{ "type": "Article", "authors": [ { "type": "Person", "familyNames": [ "Planas" ], "givenNames": [ "Núria" ] } ], "identifiers": [], "references": [ { "type": "Article", "id": "bib-bib1", "authors": [], "title": "\nA. J. Bishop, Mathematical enculturation: A cultural perspective\non mathematics education.\nKluwer, Dordrecht (1988) ", "url": "https://doi.org/10.1007/978-94-009-2657-8" }, { "type": "Article", "id": "bib-bib2", "authors": [], "title": "\nA. Coles,\nTeaching in the new climatic regime: Steps to a socio-ecology\nof mathematics education. In Proceedings of the 46th Conference of the International\nGroup for the Psychology of Mathematics Education, Vol. 1, pp. 17–33, University of Haifa, Israel (2023)\n" }, { "type": "Article", "id": "bib-bib3", "authors": [], "title": "\nU. D’Ambrosio, Socio-cultural bases for mathematical education.\nIn Proceedings of the\nFifth International Congress on Mathematical\nEducation, pp. 1–6,\nBirkhäuser, Boston, MA (1985) ", "url": "https://doi.org/10.1007/978-1-4757-4238-1_1" }, { "type": "Article", "id": "bib-bib4", "authors": [], "title": "\nT. Dreyfus, The interplay between construction of knowledge by\nindividuals and collective mathematical progress in inquiry-oriented\nclassrooms. In Proceedings of the\n14th\nInternational Congress on Mathematical Education, Vol. I, 7 pp.,\nWorld Scientific, Singapore, Shanghai (2024) " }, { "type": "Article", "id": "bib-bib5", "authors": [], "title": "\nA. Halai, ICMI column: Professional learning networks in mathematics education.\nEur. Math. Soc. Mag. 129, 44–46 (2023) ", "url": "https://doi.org/10.4171/MAG/148" }, { "type": "Article", "id": "bib-bib6", "authors": [], "title": "\nF. Leung, Launching the 27th ICMI Study on Mathematics Education and the\nSocio-Ecological. ICMI Newsletter, September (2023)https://www.mathunion.org/icmi/icmi-newsletter-september-2023#on-page-9" }, { "type": "Article", "id": "bib-bib7", "authors": [], "title": "\nT. Lowrie, R. Jorgensen, T. Logan and D. Harris, Culture and\ngeography: How do primary students map their local environment? The Australian Educational Researcher 49, 261–284 (2022)\n", "url": "https://doi.org/10.1007/s13384-021-00440-0" }, { "type": "Article", "id": "bib-bib8", "authors": [], "title": "\nN. Planas, ICMI AMOR: A collective long-term project with short-term\nopportunities. Eur. Math. Soc. Mag. 124, 57–56 (2022) ", "url": "https://doi.org/10.4171/MAG/85" }, { "type": "Article", "id": "bib-bib9", "authors": [], "title": "\nN. Planas, Arguments or findings regarding language as resource for\nmathematics learning and teaching. In Proceedings of the\n14th International Congress on Mathematical Education, Vol. II, 16 pp.,\nWorld Scientific, Singapore, Shanghai (2024) " }, { "type": "Article", "id": "bib-bib10", "authors": [], "title": "\nCh. Rousseau, Editorial. IMU-Net\n47, May (2011)https://www.mathunion.org/imu-net/archive/2011/imu-net-047" }, { "type": "Article", "id": "bib-bib11", "authors": [], "title": "\nCh. Sorger, Proclamation of the 2024–2033 International Decade of\nSciences for Sustainable Development by the UN General Assembly. IMU\nNews 121, September (2023)https://www.mathunion.org/imu-news/archive/2023/imu-news-121-september-2023#on-page-4" }, { "type": "Article", "id": "bib-bib12", "authors": [], "title": "\nUnited Nations General Assembly, Universal declaration of human rights.\nUN (1948)https://digitallibrary.un.org/record/666853" }, { "type": "Article", "id": "bib-bib13", "authors": [], "title": "\nUnited Nations General Assembly, International decade of sciences for sustainable development, 2024–2033.\nUN (2023)https://digitallibrary.un.org/record/4019134" } ], "title": "ICMI Column", "meta": {}, "content": [ { "type": "Heading", "id": "Sx1", "depth": 1, "content": [ "Mathematics education for humanity in the work of ICMI" ] }, { "type": "Heading", "id": "Sx2", "depth": 1, "content": [ "Introduction" ] }, { "type": "Paragraph", "id": "Sx2.p1", "content": [ "For decades, in the community of mathematics educators, we have been\ndiscussing moves from ‘mathematics’ and ‘education’ to ‘mathematics\neducation,’ alongside the relative distances between ‘mathematics’ and\n‘mathematics education,’ and between ‘education’ and ‘mathematics\neducation.’ Today, we know that there are also questions about the\nrelative distance between ‘mathematics education’ and ‘humanity.’ For instance,\nwhat mathematics education aspects might be unrelated to\nhumanity, that is, unrelated to the challenges that\nhumanity faces,\nincluding helping people act in ways that are humanitarian?" ] }, { "type": "Paragraph", "id": "Sx2.p2", "content": [ "Even if the role of mathematics education in the present and future is\nundeniable, a question is, therefore, mathematics education for what? In\nthe work of the International Commission on Mathematical Instruction\n(ICMI), the importance of mathematics education for humanity remains a\ncontinuing invariant. The ICMI work is in this sense a strong instance\nof the relationship between ‘mathematics education’ and ‘humanity.’ A global\nunderstanding of mathematics education confronted with challenges\nthat range from alleviating suffering and lessening vulnerability to\nreducing social, economic and environmental risk, in the spirit of the\nUniversal Declaration of Human\nRights [", { "type": "Cite", "target": "bib-bib12", "content": [ "12" ] }, "], adds value to a diversity of ICMI initiatives." ] }, { "type": "Paragraph", "id": "Sx2.p3", "content": [ "In this brief text, I develop the argument of the relationship between\n‘mathematics education’ and ‘humanity’ in the work of ICMI with a focus\non the most present times. I choose the following four lines of\nevidence: (1) the scientific program of the\n15th\nInternational Congress on Mathematical Education (ICME), (2) the launch\nof ICMI Study 27\n“Mathematics Education and the Socio-Ecological,”\n(3) the\nICMI’s second and seventh Felix Klein Medals to Professors Ubiratan\nD’Ambrosio and Alan Bishop, and (4) the creation and enactment of the\nCapacity and Networking Project (CANP)." ] }, { "type": "Paragraph", "id": "Sx2.p4", "content": [ "The interest of ICMI in issues of mathematics education for humanity,\nand the question of mathematics education for what, certainly parallels\nthe interest of the International Mathematics Union (IMU) in issues of\nmathematics for humanity, and the question of mathematics for what.\nChristiane Rousseau, at the time of her IMU\nvice-presidency, wrote a\nbeautiful\neditorial for the IMU Newsletter [", { "type": "Cite", "target": "bib-bib10", "content": [ "10" ] }, "] about the\nrole of mathematics as a powerful tool for issues of sustainable\ndevelopment in its three dimensions: social, economic and environmental.\nRecently, IMU signed the commitment with the 2024–2033 International\nDecade of Sciences for Sustainable Development [", { "type": "Cite", "target": "bib-bib11", "content": [ "11" ] }, ", ", { "type": "Cite", "target": "bib-bib13", "content": [ "13" ] }, "].\nFor the case of mathematics for humanity and IMU, thus, several lines of evidence could also be\ndetailed. Moreover, for both ICMI and IMU, a basic premise is the solid\nlink between goals of sustainable development and goals of humanity.\nSustainable development demands are viewed as necessarily having\nhumanitarian connotations and consequences, and vice versa." ] }, { "type": "Heading", "id": "Sx3", "depth": 1, "content": [ "First line of evidence" ] }, { "type": "Paragraph", "id": "Sx3.p1", "content": [ "ICME is the major international conference in mathematics education. The\nnext meeting, ICME-15, will take place this coming summer in Sidney,\nAustralia, from\n7 to 14 July.\nIn the detailed program\nof ICME-15,", { "type": "Note", "id": "idm28", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote1", "content": [ "Available on the Congress website: ", { "type": "Link", "target": "https://icme15.org", "content": [ "https://icme15.org" ] }, "." ] } ] }, "\nsome primary emphases are on the\nfunction of mathematics education to achieve healthier and more\nequitable societies. A considerable number of plenary and parallel\nactivities are aimed at encouraging mathematics educators to relate the\nfield of knowledge with issues for humanity and sustainable development.