Catálogo de publicaciones - libros

The paper describes the vision of the 13th International Congress on Mathematical Education (ICME-13), accompanied by detailed elaborations on the structure of ICME-13 and important data.

Helping young people develop mathematical skills, ways of thinking, and identities, and supporting classrooms as equitable communities of practice, entails for teachers a specialized set of instructional skills specific to the domain. This paper argues that, although progress has been made in understanding “mathematical knowledge for teaching,” more study is needed to understand interactive mathematical work of teaching and to orient teachers’ professional education to this dynamic and performative mathematical fluency and activity.

In 1984 Ubiratan D’Ambrosio gave a plenary address at ICME-5 in Adelaide that set a new direction for a major research effort in socio-cultural issues in mathematics education. His recent work uses the metaphor of mathematics as a “dorsal spine” on which monsters, not beautiful creatures, are often built. What must we do, what action must we take, to prevent ourselves from building monsters with mathematics and in mathematics education? This paper argues that theoretical approaches drawing on ecological concepts can lead us to understand the interconnectedness of teaching and scholarship with culture and society. I postulate three principles for action that may help guide moral behaviour within our discipline.

In some ways, the Third International Mathematics and Science Study (TIMSS) Video Studies of 1995 and 1999 may be said to be the impetus for classroom studies in many countries. These studies created an awareness of how vast video data and how endless the possibilities of rich analysis were. They also stimulated thought and academic discourse about the conceptual framework and methodology, which led to subsequent video studies such as the Learner’s Perspective Study (LPS). This paper recounts how mathematics classroom studies have developed over the past decades in Singapore. It shows that the use of particular types of lenses does have an impact on images of mathematics teaching that emerge from the analysis. It also examines the stereotype of East Asian mathematics classroom instruction and suggests that instructional practices for mathematics classrooms cannot be considered Eastern or Western but a coherent combination of both.

“What is Mathematics?” [with a question mark!] is the title of a famous book by Courant and Robbins, first published in 1941, which does not answer the question. The question is, however, essential: The public image of the subject (of the science, and of the profession) is not only relevant for the support and funding it can get, but it is also crucial for the talent it manages to attract—and thus ultimately determines what mathematics can achieve, as a science, as a part of human culture, but also as a substantial component of economy and technology. In this lecture we thus

This chapter is based on the Plenary Panel on International Comparative Studies we delivered at the 13th International Congress on Mathematical Education (ICME-13) in 2016. In the past a few decades, international comparative studies have transformed the way we see mathematics education and provide insight for improving student learning in many ways. Out of several possibilities, we selected four lessons we have learned from international comparative studies: (1) examining the dispositions and experiences of mathematically literate students, (2) documenting variation in students’ thinking in different cultures, (3) appreciating the varying meanings and functions of common lesson events, and (4) the importance of making global research locally meaningful. Throughout the paper, we point out future directions for research to expand our understanding and build up capacity in international comparative studies.

The Transitions in Mathematics Education panel during the ICME-13 conference consisted of two parts. In the first part, the panelists presented particular questions addressed and answered them according to their various perspectives (some of them cognitive, others more sociocultural). This first part was published as a survey before the conference (Gueudet et al. in Funds of knowledge: Theorizing practices in households, communities, and classrooms. Erlbaum: Mahwah, NJ, ). In the present text, we briefly review this first part but mainly focus on the second part of the panel. In the second part, the panelists answered questions about the survey concerning the arithmetic-algebra transition, the possible use of boundary objects to build links and bridges, the role of technical work in the continuity/discontinuity of the learning process, and the possible contributions of students in helping to ease transitions. These answers are developed and presented here.

The segment of the ICME-13 Opening Ceremony that was dedicated to the ICMI Awards was presided over by Carolyn Kieran, Chair of the Felix Klein and Hans Freudenthal Awards Committee, and by Jeremy Kilpatrick, Chair of the Emma Castelnuovo Award Committee.

Linked research and development forms the central pillar of the Wits Maths Connect Secondary (WMCS), a project working with secondary mathematics teachers in one province in South Africa. A key outcome is a sociocultural analytic framework—a discursive resource that has been developed and refined through our work in and across three inter-linked practices. Named Mathematics Discourse in Instruction (MDI), we have used the framework as a planning and reflection tool in professional development and we have operationalised it as an analytic framework for research. MDI enables a description of mathematics made available to learn in a lesson, and an interpretation of shifts in practice across lessons and over time. MDI is both process and product of the WMCS. I describe and reflect on our use of MDI to build a case for embracing a discursive resource as a boundary object that moves productively across multiple practices.

In this text, associated with my Felix Klein Medal awardee lecture at ICME-13, I develop a reflection on the relationships between fundamental research and action in mathematics education. This reflection is based on my experience as a teacher, teacher educator, and researcher and on what I learned from the responsibilities I had on the ICMI Executive Committee. Using as a filter the concept of didactical engineering, I address several issues: reproducibility, generalization, theoretical diversity, and values, that contribute to making these relationships especially challenging in mathematics education and point out promising evolutions in the field.