Intro -- Preface -- Contents -- Congratulatory Remarks: President of Korea -- Part I Opening Ceremonies -- 1 Opening Address: President of IMU -- 2 Opening Address: President of ICMI -- 3 Welcome Address: Chair of IPC -- 4 Congratulatory Remarks: Minister of Education and Science, and Technology -- 5 ICMI Awards Report -- Part II Plenary Lectures -- 6 The Butterfly Effect -- Abstract -- Introduction -- A Brief History of Chaos from Newton to Lorenz -- Determinism -- Sensitivity to Initial Conditions -- Fear for Chaos -- Taming Chaos -- Popularization -- Lorenz's 1963 Paper -- Meanwhile, Mathematicians2026 -- Lack of Communication Between Mathematicians and Physicists? -- Smale's Axiom A -- Lorenz's Equation Enters the Scene -- Lorenz's Butterfly as Seen by Mathematicians -- The Concept of Physical SRB Measures -- Poincar00E9 -- Lorenz -- Sinai, Ruelle, Bowen -- Palis -- Communicating Mathematical Ideas? -- References -- 7 Whither the Mathematics/Didactics Interconnection? Evolution and Challenges of a Kaleidoscopic Relationship as Seen from an ICMI Perspective -- Abstract -- Introduction -- Linguistic Prolegomena -- ``Whither'' or ``Wither'' -- Through the Kaleidoscope -- What?---and Who? -- A Glimpse into the History of ICMI -- Some Challenges that Mathematicians and Didacticians Are Facing -- ICMI at the Dawn of Its Second Century -- The ``Pipeline'' Issue -- ICMI from Klein to Klein -- Capacity and Networking -- Conclusion -- Acknowledgments -- References -- 8 Mathematics Education in the National Curriculum---with Some Reflections on Liberal Education -- Abstract -- Why Should We Teach Mathematics? -- In the Tradition of Liberal Education -- Intelligence, Method, and Methodic -- Conditions of Mathematics for Liberal Education in the National Curriculum -- References.

9 Quality Teaching of Mathematical Modelling: What Do We Know, What Can We Do? -- Introduction -- Two Introductory Real World Examples -- Mathematical Modelling Competency -- Students' Modelling Activities -- Aims and Perspectives of Modelling -- Teaching Modelling -- Teacher Support for Modelling Activities -- Strategies for Learning Modelling -- Teacher Competencies for Modelling -- A Final Real World Example -- References -- Part III Plenary Panels -- 10 The TEDS-M: Important Issues, Results and Questions -- Abstract -- Introduction -- The Organization of the Plenary Panel on TEDS-M -- Teaching and Teacher Knowledge: A Focus on MCK and MPCK -- Why Is Teacher Knowledge Important? -- Defining Teacher Knowledge in TEDS-M -- Measuring Teacher Knowledge in TEDS-M -- Teacher Education and Quality: The Performance of Taiwan in an International Context -- Becoming a Teacher in Taiwan -- What Taiwan Learned from TEDS-M on Teaching Knowledge -- Why Taiwan Performed Well -- Research in Teacher Education and TEDS-M: International Findings and Implications for Future Policy Research -- Methods -- Data Sources -- Results -- References -- 11 Mathematics Education in East Asia -- Abstract -- Introduction -- Classroom Teaching in East Asia -- Classroom Teaching in Regular Schools -- Teaching in Tutorial Schools -- Tutorial Schools or Private Tutoring in Japan -- Tutorial Schools in Korea -- Teacher Education and Development -- Pre-service Education: How to Become a Mathematics Teacher in East Asia -- Teacher Employment Test (TET) in Korea -- Employment Test in Japan -- Teaching Skills Competition for Prospective Mathematics Teachers in China -- In-service Teacher Education and Development -- Lesson Study in Japan -- Teaching Research Groups and Mentorship in China -- Teaching Research Groups in China -- Mentoring for Mathematics Teaching in China.