\nThe theme and description for the plenary panel 1 reads as follows:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "Mathematics education effectively responds to humanity’s problems: Panelists will explore the interaction between mathematics education and issues of enormous importance to society, such as climate change, pandemics, international conflicts, and ongoing inequities. What role, if any, should mathematics education play beyond ensuring that countries have mathematical literate citizens? What are the ethical and practical challenges? ", { "type": "Note", "id": "idm39", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote2", "content": [ { "type": "Link", "target": "https://icme15.org/icme-15-scientific-program/icme-15-plenary-events", "content": [ "https://icme15.org/icme-15-scientific-program/icme-15-plenary-events" ] } ] } ] } ] } ] } ] }, { "type": "Paragraph", "id": "Sx3.p3", "content": [ "The list of “possible topics for discussion groups” includes:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "Climate change and sustainability; Social justice, poverty, and inequality; Citizenship, democracy, and fake news; Displaced people, peace, and justice; Indigenous knowledges and decolonising mathematics; Contemporary gender issues (transgender, gender diversity etc.); Artificial Intelligence; Pandemics, wellbeing, and resilience.", { "type": "Note", "id": "idm56", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote3", "content": [ { "type": "Link", "target": "https://icme15.org/icme-15-scientific-program/discussion-groups", "content": [ "https://icme15.org/icme-15-scientific-program/discussion-groups" ] } ] } ] } ] } ] } ] }, { "type": "Figure", "id": "Sx3-F1", "caption": [ { "type": "Paragraph", "content": [ "The ICME-15 logo. (Design by Saretta Fielding, from the Wonnarua Nation.)" ] } ], "licenses": [ { "type": "CreativeWork", "content": [ { "type": "Paragraph", "content": [ "All rights reserved." ] } ] } ], "content": [ { "type": "ImageObject", "contentUrl": "ICMI15_logo.png", "mediaType": "image/png", "meta": { "inline": false } } ] }, { "type": "Paragraph", "id": "Sx3.p5", "content": [ "The ICME-15\nlogo", { "type": "Note", "id": "idm83", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote4", "content": [ { "type": "Link", "target": "https://icme15.org/first-nations-australians", "content": [ "https://icme15.org/first-nations-australians" ] } ] } ] }, " provides\nmore emphases on mathematics education for alleviating suffering,\nreducing risk and lessening vulnerability. In this logo (see Figure ", { "type": "Cite", "target": "Sx3-F1", "content": [ "1" ] }, "),\nthe large circle represents the importance of mathematics in everyday\nlives, and the smaller circles represent delegates from around the\nworld, depicted as steppingstones that provide the ability to expand our\nknowledge. The logo design and its explanation acknowledge the First\nNations people, including teachers and learners of mathematics whose\nmathematical knowledge, languages and\ncultures have historically been\nmarginalized in Australian mathematics schools and throughout the world.\nThis\nacknowledgment particularly recognizes the mathematical practices\nin the rural and remote communities, also documented by research in\nmathematics education conducted in collaboration with these communities\n(see, e.g., the sophisticated large-scale spatial representations of the\npeoples in the\nnorthwestern Kimberley\nregion discussed in [", { "type": "Cite", "target": "bib-bib7", "content": [ "7" ] }, "])." ] }, { "type": "Paragraph", "id": "Sx3.p6", "content": [ "More generally, through a diversified collection of Topic Study Groups\n(TSGs) in ICMEs, ICMI work aligns itself with the humanizing mission of\nthe mathematics that is taught for the inclusion of all learners. As a\nregular participant of TSGs on aspects of mathematics education and\nlanguage, for example, I am impressed by how much attention several\ninternational colleagues pay to the linguistic use of the passive voice\nand nominalized forms in classroom teaching practices [", { "type": "Cite", "target": "bib-bib9", "content": [ "9" ] }, "].