ICME-8

ICME 8

President of ICMI

Miguel de GUZMÁN

 Miguel de GUZMAN
  1. Contents of the first Volume (Proceedings)
  2. Contents of the second Volume (Selected Lectures)
  3. Notes

Contents of the first Volume (Proceedings)


Preface p. 5
Codes of countries p. 9
Schedule p. 12

PRESIDENTIAL ADDRESSES
Miguel de Guzman, ICME Executive Committee p. 15
Claudi Alsina, International Program Committee p. 19

Plenary Lectures

Whither Mathematics Education? - Anna Sierpinska p. 21 Sobre el Papel del Matemático en la Educación Matemática - Miguel de Guzman p. 47 Information, Technology and Mathematics Education: Enthusiasms, Possibilities and Realities - David Tall p. 65 Real Problems with Real World Mathematics - Jean de Lange p. 83


Working Groups p. 111
Working Group 1: Communication in the Classroom (Susan Pirie, CAN)
Working Group 2: Forms of Mathematical Knowledge (Dina Tirosh, ISR)
Working Group 3: Students Attitudes and Motivation (Fong Ho Kheong, SGP)
Working Group 4: [not listed]
Working Group 5: Teaching Mixed-Ability Classes (Liora Linchevski, ISR)
Working Group 6: Gender and Mathematics (Barbro Grevholm, SWZ)
Working Group 7: Mathematics for Gifted Students (Vladimir Burjan, SVK, and Ivan Jezik, AUT)
Working Group 8: Students with special needs (Jens Holger, DEU)
Working Group 9: Innovation in assessment (Antoine Bodin, FRA)
Working Group 10: Mathematics and Languages (José Francisco Quesada, ESP)
Working Group 11: Curriculum from Scratch (Zero-Based) (Anthony Ralston, USA)
Working Group 12: Curriculum Changes in Primary School (Mary Lindquist, USA)
Working Group 13: Curriculum Changes in the Secondary School (Martin Kindt, NLD)
Working Group 14: Linking Mathematics with other School Subjects (Fred Goffree, NLD)
Working Group 15: Impact of Technology on the Curriculum (Michal Yerushalmy, ISR)
Working Group 16: The Role of Technology in the Mathematics Classroom (Marcelo Borba, BRA)
Working Group 17: Mathematics as a Service Subject (Eric Muller, CAN)
Working Group 18: Adults Returning to Mathematical Education (Gail Fitzsimons, AUS)
Working Group 19: Preparation and Enhancement of Teachers (Marjorie Carss, AUS)
Working Group 20: Evaluation of Teaching, Centers, and Systems (David Robitaille, CAN)
Working Group 21: The Teaching of Mathematics in Different Cultures (Jerry P. Becker, USA)
Working Group 22: Mathematics, Education, Society and Culture (Richard Noss, GBR)
Working Group 23: Cooperation Among Countries and Regions in Mathematics Education (Bienvenido Nebres, PHI)
Working Group 24: Criteria for Quality and Relevance in Mathematics Education Research (Kenneth Ruthven, UK)
Working Group 25: Didactics of Mathematics as a Scientific Discipline (Nicolina A. Malara, ITA)
Working Group 26: Connections between Research and Practice in Mathematics Education (Beatriz D'Ambrosio, BRA)


Topic Groups p. 239
Topic Group 1: Primary School Mathematics (Régine Douady, FRA)
Topic Group 2: Secondary School Mathematics (Glenda Lappan, USA)
Topic Group 3: University Mathematics (Joel Hillel, CAN)
Topic Group 4: Distance Learning of Mathematics (Haruo Murakami, JPN)
Topic Group 5: Education for Mathematics in the Workplace (Annie Bessot, FRA)
Topic Group 6: Mathematics Teaching from a Constructivist Point of View (Ole Bjorkqvist, FIN)
Topic Group 7: Fostering of Mathematical Creativity (Erkki Pehkonen, FIN)
Topic Group 8: Proofs and Proving: Why, When and How (Michael de Villers, ZAF)
Topic Group 9: Statistics and Probability at the Secondary Level (Brian Phillips, AUS)
Topic Group 10: Problem Solving Throughout the Curriculum (Kaye Stacey, AUS)
Topic Group 11: The Future of Calculus (Ricardo Cantoral, MEX)
Topic Group 12: The Future of Geometry (Joe Malkevitch, USA)
Topic Group 13: The Future of Algebra and Arithmetics (Joaquěn Giménez, ESP)
Topic Group 14: Infinite Processes Throughout the Curriculum (Bruno D'Amore, ITA)
Topic Group 15: Art and Mathematics (Dietmar Guderian, DEU)
Topic Group 16: History of Mathematics and the Teaching of Mathematics (Louis Charbonneau, CAN)
Topic Group 17: Mathematical Modelling and Applications (Joao Pedro da Ponte, PRT)
Topic Group 18: Roles of Calculators in the Classroom (Pedro Gómez, COL)
Topic Group 19:Computer-Based Interactive Learning (Nicolas Balacheff, FRA)
Topic Group 20:Technology for Visual Representation (Rosamund Sutherland, UK)
Topic Group 21: Mathematics Instruction Based on Manipulative Materials (David Fielker, GBR)
Topic Group 22: Mathematical Games and Puzzles (Aviezri Fraenkel, ISR)
Topic Group 23: Future Ways of Publishing in Mathematics Education (Gerhard König, DEU)
Topic Group 24: Mathematics Competitions (Patricia Fauring, ARG)
Topic Group 25: Mathematics Clubs (Jenny Henderson, AUS)


Teorema: ICME 8 fue un éxito.
Una demostración basada en la semiótica de la imagen / One Theorem and a Hundred Pictures to proof it - Ismael Roldán Castro, Ma Jesús Serván Thomas p. 319


ICMI Study Groups p. 389
ICMI Studies p. 391
Abstracts of Lectures p. 399
International Round Table "Mathematics Teachers as Decision Makers: Changes and Challenges"- Alan J. Bishop (chair), Gail Burrill, Maria Salett Biembengut, Ruhama Even, Tang Rui Fen p. 431


Projects and Workshops p. 434
Special Exhibitions p. 437
Meetings p. 443
ICMI Study Groups p. 389
Non Commercial Exhibitions p. 445
Commercial Exhibitions p. 447
National Presentations (Australia, Hungary, Spain) p. 449
Special Sessions p. 471


Secretary's Closing Remarks - Mogens Niss p. 473
Committees and Sponsors p. 487


Participants (dist. by Countries) p. 495
List of Participants p. 499


Contents of the second Volume (Selected Lectures)


(see http://mathforum.org/mathed/seville/Abstracts.html)

Notes

 book


Attendance was about 3500 participants from 98 countries. In the preface to the second volume, Bernard Hodgson reports that the IPC decided to maintain the practice introduced at ICME-7 of having a significant number of lectures. Therefore, in addition to the plenary lectures, the working groups and topic groups, there were about sixty invited regular lectures, a selection of which (33) is published in Volume 2. In his final address, Secretary General Mogens Niss reminds the audience that the ICMEs are held on behalf of and under the auspices of ICMI. He provides an overview of the activities of ICMI and on the fields of interests of mathematics education.

Two volumes, format about 23 cm x 15 cm; 539+485 pages.
Marta Menghini