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Fostering innovation, participation and equity

While innovations in mathematics education may support broader economic development, Australia and many other countries are also challenged in their efforts to improve rural, remote, and Indigenous student performance.
ICME-15 will create the opportunity to focus discussions around access and equity in mathematics education, and in particular making sure that children in disadvantaged communities do not miss gaining the mathematics skills that are essential for their futures.

This challenge is no greater with any group or context than with Australia’s First Peoples – our Indigenous learners and their communities. The establishment in 2015 of the Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA) provides a focus for effort and knowledge in this area. Having ATSIMA as a member of CoME means that sharing successes and addressing issues in Indigenous students’ learning of mathematics will be headlined at ICME-15.
The social program is an important means for face-to-face networking and enabling delegates to network and make connections is a key intention of an ICME.

We also plan to have an outreach program for the general public. Our aim will be to promote public understanding and appreciation of mathematics and statistics and their role in our lives through engaging and informative activities, talks and experiences that raise the profile of mathematics in the period leading up to ICME-15, during the week of the Congress, and well beyond.

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I well remember the enthusiasm shown by all those who attended ICME5 in 1984. For many of those from Australia and the wider Asia-Pacific region, this was a first-time experience of meeting many participants from Europe and the Americas, discovering a shared interest in the universal issues that keep mathematics education an active and challenging professional endeavour. Since then, worldwide collaboration has grown, thanks to the internet, but the fundamental personal interactions that characterise the learning-teaching interface exemplify the value of the face-to-face conversations that are the hallmark of gatherings of mathematics educators.
I know from my personal activities since 1984 that ICME5 increased both the amount of activity of mathematics educators in our Asia-Pacific region and their participation in regional and international meetings worldwide. I feel confident that similar great benefits will again be delivered by holding the 2024 ICME in Australia.”

Professor John Mack