\nHuman agency is very differently constructed in ", { "type": "Emphasis", "content": [ { "type": "MathFragment", "mathLanguage": "mathml", "text": "(x+y)⋅(x−y)", "meta": { "altText": "(x+y)\\cdot(x-y)" } }, " is easily seen to be equivalent to ", { "type": "MathFragment", "mathLanguage": "mathml", "text": "x2−y2", "meta": { "altText": "x^{2}-y^{2}" } } ] }, ",\ncompared to ", { "type": "Emphasis", "content": [ "We can easily see the equivalence between ", { "type": "MathFragment", "mathLanguage": "mathml", "text": "(x+y)⋅(x−y)", "meta": { "altText": "(x+y)\\cdot(x-y)" } }, " and ", { "type": "MathFragment", "mathLanguage": "mathml", "text": "x2−y2", "meta": { "altText": "x^{2}-y^{2}" } } ] }, ".\nAs discussed in other TSGs with a focus on\naspects of argumentation, human agency is also very differently\nconstructed if mathematics teaching is aimed at designing and creating a\nstrong inquiry-oriented\nenvironment for the promotion of all learners’\nmathematical reasoning and positive identities as problem thinkers [", { "type": "Cite", "target": "bib-bib4", "content": [ "4" ] }, "]. This humanizing mission also crosses the diversified\ncollection of ICMI Studies." ] }, { "type": "Heading", "id": "Sx4", "depth": 1, "content": [ "Second line of evidence" ] }, { "type": "Paragraph", "id": "Sx4.p1", "content": [ "The ICMI Studies", { "type": "Note", "id": "idm162", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote5", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/activities/icmi-studies-activities", "content": [ "https://www.mathunion.org/icmi/activities/icmi-studies-activities" ] } ] } ] }, "\nconstitute a major ICMI program with significant influence on the field\nof mathematics education. The very last ICMI Study launched in 2023\nis “Mathematics Education and the Socio-Ecological,” with Kate\nle Roux,\nUniversity of Cape Town, South Africa, and Alf Coles, University of\nBristol, UK, as co-chairs. The Discussion Document of the ICMI Study 27\nis\nalready finalized\nand disseminated internationally in 2024,\nalongside\nthe call for the Study Conference\nin Quezon City, Philippines in January 2025,\nall this aiming at\nthe final\nproduction of the Study Volume.", { "type": "Note", "id": "idm169", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote6", "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" ] } ] } ] }, "\nMoreover,\nwe have available the\npre-conference proceedings of the preparatory ICMI Symposium on\nMathematics Education and the\nSocio-Ecological,", { "type": "Note", "id": "idm176", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote7", "content": [ { "type": "Link", "target": "https://www.mathunion.org/fileadmin/ICMI/Conferences/Socio%20Ecological/Porceedings-ICMI-symposium-20th-march-2023.pdf", "content": [ "https://www.mathunion.org/fileadmin/ICMI/Conferences/Socio%20Ecological/Porceedings-ICMI-symposium-20th-march-2023.pdf" ] } ] } ] }, " held online on\n20 March 2023.\nAs written in the\nSeptember 2023 ICMI Newsletter [", { "type": "Cite", "target": "bib-bib6", "content": [ "6" ] }, "], this ICMI Study will\nhighlight three aims:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [] }, { "type": "List", "items": [ { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx4.I1.i1.p1", "content": [ { "type": "Emphasis", "content": [ "to gather state-of-the-art scholarship in socio-ecological\nmathematics education around the world and to engage in\nacross-perspective dialogues;" ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx4.I1.i2.p1", "content": [ { "type": "Emphasis", "content": [ "to explore the different ways in which a theorization of the socio-ecological influences the focus and methodological approaches of mathematics education research; and" ] } ] } ] }, { "type": "ListItem", "content": [ { "type": "Paragraph", "id": "Sx4.I1.i3.p1", "content": [ { "type": "Emphasis", "content": [ "to provide insight into the practical implications of socio-ecological research associated with the mathematics curriculum, pedagogy, teacher preparation and education-related policies, beyond traditional approaches" ] }, "." ] } ] } ], "order": "Ascending", "meta": { "listType": "order" } } ] }, { "type": "Paragraph", "id": "Sx4.p3", "content": [ "The meaning of the phrases socio-ecological and socio-ecology in\nrelation to mathematics education is not trivial. In a conference talk,\nColes referred to the relevance of ecological and socio-political\nissues for the mathematics education practices, and to the\nresponsibility of mathematics teaching and education in response to the\necological and socio-political needs of our world. The extract below is\nfrom the written version of the talk, at the\n46th\nConference of the International Group for the Psychology of Mathematics\nEducation (IGPME), one of the several ICMI Affiliate Organizations.