ICMI Affiliated Study GroupsHPM: 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)
Multi-national Mathematical Education Societies affiliated to ICMICIAEM: 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)
What is an ICMI StudyActivity 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.
What is an ICMI StudyEach Study focuses on a topic or issue ofprominent current interest in mathematicseducation.Each Study reflect the great variety of issuesand concerns in the field of mathematicseducationIt is intended to promote and assist discussionand action at the international, regional orinstitutional level.
What is an ICMI StudyStudies are of interest to educationalresearchers, curriculum developers,educational policy makers, teachers ofmathematics, and to mathematicians andeducators involved in the professionaleducation and development of teachers ofmathematics.
MethodologyFirst, 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-themesrelated to the theme of the Study are identifiedand described in a preliminary manner. TheDiscussion Document is widely disseminatedinternationally to solicit papers from the field.
MethodologyThirdly, 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 ofbackgrounds from different regions, traditionsand cultures.
MethodologyFinally, a research volume, 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 thePresident and the Secretary-General of ICMI.Volumes are now published by Springer.
ICMI Studies15. The Professional Education and Developmentof Teachers of Mathematics.16. Challenging Mathematics in and Beyond theClassroom.17. Digital Technologies and MathematicsTeaching and Learning: Rethinking the Terrain.18. Statistics Education in School Mathematics:Challenges for Teaching and Teacher Education.
ICMI Studies19. Proof and proving in mathematics education.20. Educational Interfaces between Mathematicsand the Industry (EIMI)21. Mathematics Education in MultilingualContexts22 Task Design
ICMI Study 18 ICMINew ICMI Study Series Study New ICMI Study SeriesCarmen Batanero · Gail Burrill · Chris Reading Editors Batanero · Burrill · Reading Eds.Teaching Statistics in School Mathematics-Challengesfor Teaching and Teacher EducationA Joint ICMI/IASE Study: The 18th ICMI StudyIn recent years, there have been an expansion and renewal of the statistics content Carmen Bataneroin the mathematics curricula in many countries through all school grade levels fromprimary to secondary levels. However, no similar attention has been paid to the prepa-ration of mathematics teacher to teach statistics at these levels. This book presents the Gail Burrillresults from the Joint ICMI/IASE Study, Teaching Statistics in School Mathematics.Challenges for Teaching and Teacher Education that was intended to address the lack Chris Reading Editorsof attention to teaching statistics by promoting international collaborative researchspecifically focussed on the education and professional development of teachers to teach Teaching Statistics instatistics.The volume covers a very wide field, including examples of statistics curriculaand teacher education programmes around the world; analysis of the fundamentalsto teaching statistics; survey chapters of research related to teachers’ attitudes, beliefsand knowledge related to fundamental statistics ideas and its teaching; and analyses of 1 School Mathematics-challenges and experiences related to training teachers to teach statistics. The book isdesigned to be useful to researchers in mathematics education and statistics educationteacher educators, and people involved in curricular development in statistics with the Teaching Statistics in School Mathematics-Challengeshope that it will foster further research in the problems related to educating teachers to for Teaching and Teacher Education Challenges forteach statistics at different school levels. It could be of interest to teachers themselves,since the basic ideas for teaching statistics and the research summarised in the bookboth in learning difficulties or teaching strategies is applicable in both the training ofstudents and teachers. Teaching and Teacher Education A Joint ICMI/IASE Study: The 18th ICMI StudyEducation ISBN 978-94-007-1130-3
Executive SummaryAlthough 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.
Executive SummaryMost 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 SummaryThere 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 teachereducation to their teaching practice and thereality of their classrooms.
Executive SummaryThe rapid development of statistics and statisticseducation implies that further research instatistics education is needed. The analyses,research, and case studies reported in the Studyprovide a rich starting point for such research.
