lessons from some recent icmi studies
DESCRIPTION
Talk given in December 2011 about some conclusions for the teaching of mathematics that can be obtained from the last ICMI studies publishedTRANSCRIPT
Jaime Carvalho e SilvaSecretary-General of ICMIUniversity of Coimbra, PortugalCMUC/Project UI 324 - 2011-2012
Lessons from some recent ICMI Studies
ICMI
ICMI
Founded in 1908
ICMI
Founded in 1908
First president was Felix Klein
ICMI
Founded in 1908
First president was Felix Klein
90 countries
Executive Committee
South Korea, China, USA, Israel, FranceNew Zealand, Italy, Costa Rica, South Africa,
Australia, Portugal
Executive Committee
commission of IMU
IMU is member of ICSU
ICMI activities
ICMI Studies
ICME - International Congress on Mathematical Education
ICMI Bulletin
ICMI News (newsletter)
ICMI website
ICME congress
ICME-12 in Korea
ICMI Affiliated Study Groups
HPM: The International Study Group on the Relations between the History and Pedagogy of Mathematics (1976)
ICTMA: The International Study Group for Mathematical Modelling and Application (2003)
IOWME: The International Organization of Women and Mathematics Education (1987)
PME: The International Group for the Psychology of Mathematics Education (1976)
WFNMC: The World Federation of National Mathematics Competitions (1994)
Multi-national Mathematical Education Societies
affiliated to ICMI
CIAEM: Inter-American Committee on Mathematics Education (2009)
ERME: European Society for Research in Mathematics Education (2010)
CIEAEM: International Commission for the Study and Improvement of Mathematics Teaching (2010)
What is an ICMI Study
Activity created in 1985 when Jean-Pierre Kahane was President of ICMI.
The goal is the production of a Study Book. The first five were published by Cambridge University Press and are now online.
First five ICMI Studies
Each Study focuses on a topic or issue of prominent current interest in mathematics education.
Each Study reflect the great variety of issues and concerns in the field of mathematics education
It is intended to promote and assist discussion and action at the international, regional or institutional level.
What is an ICMI Study
Studies are of interest to educational researchers, curriculum developers, educational policy makers, teachers of mathematics, and to mathematicians and educators involved in the professional education and development of teachers of mathematics.
What is an ICMI Study
Methodology
First, the Executive Committee of ICMI decides upon a theme. It then appoints the co-chairs and an International Program Committee (IPC)
The IPC produces a Discussion Document in which a number of key issues and sub-themes related to the theme of the Study are identified and described in a preliminary manner. The Discussion Document is widely disseminated internationally to solicit papers from the field.
Methodology
Thirdly, an international conference is organized to bring together both experts in the field and newcomers with interesting ideas or promising work in progress, as well as to gathering representatives with a variety of backgrounds from different regions, traditions and cultures.
Methodology
Finally, 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 the President and the Secretary-General of ICMI.
Volumes are now published by Springer.
ICMI Studies
ICMI Studies
ICMI Studies
15. The Professional Education and Development of Teachers of Mathematics.
16. Challenging Mathematics in and Beyond the Classroom.
17. Digital Technologies and Mathematics Teaching and Learning: Rethinking the Terrain.
18. Statistics Education in School Mathematics: Challenges for Teaching and Teacher Education.
ICMI Studies
19. Proof and proving in mathematics education.
20. Educational Interfaces between Mathematics and the Industry (EIMI)
21. Mathematics Education in Multilingual Contexts
22 Task Design
ICMI Study 18
1
New ICMI Study Series
Carmen Batanero · Gail Burrill · Chris Reading EditorsTeaching Statistics in School Mathematics-Challengesfor Teaching and Teacher EducationA Joint ICMI/IASE Study: The 18th ICMI Study
New ICMI Study Series
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education
Carmen BataneroGail BurrillChris Reading Editors
Teaching Statistics in School Mathematics-Challenges
for Teaching and Teacher Education 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 speci"cally focussed on the education and professional development of teachers to teach statistics.!e volume covers a very wide "eld, including examples of statistics curricula and teacher education programmes around the world; analysis of the fundamentals to 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 di#erent 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 di$culties or teaching strategies is applicable in both the training of students and teachers.
Education
ISBN 978-94-007-1130-3
Batanero · Burrill · Reading Eds.
ICMIStudy!"
Executive Summary
Although the teaching of statistics in secondary schools has a long tradition, in recent years many countries have also included statistics in the primary curriculum. In addition, more attention has been paid to developing statistical thinking in students across all levels of education.
Most teachers acknowledge the practical importance of statistics and are willing to give more relevance to the teaching of statistics. However many mathematics teachers, do not consider themselves well prepared to teach statistics nor face their students’ difficulties.
Executive Summary
There is a continuing need for finding approaches for preparing teachers that promote teachers’ statistical literacy and reasoning, that engage teachers with real data and statistical investigations, and that connect teacher education to their teaching practice and the reality of their classrooms.