\nMathematics\neducation for global sustainability was precisely the theme\nof the\nconference." ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "The phrase “socio-ecology” points to the need for combining socio-political and ecological concerns. In this plenary talk, I consider what the socio-ecological means for mathematics education and what responsibility mathematics education has towards the socio-ecological. I review my own past research on “what” we teach and “how” we teach it, in relation to socio-ecological concerns and propose eight themes. These themes include: questioning what gets centred in our work; moving towards a communal mathematics; engaging in a dialogic ethics; working against the epistemological “error” of focusing on the individual as the unit of learning." ] }, "\n[", { "type": "Cite", "target": "bib-bib2", "content": [ "2" ] }, ", p. 17]" ] } ] }, { "type": "Paragraph", "id": "Sx4.p5", "content": [ "Although the\n27th ICMI Study is explicitly underpinned\nby a humanizing mission of mathematics and mathematics education, it is\nnot the only ICMI Study with such a view. Gender and Mathematics\nEducation (ICMI Study 7) and Educational Interfaces between Mathematics\nand Industry (ICMI Study 20) are just two examples. ICMI is funding the\nopen access publication of the volumes of its ICMI Studies and, in this\nway, making their content progressively available to anyone all over the\nworld,", { "type": "Note", "id": "idm227", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote8", "content": [ { "type": "Link", "target": "https://www.springer.com/series/6351/books", "content": [ "https://www.springer.com/series/6351/books" ] } ] } ] }, " which is again a proof of the commitment to global service and scholarship.\nHow funds are used is certainly important and informative. Since ICME-8, the ICMEs Solidarity Fund provides grants to people from less affluent regions of the world\nto support more diverse participation in the congresses." ] }, { "type": "Heading", "id": "Sx5", "depth": 1, "content": [ "Third line of evidence" ] }, { "type": "Paragraph", "id": "Sx5.p1", "content": [ "The ICMI Awards", { "type": "Note", "id": "idm238", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote9", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/awards/icmi-awards", "content": [ "https://www.mathunion.org/icmi/awards/icmi-awards" ] } ] } ] }, "\npay tribute to outstanding scholarship and achievement in mathematics\neducation. All awardees represent together the broad range of endeavors\nand emphases that characterize mathematics education research and\npractice. In the history of the ICMI Awards, two mathematics education\nresearchers have particularly been selected for their contributions and\nideas regarding mathematical and mathematics education practices for\nbringing dignified human dimensions into relations between individuals,\nsocieties and cultures. Professor Ubiratan D’Ambrosio, from Brazil, was\nhonored with the 2005 Felix Klein Award.\n“Socio-cultural bases for\nmathematical education” was the title of his pioneering talk at ICME-5 in 1984,\nin which he discussed critical meanings of mathematics for all and\nthe place of mathematics education in societies [", { "type": "Cite", "target": "bib-bib3", "content": [ "3" ] }, "]. The\ncitation published for the ICMI distinction indicates the role of\nD’Ambrosio:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "In the development of research perspectives which are sensitive to the characteristics of social, cultural, and historical contexts in which the teaching and learning of mathematics take place, as well as his insistence on providing quality mathematics education to all, not just to a privileged segment of