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Felix Klein always emphasised the great importance of teaching at the university, and he strongly promoted the modernisation of mathematics in the classrooms. The three books “Elementary Mathematics from a higher (advanced) standpoint” from the beginning of the last century gave and still give a model for university lectures especially for student teachers. The “Merano Syllabus” (1905), essentially initiated and influenced by Felix Klein, pleaded for an orientation of mathematics education at the concept of function, an increased emphasis on spatial geometry and an introduction of calculus in high schools. The Thematic Afternoon “The legacy of Felix Klein” will give an overview about the ideas of Felix Klein, it will highlight some developments in university teaching and school mathematics related to Felix Klein in the last century, and it will especially be asked for the meaning, the importance and the legacy of Klein’s ideas nowadays and in the future in an international, worldwide context.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.

In preparation for this work, we have looked into some recent curricula ideas, the international assessments (e.g., PISA), as well as the literature on the 21st century skills. For example, The New Vision for Education: Unlocking the Potential of Technology, 2015 report of the World Economic Forum lists 16 most critical 21st century skills (e.g., literacy, numeracy, ICT literacy, scientific literacy, financial literacy, cultural and civic literacy, critical thinking/problem-solving, creativity, communication, collaboration, curiosity, persistence/grit, adaptability, leadership, social and cultural awareness, and initiative), and proposes that technology is used to help people achieve these skills. How do these skills interact with ones, more specifically related to mathematics as a subject?

According to the evaluation indicator system and the mathematic model of EEC, the evaluation and analysis are made on EEC in 2012. Table 9.1 lists the rankings and scores of EEC in 2012 and Fig. 9.1 displays the EEC scores of the six continents as well as the top three countries of each continent in 2012.

Robots use feedback control algorithms which compute commands to the actuators based upon the error between the current state of the robot and its target state. The magnitudes of the commands can be proportional to the error, obtained by integrating or differentiating the error, or some combination of these functions. The goal is to reach the target state, to reach it quickly and to avoid instability such as oscillations. The performance of a control system depends on parameters called gains, which can be determined by experimentation.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.

The 13th International Congress on Mathematical Education in Hamburg was not only a scientific experience for researchers in mathematics education from all over the world. As Convenor and Local Chair of ICME-13, we are particularly pleased that also more than 250 teachers from all over Germany and five other countries have benefited from this congress. Despite the school holidays taking place in many federal states of Germany in July, mathematics teachers could take part in a special conference for teachers taking place parallel to ICME-13 on the 27th–29th of July 2017. On three days, the teachers were able to participate in a comprehensive lecture and workshop program, which included not only professional development courses in the area from primary to secondary mathematics education, but also thematically relevant excursions.