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Colleagues:<br>
I forward this important announcement from ICMI on ICME-12 Discussion
Groups. This is a call for proposals for these events, the first
time they have been organized this way. This is a chance to get the
things talked about that really need to be discussed! I must say that my
past experience with the DG's has been mixed--generally much more
presentation than discussion--so this might be a good change. <br>
peter<br><br>
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ICME-12: 12th International Congress on Mathematical Education<br>
July 8-15, 2012, Seoul, Korea.<br><br>
A call for ICME-12 Discussion Groups<br><br>
Contrary to past ICME practice, Discussion Groups for ICME-12 will be
created in response to a proposal submitted by a group of up to five
persons representing a diverse region of the world.<br>
As their name suggests, Discussion Groups (DGs) are designed to gather
Congress participants who are interested in discussing, in a genuinely
interactive way, certain challenging, controversial or emerging issues
and dilemmas of interest to an international or regional audience. The
focus of DGs should be distinct from the subjects covered in the Topic
Study Groups (TSG) (see TSG listing attached) but could discuss a
specific issue in greater detail than that of a TSG. Each DG will
be allocated two time slots of 90 minutes each during the
Congress.<br><br>
A proposal should include<br>
-- Description of the background and expertise of the proposed
organizers<br>
-- Detailed description of the topic including anticipated aims and a
rationale for the topic<br>
-- Key questions and issues for the DG to consider<br>
-- A precise description of the anticipated structure that will be used
to manage the discussion during the two sessions, taking into account
there will be no oral presentations in a DG except introductions by the
organizers of the group to provide the background and framework for the
discussion.<br><br>
Application forms are available on the website
(<a href="http://icme12.org">http://icme12.org</a>). Members of the
organizing team must conform to the ICME custom that a person may only
play one major (TSG, DG, Survey Team, Panel, plenary and regular lecture)
and one minor role (poster presentation & other forms of contribution
to the scientific program) at ICME. Note that proposing a DG will be
considered a major role. Proposals should be received by the
International Program Committee (IPC) by June 30, 2011. Proposals will be
reviewed in accordance to the relevance of the topic to an international
audience, the diversity and expertise of the proposed organizing team,
and the format proposed for the discussion. Proposers will be notified of
acceptance by August 15, 2011.<br><br>
Tasks for Organizing Teams (OT)<br>
The OT will be expected to:<br>
* Set up and maintain the DG web page<br>
Before the congress, the discussion group organizing team will post their
page at the ICME-12 web site
(<a href="http://icme12.org">http://icme12.org</a> ) including
contributions that define, limit, and/or present basic premises,
theoretical considerations, research findings, viewpoints and facts that
should be accounted for if a fruitful discussion is to be attained. Prior
to the congress, participants can send individual contributions to the
organizers for consideration as additional background information and may
raise questions or participate in an exchange of ideas through the web
site.<br>
* Produce a progress report by December 30, 2011<br>
* Submit a final version of the DG presentation to be included in the
Final program booklet. The final version must be sent to the Local
Organizing Committee by April 10th, 2012. This description for the Final
Program booklet should be between one and two pages (700 to 1,400 words)
with the following:<br>
a) Name of DG and composition of the organizing team<br>
b) General description of the program for this DG; that is the
aims, scope, list of main questions it addresses, the rationale which
guided the OT in arriving at the program, and so on.<br>
c) The program of the DG, that is, the manner in which the
discussion is organized and distributed in the two sessions.<br>
* Organize and manage the DG sessions during the Congress<br>
* Produce a final report for the ICME-12 Proceedings<br><br>
Deadline summary:<br>
-- June 30, 2011 Proposal submission<br>
-- August 15, 2011 Notification of acceptance<br>
-- December 30, 2011 Progress report<br>
-- April 10, 2012 Final version of the DG program
submitted to Local Organizing Committee<br><br>
An IPC liaison will be appointed for each DG. The role of the IPC liaison
officer is to support and be an important resource on how a DG works.
Another source for information and guidance in planning a DG are the
websites of recent ICMEs (see
<a href="http://icme11.org">http://icme11.org</a> and
<a href="http://www.icme10.dk">http://www.icme10.dk</a> ).<br>
Thank you for your willingness to contribute to the success of ICME-12.
We are looking forward to an energetic exchange of ideas and information
through the Discussion Groups.<br><br>
<br>
Topic Study Groups for ICME-12<br><br>
TSG 1: Mathematics education at preschool level<br>
TSG 2: Mathematics education at tertiary level and access to tertiary
level<br>
TSG 3: Activities and programs for gifted students<br>
TSG 4: Activities and programs for students with special needs<br>
TSG 5: Mathematics education in and for work<br>
TSG 6: Mathematics literacy<br>
TSG 7: Teaching and learning of number systems and arithmetic - focusing
especially on primary education<br>
TSG 8: Measurement - focusing especially on primary education<br>
TSG 9: Teaching and learning of algebra<br>
TSG 10: Teaching and learning of geometry<br>
TSG 11: Teaching and learning of probability<br>
TSG 12: Teaching and learning of statistics<br>
TSG 13: Teaching and learning of calculus<br>
TSG 14: Reasoning, proof and proving in mathematics education<br>
TSG 15: Problem solving in mathematics education<br>
TSG 16: Visualization in the teaching and learning of mathematics<br>
TSG 17: Mathematical applications and modelling in the teaching and
learning of mathematics<br>
TSG 18: Analysis of uses of technology in the teaching of
mathematics<br>
TSG 19: Analysis of uses of technology in the learning of
mathematics<br>
TSG 20: The role of history of mathematics in mathematics education<br>
TSG 21: Research on classroom practice<br>
TSG 22: Learning and cognition in mathematics<br>
TSG 23: Mathematical knowledge for teaching at primary level<br>
TSG 24: Mathematical knowledge for teaching at secondary level<br>
TSG 25: In-services education, professional development of mathematics
teachers<br>
TSG 26: Preservice mathematical education of teachers<br>
TSG 27: Motivation, beliefs and attitudes towards mathematics and its
teaching <br>
TSG 28: Language and communication in mathematics education<br>
TSG 29: Gender and mathematics education<br>
TSG 30: Mathematics education in a multilingual and multicultural
environment<br>
TSG 31: Task design and analysis<br>
TSG 32: Mathematics curriculum development<br>
TSG 33: Assessment and testing in mathematics education<br>
TSG 34: The role of mathematical competitions and other challenging
contexts in the teaching and learning of mathematics<br>
TSG 35: The history of the teaching and learning of mathematics<br>
TSG 36: The role of ethnomathematics in mathematics education<br>
TSG 37: Theoretical issues in mathematics education<br>
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<br>
<x-sigsep><p></x-sigsep>
Peter Taylor<br>
Professor<br>
Dept Math&Stats<br>
Queen's University<br>
Kingston ON K7L 3N6<br>
613 533-2434<br>
<a href="http://www.mast.queensu.ca/~peter/" eudora="autourl">
http://www.mast.queensu.ca/~peter/</a></body>
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