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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.

The DG focused on the relationship between CAS and mathematics in teaching and learning, educational design and the qualification of teachers’ choices concerning the use and non-use of CAS.

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.

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?

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.