society.", { "type": "Note", "id": "idm251", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote10", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/awards/past-receipients/2005-felix-klein-award", "content": [ "https://www.mathunion.org/icmi/awards/past-receipients/2005-felix-klein-award" ] } ] } ] } ] } ] } ] }, { "type": "Paragraph", "id": "Sx5.p3", "content": [ "Ten years later, Professor Alan Bishop, from UK and Australia, was\nhonored with the 2015 Felix Klein Award. Bishop’s work puts at the\ncenter the discussion of whether and how values interact with\nmathematics teaching and learning. Not only is his book titled\n“Mathematical Enculturation: A Cultural Perspective on Mathematics\nEducation” [", { "type": "Cite", "target": "bib-bib1", "content": [ "1" ] }, "] a milestone in the field, but he was also a\nfounder of the Mathematics Education and Society (MES)\ncommunity,", { "type": "Note", "id": "idm266", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote11", "content": [ { "type": "Link", "target": "https://www.mescommunity.info", "content": [ "https://www.mescommunity.info" ] } ] } ] }, "\nwhich gave rise to the associated\nconferences on the political and social dimensions of mathematics\neducation. At ICME-6 in 1988, Bishop co-organized a special one-day\nevent that would lead to create the MES\ncommunity. The citation\npublished for this distinction indicates Bishop’s ground-breaking\ncontributions to:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "The notion of mathematics as a cultural product and the cultural values that mathematics embodies … bringing the political, social, and cultural dimensions of mathematics education to the attention of the field. … “Alan is an excellent scholar and researcher who has shaped our field not only over" ] }, " his ", { "type": "Emphasis", "content": [ "lifetime but also over" ] }, " its ", { "type": "Emphasis", "content": [ "lifetime…”", { "type": "Note", "id": "idm279", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote12", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/awards/past-receipients/2015-felix-klein-award", "content": [ "https://www.mathunion.org/icmi/awards/past-receipients/2015-felix-klein-award" ] } ] } ] } ] } ] } ] }, { "type": "Paragraph", "id": "Sx5.p5", "content": [ "It is of course unfair not to mention many other, if not all, ICMI\nmedalists throughout these decades. My conversations with Celia Hoyles,\nfor example, during her 2023 stay in Barcelona for the preparation of\nthe last module of her ICMI AMOR Unit (read about AMOR in [", { "type": "Cite", "target": "bib-bib8", "content": [ "8" ] }, "])\nshowed her genuine interest in the mathematical learning and strengths\nof all groups of learners, alongside a genuine enthusiasm and trust in\nthe generous vision of teams of mathematics educators and teachers\nacross the world." ] }, { "type": "Heading", "id": "Sx6", "depth": 1, "content": [ "Fourth line of evidence" ] }, { "type": "Paragraph", "id": "Sx6.p1", "content": [ "The Capacity and Network Project (CANP)", { "type": "Note", "id": "idm298", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote13", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/activities/developing-countries-support-and-canp/capacity-networking-project-canp", "content": [ "https://www.mathunion.org/icmi/activities/developing-countries-support-and-canp/capacity-networking-project-canp" ] } ] } ] }, "\nis one more expression of the humanizing mission of ICMI. CANP has been\na major investment of ICMI in the last decade, devoted to enhancing\nmathematics education at all levels in the so-called developing\ncountries and regions so that their people are capable of meeting\nchallenges of mathematics teaching and learning, teacher education, and\nprofessional development. The process of this ICMI project, starting in 2011,\nis a journey of teamwork and change involving series of programs\ntowards the common goal of making high quality mathematics education\navailable to all, including the people of low-income and\nlower-middle-income countries in five world regions shortly named as\nCANPs: Sub-Saharan Africa, East Africa, Central America and the\nCaribbean, South-East Asia, and Andean Region and Paraguay. Each