At each ICME, a small set of countries and regions highlight their achievements and challenges in mathematics education by presenting a snapshot of important areas of scholarship and work. These presentations typically consist of a series of oral presentations with time for questions and discussion. The session time will be one and a half hours.
Presenting countries and regions are identified through an application process conducted by the IPC. National Representatives of ICMI member states and academic groups representing ICMI member states submitted initial National Presentation proposals for consideration by the IPC in 2022.
ICME-15 National Presentations
Three applications for ICME-15 National Presentations have been accepted to date.
Israel
Participants come from all over the world to the ICME to learn from their colleagues about the current status and trends in (i) mathematics teaching practice at all levels and (ii) mathematics education research. Our proposed national presentation is a holistic presentation and seems to serve these expectations well. It facilitates the spread and understanding of information on various aspects of the theory and practice of contemporary mathematical education as carried out in our country.
ICMI has the additional objective of providing a link between educational researchers, curriculum designers, educational policymakers, teachers of mathematics, mathematicians, mathematics educators and others interested in mathematical education around the world. We hope that the presentation will serve as a medium for establishing international collaboration with participants who find mutual interest in the innovations and issues we plan to present. Hopefully, these issues and innovations will strike participants as relevant, addressing challenges similar to the ones they are facing and with which they seek ways to cope.
Kenya
We intend for this presentation to inform, inspire, and excite ICME-15 participants as follows:
- Inform: The Kenyan education system has changed immensely over the past 15 years. These changes have included a transformation of the whole of basic schooling toward a Competency Based Curriculum, an explosion of Kenyan Universities from 7 public institutions to over 30 and of course, a societal transformation through the introduction and increasing availability of technology. This presentation will give an accessible overview of the Kenyan context, which intends to inform the international community of the challenges many African countries face.
- Inspire: The extreme challenges faced in many low-resource contexts will be presented through a lens of optimism and hope, by focusing on innovations that are working in this challenging environment. Given our challenging context, we believe that what works for us may be relevant for others.
- Excite: Although we have a small group of committed researchers, the opportunity for research in Mathematics education in the Kenyan context far outweighs our current capacity. We hope our context may attract international researchers to collaborate with us to draw out deeper learnings of global importance from working in low resource environments on topics like implementing CBC reforms.
Realm of Aotearoa/New Zealand, including Niue and the Cook Islands
This presentation is aligned with two key aims of ICME-15, firstly, to address geographic and other forms of disadvantage in relation to mathematics teaching and learning and secondly, to have a central focus on Indigenous mathematics informing global efforts in mathematics education. This presentation will examine educational systems that have been heavily influenced by colonization and a Eurocentric approach with a resulting negative impact on both Indigenous Māori and Pacific peoples in relation to mathematics teaching and learning. With the underpinning of centering Indigenous knowledge and developing social justice and equitable mathematics classrooms, the presentation will provide an overview of policy, curriculum changes, initiatives, and research projects that have transformative potential. There are many countries that have similar histories of colonization and Eurocentric education systems and this presentation will provide interesting exemplars of the potential for anti-colonization practices in mathematics classrooms and the de-centering colonization.