Press release Press Release EMBARGO: 26.6.2011 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 enhaliteracy 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 Roundtable Conferences 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 Educación Matemática (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@example.com Lena Koch (ICMI Administrator, IMU Secretariat) firstname.lastname@example.org International Commission on Mathematical Instruction (www.mathunion.org/ICMI) International Association for Statistical Education (www.stat.auckland.ac.nz/~iase/ International Mathematical Union, Secretariat, Markgrafenstr.32, 10117 Berlin, Germany Phone: +49 30 20372-‐432, Fax: +49 30 20372-‐439
ICMI Study 15 Co-chairs: Ruhama Even (Israel) Deborah Loewenberg Ball (USA)
ICMI Study 15 scientific committee Gilah Leder La Trobe UniversityJo Boaler Stanford University AUSTRALIAUSA Shiqi Li East China NormalChris Breen University of Cape University CHINATown SOUTH AFRICA Romulo Lins State University ofFrédéric Gourdeau Université Sao Paulo at Rio Claro BRAZILLaval CANADA João Filipe Matos UniversidadeMarja van den Heuvel-Panhuizen Lisboa PORTUGALUtrecht UniversityNETHERLANDS Jarmila Novotna Charles University CZECH REPUBLICBarbara Jaworski LoughboroughUniversity UK Aline Robert IUFM de Versailles FRANCE
ICMI Study 15The 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 15The 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 andsocialization both prior to and after enteringteaching, together with the impact of theirprofessional education.
ICMI Study 15there 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.
ICMI Study 15The first years of teaching can be seen as atransition with many interdependentcomponents: from being a teacher student in auniversity environment, where mathematics andteaching is often considered in more theoreticalways, to a (more or less autonomous) status ofbeing a professional in a school, in charge of anumber of practical problems related to teachingand school mathematics.
ICMI Study 15The 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
ICMI Study 15Needless to say, systems of schooling—includingteacher education—display 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.
ICMI Study 15It appears certain that the recruitment andretention of mathematics teacher educators willneed to be a major focus of institutions of highereducation in future years.Who becomes a teacher educator, themotivations and incentives for doing so, and thetasks and duties of teacher educators are allworthy of further discussion on an internationallevel.
ICMI Study 15A 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 16 Co-chairs: Edward Barbeau (Canada), Peter J. Taylor (Australia)
ICMI Study 16Discussion Document:“Mathematics is engaging, useful, and creative. What can we do to make itaccessible to more people?”“Recent attempts to develop students mathematical creativity include the use ofinvestigations, problems, reﬂective logs, and a host of other devices. These canbe 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 ourefforts and restructure our goals. It is time to assess what has been done, studyconditions for success and determine some approaches for the future.”
ICMI Study 16Discussion 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 conclusionsThose responsible for curriculum design andassessment need to question whether theirpolicies inhibit or promote an authentic andproductive mathematical experience in theclassroom.
ICMI Study 16 conclusionsThe 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 asound and measured way.
ICMI Study 16 conclusionsTeachers 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 gainsby their students.
ICMI Study 17Discussion Document:“identify and analyse some of the challenges in mathematics teaching andlearning, practically and theoretically, in the light of the use of digitaltechnologies”“What new types of mathematical knowledge and practices emerge as a result ofaccess to digital technologies, particularly computational, dynamic visualisationand communication technologies?”“What role can the "mathematics laboratory" play in different educationalcontexts, including primary, secondary, tertiary and vocational education?”
ICMI Study 17Section 1: Design of learning environments andcurriculaSection 2 Learning and Assessing Mathematicswith and through Digital TechnologiesSection 3 Teachers and TechnologySection 4 Implementation of Curricula: Issues ofAccess and Equity
ICMI Study 17Section 5: Future DirectionsFuture of technology? Kindle? iPads?SmartPhones?
ICMI Study 17Section 5: Future DirectionsFuture of technology? Kindle? iPads?SmartPhones?
ICMI Study 17Seymour Papert (inventor of LOGO): “spendreasonable part of the time and energy thinkingabout possible futures, freeing our minds of thecurrent constraints.”