Mathematics Festival in Korea -- Discussion -- Confucian Heritage Culture -- Characteristics of CHC Related to Mathematics Learning -- Examination Culture -- Belief in Effort -- Stress on Memorization and Practice -- Stress on Reflection -- Discussion -- The Chinese Language -- Implications -- Conclusion -- References -- 12 Gender and Mathematics Education Revisited -- Introduction -- Reference -- Gender and Mathematics Education in Africa -- Introduction -- The Current Situation in Africa -- The Causes -- Interventions Introduced -- Conclusion and Suggestions -- References -- Gender and Mathematics Education in Mexico -- Introduction -- Results of Gender Studies at Elementary Education -- Results of Gender Studies at Higher Education -- Results of Gender Studies on Faculty -- Policies to Reduce the Gender Gap and Stereotypes -- Conclusions -- References -- Gender and Mathematics in Australia: A Downward Trajectory -- Introduction -- Australian Context -- TIMSS and PISA Results -- Participation and Achievement in Grade 12 Mathematics -- Technologies for Mathematics Learning -- Public Perceptions of Gender Issues in Mathematics -- Final Words -- References -- Taking a European Perspective -- Taking a European Perspective -- Method -- Results and Discussion -- References -- Gender and Mathematics Education in the United States -- Introduction -- Achievement -- Affect -- Careers -- Teachers and Students -- The Field of Mathematics -- Lingering Questions -- A Final Word About Research Methods for Studying Gender and Mathematics -- References -- Panel on ``Gender and Mathematics Education Revisited''---Final Comments -- References -- Part IV Awardees -- 13 Teaching Mathematics in Tomorrow's Society: A Case for an Oncoming Counter Paradigm -- Abstract -- The Anthropological Theory of the Didactic -- The Paradigm of Visiting Works and Its Shortcomings.

Questioning the World: Towards a New Didactic Paradigm -- Society, School, and the New Paradigm -- What Will Be the Place of Mathematics? -- References -- 14 Mathematics for All? The Case for and Against National Testing -- Abstract -- Introduction -- The NAPLAN Numeracy Tests -- Trends in NAPLAN Data: Gender and Indigeneity -- Gender -- Indigeneity -- Gender -- Explanatory Models -- Gender Differences: Possible Explanations -- Gender Differences: Have They Disappeared? -- Gender Differences: Looking for New Directions -- Assessment: Gender Neutral or not? -- Indigeneity -- What Was not Reported -- Social Class -- The Rest of the Curriculum -- NAPLAN and Mathematics Education Research -- Final Words -- References -- 15 Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues -- Abstract -- Introduction -- Arithmetic and Algebra: Filiations and Ruptures -- Some Background of the Research -- Grade 2: Young Students' Non-symbolic Algebraic Thinking -- Beyond Intuited Indeterminacy: The Message Problem -- Thinking and Its Development -- Grade 3: Semiotic Contraction -- Grade 4: The Domestication of the Hand -- The ``Message Problem'' Again -- The Introduction to Notations -- Synthesis and Concluding Remarks -- Acknowledgments -- References -- 16 How We Think: A Theory of Human Decision-Making, with a Focus on Teaching -- Abstract -- Introduction -- The Challenge -- Background: Problem Solving -- How Things Work -- First Teaching Example, Mark Nelson -- Second Teaching Example, Jim Minstrell -- Third Teaching Example, Deborah Ball -- Yet More Examples -- Making Breakfast (or Any Other Meal) -- Routine Medical Diagnosis and Practice -- Discussion -- References -- Part V Survey Teams -- 17 Curriculum and the Role of Research -- Abstract -- Introduction -- Standards/Curricular Goals.

Who Is Responsible for the Development of Standards/Curricular Goals? -- Why Standards? -- What Is the Role of Research? -- What Is the Nature of Standards? -- Examining the Status Quo -- How Are Standards/Goals Related to the Implemented Curriculum? -- What Drives the Implemented Curriculum? -- How Do Countries Monitor Implementation of the Curriculum? -- How Are Changes Made to the Standards/Curricular Goals? -- The Role of Textbooks -- What Is the Role of Research in the Development of Textbooks? -- The Role of Technology in the Curriculum -- What Is the Relationship Between Standards/Curricular Goals and Technology? -- How Is Technology Used in Classrooms? -- Teacher Support -- What Support Is Provided to Teachers to Help Them Know the Curriculum? -- What Support Is Provided to Teachers to Help Them Enact the Curriculum? -- Concluding Remarks -- Survey Responders -- References -- 18 Key Mathematical Concepts in the Transition from Secondary School to University -- Background -- The Survey -- Literature Review -- Calculus and Analysis -- Abstract Algebra -- Linear Algebra -- Proof and Proving -- Mathematical Modelling and Applications -- Conclusion -- Acknowledgments -- References -- 19 Socioeconomic Influence on Mathematical Achievement: What Is Visible and What Is Neglected -- Abstract -- Introduction -- What Is Visible -- What Is Neglected -- Paola Valero on Historicizing the Emergence of Differential Access to Mathematics Education -- Mellony Graven on Socio-Economic Status and Mathematics Performance/Learning in South African Research -- Murad Jurdak on a Culturally-Sensitive Equity-in-Quality Model for Mathematics Education at the Global Level -- Danny Martin on Politicizing Socioeconomic Status and Mathematics Achievement.

Tamsin Meaney on Back to the Future? Mathematics Education, Early Childhood Centres and Children from Low Socio-Economic Backgrounds.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.