I must admit that I am not too happy about the new pedagogical journal. Do you really think that there is a market for two international journals of that kind (I do not)? If you are not satisfied with L'Enseignement, perhaps it would be better to try to reform it. And I am afraid too that in a new journal the "modernisers" of the extreme sort would try to be very busy.
I would like to reassure you about the new pedagogical journal. The provisional list of editors does not include any "radical". In spite of its name, Enseignement has never been a pedagogical journal. Its contributions on education were not pedagogical but organisatory and administrative. I do not believe it is possible to reorganize a journal so fundamentally. (ICMI Archives, 1967-1974)The first issue contains the Proceedings of the Utrecht Colloquium How to teach mathematics so as to be useful and the recommendations of another meeting sponsored by the ICMI, held in Lausanne in January of the same year, entitled The coordination of the teaching of mathematics and physics (ESM 1, 1-2, 1968, 244).
I see little hope for any further substantial improvements in mathematics education until we turn mathematics education into an experimental science ... We need to start with extensive, careful, empirical observations of mathematics teaching and mathematics learning. Any regularities noted in these observations will lead to the formulation of hypotheses. These hypotheses can then be checked against further observations, and refined and sharpened, and so on. To slight either the empirical observations or the theory building would be folly. They must be intertwined at all times. (Cf. Actes du premier Congrès International de l'Enseignement Mathématique, Lyon, 24-30 Août 1969, Dordrecht, D. Reidel Publ. Comp., 1969, p. 110, also in ESM, 2, 2/3, 1969-70, p. 242)
Two recommendations are thus formulated:
- Les membres de la Commission sont élus par des personnes qui ne sont pas particulièrement compétentes en matière d'enseignement mathématique élémentaire (déclarations de MM Papy, Freudenthal, Behnke, Kurepa)
- Les membres élus ne représentent pas les diverses tendances qui se manifestent actuellement dans l'enseignement mathématique élémentaire (M. Papy).
(p. 198)