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The program was designed to set up to organize, structure, and discuss the academic agenda of mathematical problem solving and its developments. The program included an open invitation to the mathematics education community to contribute and reflect on research and practicing issues that involve: (a) Addressing the origin, characterization, and foundation of mathematical problem solving, (b) discussing problem solving frameworks used to support research and curricula reforms in mathematical problem solving; (c) analyzing local and international research programs in mathematical problem solving; (d) discussing curriculum proposals that support the development of mathematical problem solving; (e) analyzing different ways to assess mathematical problem solving performances; (f) discussing the role played by the use of different digital tools in students’ development of mathematical problem solving proficiency; (g) addressing programs that foster learners’ development of problem solving approaches beyond school; and (h) identifying future developments of the field.

The history of visualization within mathematics education is a long one. Since the beginning of the 1980s mathematics educators are interested in the practical challenges of teaching visualization, in visualization of mathematics as exhibits in school or aligned with educational psychology and are looking for theoretical frameworks.

Co-chairs: Jill Brown and Toshikazu Ikeda; Team Members: Sung Sook Kim, (Korea), Nicholas Mousoulides (Cyprus), Jussara de Loiola Araújo (Brazil); Liaison IPC member: Morten Blomhoej (Denmark)

This Topic Study Group aimed at providing a forum to discuss the current state of art of the presence of technology in diverse aspects of teaching mathematics conveying a deep analysis of its implications to the future. Technology was understood in a broad sense, encompassing the computers of all types including the hand-held technology, the software of all types, and the technology of communication that includes the electronic board and the Internet. The discussions served as opportunity for all interested in the use of technology in education environment, to understand its diverse aspects and to share the creative and outstanding contributions, with critical analysis of the different uses.

In ICME12, the role of technology in mathematics education was divided into two distinct study groups: Analysis of uses of technology in the teaching (TSG 18) and learning (TSG 19) of mathematics. Of course, these two aspects of mathematics education are closely intertwined, but we tried to concentrate the TSG 19 discussions around the aspect of LEARNING with ICT (Information and Communications Technology).

At the ICME 2012 Conference, (HM) was specifically discussed in several contexts: one of the 37 (chaired by W.S. Horng and R. Chorlay); one discussion group on “Uses of History of Mathematics in School (Pupils aged 6–13)” (organised by B. Smestad); one regular lecture on “History, Application, and Philosophy of Mathematics in Mathematics Education: Accessing and Assessing Student’s Overview & Judgment” (by U. Jankvist); and one general presentation of The HPM international study group, among the organizations affiliated with the ICMI. A parallel TSG dealt with (chaired by K. Bjarnadottir and F. Furinghetti).

Classroom practice, as a process, involves multiple agents and their interactions within the classroom as a system. The process can be manifested in diverse formats and structures, and its effectiveness can be influenced by numerous factors both internal and external to the classroom. Research on (mathematics) classroom practice can thus take different perspectives, and much remains to be examined and understood as we all try to improve mathematics teaching and learning through classroom practice.

Learning and cognition is a classical and very vital area in research on mathematics education. Researchers have published many valuable research findings that have contributed to significant development in this area. The continued efforts of researchers now and in the future will, we hope, lead to extensive ‘pay-offs’. Different to many other special and related TSGs, such as teaching and learning of algebra, geometry, measurement, statistics, calculus, reasoning, proving and problem solving, to mention a few, TSG22’s participants will contribute a more general focus on learning and cognitive activity, and insights into students’ characteristics; their strengths and weaknesses in the process of mathematics learning.

The group generated considerable interest with 30 papers and abstracts being submitted. A review system was established by the TSG 23 Chair Christoph Selter whereby each paper was read and reviewed by one of the Co-Chairs and a Team Member. From this process 19 papers were accepted for presentation in Seoul.

TSG 24 at ICME-12 aimed to especially examine current scholarship and research on mathematical knowledge for teaching at the secondary level by collecting, comparing and discussing research experiences in this area, through the following three questions: What mathematical knowledge is needed for teaching at secondary level? What are the status quo of knowing and using mathematical knowledge for teaching at secondary level? How should we move forward (or what we have done) towards better equipped with mathematical knowledge for teaching at secondary level? In ICME 12, TSG 24 gathered 23 oral presentations from Canada, China, Finland, France, India, Ireland, Korea, Norway, South Africa, Spain, Sweden, and Turkey. They were presented in terms of four subtopics.