Topic Study Groups

Overview

Topic Study Groups (TSGs) are a unique opportunity to collaboratively explore classic and contemporary topics relevant to mathematics education through the submission of papers, session-based discussions, and report synthesis.

The IPC chooses the topics for TSGs and appoints teams of five people to manage to each TSG. Each team is supported by an IPC member who acts as liaison between the team and the IPC.

TSG teams develop a Description Paper that outline the focus of their TSG which is released in advance of the Congress. Submissions for papers and proposals for posters that address the issues identified in the Description Paper can then prepared and submitted by Congress delegates.

The TSG teams will assess the submissions and develop a program for the sessions of the TSG at ICME-15.

ICME-15 Topic Study Groups

After much deliberation the IPC has identified the 54 TSGs for ICME-15. These will be run as two separate strands, which allow Congress delegates to contribute to two TSGs: one from Strand A, and one from Strand B.

The topics for Topic Study Groups at ICME-15 are:

Strand AStrand B
1.1: Teaching and learning of number and arithmetic1.2: Teaching and learning of early algebra
1.3: Teaching and learning of algebra at secondary and tertiary levels1.4: Teaching and learning of geometry
1.5: Teaching and learning of measurement1.6: Teaching and learning of probability
1.7: Teaching and learning of statistics1.8: Teaching and learning of calculus
1.9: Teaching and learning of computational thinking1.10: Teaching and learning of discrete mathematics
2.1: Mathematics education for students with special learning needs2.3: Mathematics and creativity; mathematical competitions; mathematical challenge
2.2: Research on mathematical promise and giftedness2.5: Ethnomathematics and First Nations/Indigenous people’s mathematics and mathematics education
2.4: Culture, language and ethnicity in mathematics education2.6: Mathematics education in under-resourced contexts
3.2: Mathematics education at tertiary level3.1: Mathematics education at early childhood and primary level
3.3: Problem posing and solving in mathematics education3.4: Mathematical applications and modelling in mathematics education
3.5: Visualization and embodiment in mathematics education3.6: Reasoning, argumentation and proof in mathematics education
3.7: The role and the use of technology in the teaching and learning of mathematics at primary and lower secondary levels3.9: Research on mathematics classroom practice at primary level
3.8: The role and the use of technology in the teaching and learning of mathematics at upper secondary and tertiary level3.10: Research on mathematics classroom practice at secondary level
3.11: Task design and analysis3.12: Research and development on textbooks and resources for learning and teaching mathematics
3.14: Research and development in assessment in mathematics education3.13: Language and communication in the mathematics classroom
3.16: Mathematics and interdisciplinary education/STEM education3.15: Research and development in testing (national and international) in mathematics education
3.17: E-teaching and learning/blended teaching and learning3.18: Data science teaching and learning
4.1: Preservice mathematics teacher education for the early childhood/primary level4.2: Preservice mathematics teacher education for the secondary level
4.4: In-service mathematics teacher education and mathematics teacher professional development for secondary level4.3: In-service mathematics teacher education and mathematics teacher professional development for primary level
4.5: Knowledge in/for teaching mathematics at primary level4.6: Knowledge in/for teaching mathematics at secondary level
5.1: Students’ identity, motivation and attitudes towards mathematics and its study4.7: Affect, beliefs, and identity of mathematics teachers
5.2: Mathematical literacy4.8: Knowledge and practice of mathematics teacher educators
5.3: Cognition, learning sciences, and neurosciences in mathematics education5.5: Social and political dimensions of mathematics education
5.4: The role of the history of mathematics in mathematics education5.6: Research and development on mathematics curriculum
5.8: Philosophy of mathematics and mathematics education5.7: Mathematics education in and for work; lifelong mathematics education including adult education
5.10: Methods and methodologies in mathematics education research5.9: Theories in mathematics education
5.11: International cooperation in mathematics education5.12: Popularization of mathematics
ICME-15 Topic Study Group list

How to contribute to Topic Study Groups

The Description Paper for each Topic Study Group provides the key themes and areas of interest that will be explored during the Congress. Using the Description Papers as guidance, delegates can submit papers or proposals for posters to TSG team for inclusion in the Congress TSG program.

Submission and proposal requirements

Paper submissions

Length: maximum 4 pages, using the template provided below. Some authors may be invited by the TSG team to extend their paper to 8-pages prior to the Congress.

Summary: 200-words, in addition to the 4-page submission.

Format: Microsoft Word (.doc). No other formats will be accepted.

Language: All submissions must be in English

Presenting Authors: The submission should be made by the presenting author. Only one Presenting author can be allocated per submission. All notifications relating to the submission will be sent to the presenting author.

Limitations: Presenting authors can only present a paper or poster ONCE in Strand A and ONCE in Strand B. The same submissions should not be made to multiple TSGs.

Poster proposals

Length: the initial proposal is maximum 1 page, using the template provided below. Posters that are accepted by the TSG team will be developed and submitted by authors prior to the Congress.

Summary: 200-words, in addition to the 1-page proposal.

Format: Poster proposals should be sent in Microsoft Word (.doc) format. No other proposal formats will be accepted. The TSG teams will advise of finalized poster formats on acceptance of the proposal.

Language: All proposals must be in English.

Presenting Authors: The proposal should be made by the presenting author. Only one Presenting author can be allocated per proposal . All notifications relating to the poster proposal will be sent to the presenting author.

Limitations: Presenting authors can only present a paper or poster ONCE in Strand A and ONCE in Strand B. The same proposal should not be made to multiple TSGs.

TSG deadline extension – 22 September  2023 at 11:59 pm Australian Eastern Standard Time (AEST)

The deadline for submissions to a TSG has been extended to close one week later – on Friday 22 September 2023 at 11:59 pm Australian Eastern Standard Time (AEST). To view your local time please visit the world clock here. This extension may now make it possible for you to submit a Paper or Poster proposal to a TSG.

To log into the Topic Study Group (TSG) submission portal please click here.

Making a submission

Use the TSG Submission Portal to submit your papers and poster proposals.

*Please note that if the PDF preview is converting your paper to 5 pages or changing the format please ignore as the reviewers will be using the original word document submitted with the correct formatting.

Timeline

Please refer to the Key Dates table to confirm the dates related to this activity.

Further information will also be provided in the Second Announcement.

TSG Publications

As an initiative at ICME-15, leaders and authors of all TSG papers and posters will be invited to have their work included in a collated published set of TSG proceedings. The published proceedings of papers and posters will be open access, have an ISBN, and be downloadable as a pdf.

Copyright of submissions to these proceedings will be retained with individual authors. TSG leaders and authors of papers are also encouraged to develop TSG submissions for publication in other outlets either collectively or individually.