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Plenary Activities

The plenary activities are those components of the scientific program that address all congress participants at the same time. For ICME-11 there will be nine different plenary activities. These will include six plenary lectures, two of which will present the outcomes of the work of Survey Teams 3 and 4 (see below). There will be three panel debates on:

  • • What do we need to know? Does research in mathematics education address the concerns of practitioners and policy makers?; which ties in with the Plenary Lecture on: What do we know? And how do we know it?
  • • History of the development of mathematics education in Latin American countries.
  • •Equal access to mathematics education

PS 1. What do we know? And how do we know it? (Two speakers with different viewpoints)

a) What do we know that we did not know ten years ago, what have we achieved and what have we missed out?, b) Positive results as researchers and mathematics educators, c) The nature of evidence of results in student outputs, d) What is a good mathematics education?, e) What is society asking from us?, f) Do we understand learning/teaching the same way? (1.5 hours)

Speakers:

  • Michèle Artigue (France)
  • Jeremy Kilpatrick (USA)

PS 2. What do we need to know? Does research in mathematics education address the concerns of practitioners and policy makers? –Panel debate

In this plenary, a panel of presenters will address questions posted to a designated website by practitioners and policy makers six months prior to the conference. The intention is to explore the possibility that the research agenda in mathematics education is not actually addressing the issues of concern to practitioners or policy makers, or that existing research, which might address them, is not being disseminated effectively. Thus, the plenary is intended to offer a channel of communication between researchers in mathematics education and policy makers and practitioners. (1.5 hours)

Moderator:
David Clarke (Australia)
Panelists:

  • Paul Cobb (USA)
  • Mariolina Bartolini Bussi (Italy)
  • Teresa Rojano (Mexico)
  • Shiqi Li (China)

PS 3. Current trends in mathematics

A panoramic view of current trends in mathematics and of the role and expression of mathematics in the development of science and technology will be offered to ICME-11 attendees. (1 hour)

Speaker:
José Antonio de la Peña (Mexico)

PS 4. History of the development of mathematics education in Latin American countries.
–Panel debate
(1.5 hours)

Moderator:

  • Fidel Oteiza (Chile)

Panelists:

  • Eugenio Filloy (Mexico)
  • Ubiratan D´Ambrosio (Brazil)
  • Luis Campistrous (Cuba)
  • Carlos Vasco (Colombia)

PS 5. Equal access to quality mathematics education.

–Panel debate
All students, regardless of age, race, ethnic group, religion, gender, socioeconomic status, geographic location, language, disability, or prior mathematics achievement, deserve equitable access to challenging and meaningful mathematics learning and achievement. This concept has profound implications for teaching and learning mathematics throughout the educational community. It suggests that ensuring equity and excellence must be at the core of systemic reform efforts in mathematics education.

A necessary component for quality mathematics education is that all students receive an education that takes into account each student’s background, including prior learning, characteristics, and abilities in a way that maximizes his/her learning and does not diminish in any way the goals s/he is expected to achieve. This pertains to both high-achieving and low-achieving students. (1.5 hours)

Moderator:

  • Bill Atweh (Australia)

Panelists:

  • Olimpia Figueras (Mexico)
  • Murad Jurdak (Lebanon)
  • Catherine Vistro-Yu (The Philippines)

    • PS 6. Knowledge for teaching mathematics (two speakers representing different perspectives)

    Recent presentations at PME and elsewhere suggest that knowledge of mathematics teaching has been the focus of much activity in a variety of countries. The title was considered broad enough to allow the presenters to refer to current research into pedagogical content knowledge as well as to content knowledge. This also led us to consider two presenters who could ensure an extensive viewpoint. (1.5 hours)

    Speakers:

    • Toshiakira Fujii (Japan)
    • Ruhama Even (Israel)

    PS 7. Technology and mathematics education (1 hour)

    Speaker:

    • Celia Hoyles (United Kingdom)

    PS 8. Report of Survey Team 3: The impact of research findings in mathematics education on students´ learning of mathematics

    (1 hour)
    Organizer on behalf of Survey Team 3

    • Angel Gutiérrez (Spain)

    PS 9. Report of Survey Team 4: Representations of mathematical concepts, objects and processes in mathematics teaching and learning

    (1 hour)

    Organizer on behalf of Survey Team 4:


    • Gerald Goldin (USA)