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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=7058/2/2019 Recent Icmi Studies
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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.
What is an ICMI Study
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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.
What is an ICMI Study
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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/63518/2/2019 Recent Icmi Studies
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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.
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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.
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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.
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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
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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.
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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.
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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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Discussion Document:
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.
ICMI Study 16 conclusions
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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.
ICMI Study 16 conclusions
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Co-chairs:
Celia Hoyles (England),Jean-Baptiste Lagrange
(France)
ICMI Study 17
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Discussion Document:
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/8/2/2019 Recent Icmi Studies
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Thank you for your
attention
JaimeCarvalhoeSilva
Secretary-GeneralofICMI
UniversityofCoimbra,Portugal
CMUC/ProjectUI324-2011-2012