Executive Summary
The rapid development of statistics and statistics education implies that further research in statistics education is needed. The analyses, research, and case studies reported in the Study provide a rich starting point for such research.
Executive Summary
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 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 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/
ICMI Study 15
Co-chairs:
Ruhama Even (Israel)
Deborah Loewenberg Ball (USA)
Jo Boaler Stanford University USA
Chris Breen University of Cape Town SOUTH AFRICA
Frédéric Gourdeau Université Laval CANADA
Marja van den Heuvel-Panhuizen Utrecht University NETHERLANDS
Barbara Jaworski Loughborough University UK
Gilah Leder La Trobe University AUSTRALIA
Shiqi Li East China Normal University CHINA
Romulo Lins State University of Sao Paulo at Rio Claro BRAZIL
João Filipe Matos Universidade Lisboa PORTUGAL
Jarmila Novotna Charles University CZECH REPUBLIC
Aline Robert IUFM de Versailles FRANCE
ICMI Study 15 scientific committee
The study was designed to investigate practices and programs of mathematics teacher education in different countries and to contribute to an international discourse about the professional education of prospective and practicing teachers of mathematics
ICMI Study 15
The premise of this study was that teachers are key to students’ opportunities to learn mathematics.
What mathematics teachers know, care about, and do is a product of their experiences and socialization both prior to and after entering teaching, together with the impact of their professional education.
ICMI Study 15
there is a growing need to design policy-oriented studies according to a typology of comparative differences within and across regions that can give better insights on the teacher education-teacher practice-pupil learning continuum, taking into account contextual differences.
ICMI Study 15
The first years of teaching can be seen as a transition with many interdependent components: from being a teacher student in a university environment, where mathematics and teaching is often considered in more theoretical ways, to a (more or less autonomous) status of being a professional in a school, in charge of a number of practical problems related to teaching and school mathematics.
ICMI Study 15
The international perspective seems very important; here, as it may help us to reject the fatalism that often results from a perspective which is confined to a single system of education
ICMI Study 15
Needless to say, systems of schooling—including teacher education—display a surprising level of inertia. Looking beyond them may help us recognize that their defaults are not inevitable. This seems in particular to be the case for some of the problems faced by beginning teachers, including isolation and lack of resources for professional growth as a mathematics teacher.
ICMI Study 15
It appears certain that the recruitment and retention of mathematics teacher educators will need to be a major focus of institutions of higher education in future years.
Who becomes a teacher educator, the motivations and incentives for doing so, and the tasks and duties of teacher educators are all worthy of further discussion on an international level.
ICMI Study 15
A split between pedagogy courses and content courses might not be productive. It is possible to teach courses that address both at the same time.
There is no agreement on what the role of mathematicians in pedagogy courses should be.
Many responses pointed to the opportunity to capitalize on mathematicians’ knowledge of mathematics and “how mathematics works” and their experiences as learners and teachers of mathematics.
ICMI Study 15
ICMI Study 16
Co-chairs:
Edward Barbeau (Canada), Peter J. Taylor (Australia)
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 of investigations, 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 with different 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
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
Those responsible for curriculum design and assessment need to question whether their policies inhibit or promote an authentic and productive mathematical experience in the classroom.
ICMI Study 16 conclusions
The time has come for a gathering of the available materials and the formulation of research and field trials involving the use of challenges that will allow us to move forward in a sound and measured way.
ICMI Study 16 conclusions
Teachers value and are more easily persuaded, if someone involved in the development process can actually work with their class and show how the process they are proposing can produce gains by their students.
ICMI Study 16 conclusions
Co-chairs:
Celia Hoyles (England), Jean-Baptiste Lagrange (France)
ICMI Study 17
Discussion Document:
“identify and analyse some of the challenges in mathematics teaching and learning, practically and theoretically, in the light of the use of digital technologies”
“What new types of mathematical knowledge and practices emerge as a result of access 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
ICMI Study 17
Section 1: Design of learning environments and curricula
Section 2 Learning and Assessing Mathematics with and through Digital Technologies
Section 3 Teachers and Technology
Section 4 Implementation of Curricula: Issues of Access and Equity
ICMI Study 17
Section 5: Future Directions
Future of technology? Kindle? iPads? SmartPhones?
ICMI Study 17
Section 5: Future Directions
Future of technology? Kindle? iPads? SmartPhones?
Seymour Papert (inventor of LOGO): “spend reasonable part of the time and energy thinking about possible futures, freeing our minds of the current constraints.”
ICMI Study 17
ICMI News
more about ICMI
www.mathunion.org/icmi/
Thank you for your attention
Jaime Carvalho e SilvaSecretary-General of ICMIUniversity of Coimbra, PortugalCMUC/Project UI 324 - 2011-2012