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8 Preface

10 Around ICME-10

17 Opening Session

Plenary sessions

42 P 1: Hyman Bass: Mathematics, mathematicians, and mathematics education

56 P 2: Panel moderated by Stephen Lerman: Mathematics education for whom and why? The balance between mathematics education for all and for high level mathematics performance

76 P 3: Anna Sfard on behalf of Survey Team 1: What could be more practical than good research? On mutual relations between research and practice of mathematics education

93 P 4: Erno Lehtinen: Mathematics education and learning sciences

105 P 5: Plenary Interview Session moderated by Michéle Artigue

123 P 6: Jill Adler and Survey Team 3: Mirror images of an emerging field: Researching mathematics teacher education

140 P 7: Andreas Dress: Structure formation in nature as a topic of mathematics

158 P 8: Ferdinando Arzarello: Mathematical landscapes and their inhabitants: Perceptions, languages, theories

Sub-plenary lectures

182 Maria Alessandra Mariotti on behalf of Survey Team 2: Reasoning, proof and proving in mathematics education

205 Christine Keitel on behalf of Survey Team 4: The shaping of mathematics education through testing

228 Frederick K.S. Leung on behalf of Survey Team 5: Information and communication technology in mathematics education

244 Guy Brousseau, Felix Klein Medallist: Research in mathematics education

255 Celia Hoyles, Hans Freudenthal Medallist: Reflections and transformations: A mathematical autobiography

Thematic Afternoon

266 TA A: Teachers of mathematics: Recruitment and retention, professional development and identity

271 TA B: Mathematics education in society and culture

276 TA C: Mathematics and mathematics education

281 TA D: Technology in mathematics education

287 TA E: Perspectives on research in mathematics education from other disciplines

Topic Study Groups

293 TSG 1: New development and trends in mathematics education at pre-school and primary level

298 TSG 2: New developments and trends in mathematics education at secondary level

303 TSG 3: New developments and trends in mathematics education at tertiary levels

307 TSG 4: Activities and programmes for gifted students

311 TSG 5: Activities and programmes for students with special needs

315 TSG 6: Adult and lifelong mathematics education

319 TSG 7: Mathematics education in and for work

323 TSG 8: Research and development in the teaching and learning of number and arithmetic

327 TSG 9: Research and development in the teaching and learning of algebra

331 TSG 10: Research and development in the teaching and learning of geometry

337 TSG 11: Research and development in the teaching and learning of probability and statistics

341 TSG 12: Research and development in the teaching and learning of calculus

346 TSG 13: Research and development in the teaching and learning of advanced mathematical topics

351 TSG 14: Innovative approaches to the teaching of mathematics

355 TSG 15: The role and the use of technology in the teaching and learning of mathematics

359 TSG 16: Visualisation in the teaching and learning of mathematics

363 TSG 17: The role of the history of mathematics in mathematics education

368 TSG 18: Problem solving in mathematics education

373 TSG 19: Reasoning, proof and proving in mathematics education

377 TSG 20: Mathematical applications and modelling in the teaching and learning of mathematics

382 TSG 21: Relations between mathematics and other subjects of science or art

388 TSG 22: Learning and cognition in mathematics: Students' formation of mathematical conceptions, notions, strategies, and beliefs

394 TSG 23: Education, professional life and development of mathematics teachers

399 TSG 24: Students' motivation and attitudes towards mathematics and its study

402 TSG 25: Language and communication in the mathematics classroom

407 TSG 26: Gender and mathematics education

412 TSG 27: Research and development in assessment and testing in mathematics education

417 TSG 28: New trends in mathematics education as a discipline

422 TSG 29: The history of the teaching and the learning of mathematics

Discussion Groups

426 DG 1: Issues, movements, and processes in mathematics education reform

429 DG 2: The relationship between research and practice in mathematics education

433 DG 3: Mathematics education for whom and why? The balance between "mathematics education for all" and "for high level mathematical activity"

438 DG 4: Philosophy of mathematics education

443 DG 5: International cooperation in mathematics education: Promises and challenges

448 DG 6: The education of mathematics teachers

454 DG 7: Public understanding of mathematics and mathematics education

457 DG 8: Quality and relevance in mathematics education research

461 DG 9: Formation of researchers in mathematics education

465 DG 10: Different perspectives, positions, and approaches in mathematics education research

470 DG 11: International comparisons in mathematics education

475 DG 12: Assessment and testing shaping education, for better and for worse

480 DG 13: Evaluation of teachers, curricula and systems

485 DG 14: Focus on the development and research of mathematics textbooks

490 DG 15: Ethnomathematics

495 DG 16: The role of mathematical competitions in mathematics education

498 DG 17: Current problems and challenges in pre-school mathematics education

504 DG 18: Current problems and challenges in primary mathematics education

509 DG 19: Current problems and challenges in lower secondary mathematics education

514 DG 20: Current problems and challenges in upper secondary mathematics education

519 DG 21: Current problems and challenges in non-university tertiary mathematics education

524 DG 22: Current problems and challenges in university mathematics education

529 DG 23: Current problems and challenges concerning students with special needs

534 DG 24: Current problems and challenges in distance teaching and learning

538 Closing Session

558 List of sponsors

All papers of the proceedings are available for downloading at http://www.icme10.dk/proceedings, including the 64 papers based on the regular lectures. According to the editor's foreword, it has not been possible to include reports on several other important Congress activities such as the five national presentations by Korea, Mexico, Romania, and Russia, and the Nordic host countries (Denmark, Finland, Iceland, Norway, and Sweden), the 46 Workshops, the 12 Sharing Experiences Groups, the more than 220 Posters, the five ICMI Affiliated Study Groups, and the several informal meetings. The closing address was given, as usual, by the Secretary General of ICMI, Bernard Hodgson. Among the various innovations of this congress, he particularly mentions the creation of five so-called Survey Teams, each having as a mandate to survey the state-of-the-art with respect to a certain theme or issue, paying particular attention to the identification and characterisation of new knowledge, recent developments, new perspectives and emergent issues. Participants numbered about 2.300, from nearly 100 different countries.

One volume, format about 24 cm x 17 cm; 560 pages and a CD. The CD has all the contents of the volume, and also includes the 64 papers based on the Regular Lectures (of which there were 74).