Survey Teams (ST)

Survey Teams are groups entrusted to carry out a survey of the latest developments regarding a certain theme or issue of mathematics education. Emphasis is placed on identifying and characterizing important new knowledge, recent developments, new perspectives, and emergent challenges. The teams’ work will be presented in a lecture at the Congress. The creation of the survey teams is intended to strengthen the emphasis on new developments and progress in the area addressed since the time of the previous ICMEs, thus giving continuity to ICME. Four Survey Teams have been organized for ICME-14:

ST 1. Survey team on research on university mathematics education

Chair: Chris Rasmussen (San Diego State University, USA)

Team members:

Reinhard Hochmuth (University of Hannover, Germany)

Marianna Bosch (IQS, Universitat Ramon Llull, Spain)

Mike Thomas (University of Auckland, New Zealand)

Oh Nam Kwon (Seoul National University, Korea)

María Trigueros (Instituto Tecnológico Autónomo de México, Mexico)

Birgit Loch (La Trobe University, Australia)

Nominator / Liaison: Frode Rønning


Research on tertiary mathematics education is a relatively young, and growing field. In the US Research on Undergraduate Mathematics Education is organized as a Special Interest Group within MAA, and in Europe the INDRUM network is actively working within this field. Its second conference will be held in Norway in 2018 at the University of Agder. There is a Springer journal entitled International Journal of Research in Undergraduate Mathematics Education, where Chris Rasmussen is one of the editors. Examples of research areas are teaching and learning of specific topics of university mathematics, or to special groups of students, transition from school to university, novel approaches to teaching and assessment – including use of digital resources.

ST 2. Survey team on early childhood mathematics education (up to age 7)

Chair: Elia Iliada (University of Cyprus, Cyprus)

Team members:

Ann Anderson (University of British Columbia, Canada)

Anna Baccaglini Frank (University of Pisa, Italy)

Anita Wager (Vanderbilt University, USA)

Esther Levenson (Tel Aviv University, Israel)

Nanae Matsuo (Chiba University, Japan)

Nosisi Feza (University of South Africa Pretoria, South Africa)

Nominator / Liaison: Anjum Halai


Research in early childhood mathematics education has experienced an increasing growth over the last years. The interest in this topic is induced by the well documented, positive relation between children’s early mathematical knowledge and their later mathematics learning and the strong emphasis given on preschool education in many countries. However, countries differ considerably in pre-primary schooling and early years’ mathematics, in the entrance ages of students to kindergarten and primary school, and also in the education and development of preschool and kindergarten teachers regarding the didactics of mathematics. This diversity in practice across countries increases the complexity and necessitates a survey on the state-of-the-art of the research on early childhood mathematics education.

ST 3. Survey team on teachers’ collective work as a regular school practice for teacher development

Chair: Birgit Pepin (Technische Universiteit Eindhoven, Netherlands)

Team members:

Hiroyuki Ninomiya (Saitama University, Japan)

Yudong Yang (Shanghai Academy of Educational Sciences, China)

Jehad Alshwaikh (Birzeit University, Palestine)

Gérard Sensevy (University of Western Brittany, France)

Bill Atweh (Philippine Normal University/Curtin University, Philippine/Australia)

Nominator / Liaison: Jill Adler


Teachers’ collective work as a teacher regular school practice has a long history in several countries. Lesson Study in Japan and Teaching Research Groups in China are well known examples. However, varying forms of such practice exist in other countries and in varying educational contexts. These different realities share some key features:

  The collective work is organized with some regularity;

  It is supported (albeit to varying degrees) by the school or if not a single school, a clustering of schools in a supported project or school district;

  The collective work is aimed at improving the quality of teaching and teaching practices, and organized around developing lessons.

Over time, and particularly in more recent years, these practices have been shared and researched leading to the evolution of a wide, yet dispersed, knowledge base.

What could be learnt from an examination of common features as well as from variations in practices and their rationales in different national contexts?

ST 4. Survey team on the teaching and learning of mathematical modelling and interdisciplinary mathematics educations

Chair: Gloria Stillman (Australian Catholic University, Australia)

Team members:

Jussara de Loiola Araújo (Universidade Federal de Minas Gerais, Brazil)

Morten Blomhøj (Roskilde University, Denmark)

Angeles Dominguez (Tecnológico de Monterrey, Mexico)

Toshikazu Ikeda (Yokohama National University, Japan)

Stanislaw Schukajlow (Universität Münster, Germany)

Nominator / Liaison: Gabriele Kaiser


The importance of applications and modelling in mathematics education has been growing during the last decades. In particular, firstly at the ICMEs with their regular working or topic groups and lectures on applications and modelling, and secondly in the series of ICTMAs which have been held biennially since 1983. ICME Proceedings and Survey Lectures indicate the state-of-the-art at the relevant time and contain many examples, studies, conceptual contributions and resources addressing the relation between the real world and mathematics, as do the books in the ICTMA Series. Additionally, the ICMI study on this theme published in 2004 showed a variety of topics related to modelling bringing together authors from different countries around the world. This increasing interest is a consequence of an increasing number of (empirical) research projects which focus on special aspects of applications and modelling as well as the number of (inter)national comparative studies.

The planned survey shall review the current state-of-the-art on the teaching and learning of mathematical modelling under specific consideration of interdisciplinary aspects. Especially the importance of a well understood relation between mathematics and the real world shall be in the focus of the survey. This is particularly relevant in the context of Science, Technology, Engineering and Mathematics (STEM), which has recently come to political prominence.