CANP\nhas a loosely structured governance mechanism supported by at least two\nregional representatives and one member from the ICMI Executive\nCommittee, who serves as a liaison and principal contact." ] }, { "type": "Paragraph", "id": "Sx6.p2", "content": [ "CANP has proven successful and vibrant regional communities are emerging\nout of this process. As explained by the\nvice-president of ICMI who\ncurrently provides the general coordination of all the CANPs, Anjum\nHalai, there are also many challenges and future directions to be\nexplored in the coming period:" ] }, { "type": "QuoteBlock", "content": [ { "type": "Paragraph", "content": [ { "type": "Emphasis", "content": [ "The community of mathematics educators across the five CANPs is a significant resource because working at the grassroots level they provide insights into key issues and challenges in promoting mathematics education. … CANP could support the local efforts to become part of the wider international mathematics education community by helping local activity aspire to international standards of quality, and by supporting international dissemination findings." ] }, "\n[", { "type": "Cite", "target": "bib-bib5", "content": [ "5" ] }, ", p. 45]." ] } ] }, { "type": "Paragraph", "id": "Sx6.p4", "content": [ "One more dimension of the ICMI work is therefore concerned with the\ninequalities in development between developed and developing regions.\nThis is another important and informative way of how the funds of ICMI\nare used for the benefit of its humanizing mission. The CANP regional\ncommunities are collaboratively managed or guided by different\nprofessionals of mathematics education and mathematics such as school\nteachers, university researchers, teacher educators and representatives\nof educational authorities. These communities are free to make decisions\nand take actions within their local contexts that support the\ndevelopment and sustainability of the educational capacity of those\nresponsible for mathematics education. Far from devaluing the complexity\nand diversity of each region by importing mainstream approaches, the\nCANP project is highly respectful with the knowledge, ideas and\nexperiences of the people in the community." ] }, { "type": "Heading", "id": "Sx7", "depth": 1, "content": [ "Final remark" ] }, { "type": "Paragraph", "id": "Sx7.p1", "content": [ "I could not include as many lines of evidence as I would have wished for\nmy\nargument on the relationship between ‘mathematics education’ and\n‘humanity’ in the work of ICMI, in this brief text. I apologize because\nI have inevitably overlooked ICMI initiatives and mathematics educators.\nRegardless, I encourage you to join some of the ICMI initiatives around\nmathematics education for humanity by participating in ICME-15 and by\ncontributing to the ICMI Study 27. You can also enjoy and learn from\nwatching the Introductory Module of the ICMI AMOR Unit devoted to\nUbiratan D’Ambrosio.", { "type": "Note", "id": "idm319", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote14", "content": [ { "type": "Link", "target": "https://www.mathunion.org/icmi/awards/amor/ubiratan-dambrosio-unit", "content": [ "https://www.mathunion.org/icmi/awards/amor/ubiratan-dambrosio-unit" ] } ] } ] }, "\nHumanity and humility have the same linguistic root, as Ubiratan\nD’Ambrosio used to remind us. This closeness may be helpful for adopting\nthe Copernican-type principle that all humans deserve the same\nprivileged position in the universe of mathematics education!" ] }, { "type": "Paragraph", "id": "authorinfo", "content": [ "\nNúria Planas is professor of mathematics education at Autonomous University of Barcelona, Spain, and honorary research fellow at the Department of Education at the University of Oxford.\nHer research and publications focus on multilingual mathematics learning and teaching, professional development of secondary-school mathematics teachers on issues of linguistic responsiveness in mathematics teaching, and sociocultural theories of mathematics education.\nShe is a\nmember-at-large of the ICMI Executive Committee.\n", { "type": "Link", "target": "mailto:nuria.planas@uab.cat", "content": [ "nuria.planas@uab.cat" ] } ] } ] }