.SSx1.p2", "content": [ "CANPs could work with the local mathematics education stakeholders,\nespecially the policy makers, to sensitize them to the importance of\ndisciplinary research in mathematics education, as opposed to\neducational research that is generic. Similarly, CANP could help support\nspecialized mathematics teacher education." ] }, { "type": "Heading", "id": "Sx5.SSx2", "depth": 2, "content": [ "Establish and nurture networks: A three-dimensional\nstrategy" ] }, { "type": "Paragraph", "id": "Sx5.SSx2.p1", "content": [ "During the deliberations, a three-dimensional framework was presented by\nSusanne Prediger, one of the participants, as an approach for\nestablishing and nurturing networks of mathematics teachers, mathematics\nteacher educators, and mathematics education researchers. The three\ndimensions were personnel, material and systemic. It was suggested that\nfor networks to be sustainable, all three dimensions would need to be\nstrengthened. For example: developing capacity of personnel through\nworkshops, seminars,and conferences; developing materials and resources\nto sustain relevant activity; and systemic support through changes and\nintervention in educational policy. The framework was proposed as a\nguideline, and to raise awareness about the complexity of creating and\nnurturing professional learning networks." ] }, { "type": "Heading", "id": "Sx5.SSx3", "depth": 2, "content": [ "International community and CANPs" ] }, { "type": "Paragraph", "id": "Sx5.SSx3.p1", "content": [ "It was noted that a variety of resources and support mechanisms are\navailable to the CANPs from ICMI. Some of these resources can be highly\nrelevant for addressing the apparent disconnect between local and/or\nregional mathematics education stakeholders and the international\ncommunity. These include the following:" ] }, { "type": "Paragraph", "content": [] }, { "type": "List", "items": [ { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i1.p1", "content": [ "ICMI EC members, in particular those in the role of CANP liaison, are\navailable to provide support in the form of online webinars, talks,\nand other input as appropriate." ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i2.p1", "content": [ "An ICMI newsletter is published four times yearly and includes\nconsiderable information about ongoing and forthcoming activity in\nmathematics education. It could be subscribed at the IMU\nwebsite.", { "type": "Note", "id": "idm137", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote1", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/publications/icmi-newsletter", "content": [ "https://www.mathunion.org/icmi/publications/icmi-newsletter" ] } ] } ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i3.p1", "content": [ "AMOR is a series of digital lectures about the work of the ICME\nawardees, which could be used as a resource for teaching in\nmathematics education courses.", { "type": "Note", "id": "idm151", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote2", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/awards/amor", "content": [ "https://www.mathunion.org/icmi/awards/amor" ] } ] } ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i4.p1", "content": [ "The ICMI database project collects information about national\ncurricula, standards, and the structure of education\nsystems.", { "type": "Note", "id": "idm165", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote3", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/activities/icmi-database-project", "content": [ "https://www.mathunion.org/icmi/activities/icmi-database-project" ] } ] } ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "content": [ "International conferences can provide opportunity for networking, for\nexample:\n" ] }, { "type": "Paragraph", "content": [] }, { "type": "List", "items": [ { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i5.I1.i1.p1", "content": [ "ICME-15 in Sydney,", { "type": "Note", "id": "idm188", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote4", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/icme/icme-15-2024", "content": [ "https://www.mathunion.org/icmi/icme/icme-15-2024" ] } ] } ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i5.I1.i2.p1", "content": [ "upcoming ICMI study 26 on geometry education,", { "type": "Note", "id": "idm203", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote5", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/activities/icmi-studies/ongoing-icmi-studies", "content": [ "https://www.mathunion.org/icmi/activities/icmi-studies/ongoing-icmi-studies" ] } ] } ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx5.I1.i5.I1.i3.p1", "content": [ "ICMI online symposium on socio-ecological perspectives." ] } ] } ], "order": "Unordered", "meta": { "listType": "bullet" } } ] } ], "order": "Unordered", "meta": { "listType": "bullet" } }, { "type": "Heading", "id": "Sx6", "depth": 1, "content": [ "Concluding remarks" ] }, { "type": "Paragraph", "id": "Sx6.p1", "content": [ "Participants deemed the workshop to be a highly successful event.\nWorkshop objectives as described above were fulfilled and provided an\nopportunity for the more experienced members in CANP to meet with the\nnew entrants. It also provided an opportunity to share and map out the\nsignificant work in mathematics education at the grassroots level.\nParticipants of the workshop were able to bond as a team as they took\npart in cultural activities in Bangkok, alongside the academic work." ] }, { "type": "Paragraph", "id": "Sx6.p2", "content": [ "Most importantly, the members of ICMI EC and the CANP charted out the\nissues and challenges they face in supporting mathematics teachers on\nthe ground and deliberated on pathways to support them." ] }, { "type": "Paragraph", "id": "Sx6.p3", "content": [ "The presence of ICMI President Fredrick Leung, IMU President Hiraku\nNakajima, and the IMU Secretary General Christoph Sorger along with\nother members of the EC showed the great support of the community of\nmathematicians for the community of mathematics educators, both of whom\nare working towards the common goal of making high quality mathematics\neducation available to all." ] }, { "type": "Paragraph", "id": "Sx6.p4", "content": [ { "type": "Emphasis", "content": [ "Acknowledgements. " ] }, "\nThe workshop was fully supported by the\n", { "type": "Emphasis", "content": [ "International Commission on Mathematical Instruction" ] }, " (ICMI) and\nthe IMU Commission for Developing Countries." ] }, { "type": "Paragraph", "id": "authorinfo", "content": [ "\nAnjum Halai\n(Vice-President of ICMI EC, also Vice-Provost of Aga Khan University, Pakistan)\nis from a Gujrati speaking family in Pakistan. Starting\nher career as a mathematics teacher, she went on to pursue a doctorate in\nmathematics education from the University of Oxford. She has more than\nthirty-five years of experience in higher education in low-income\ncountries. Her research interests are in language, gender, and\nmathematics. She also enjoys listening to Sufi music, reading contemporary\nregional fiction and travel and exposure to diverse cultures.\n", { "type": "Link", "target": "mailto:anjum.halai@aku.edu", "content": [ "anjum.halai@aku.edu" ] } ] } ] }