THE 15th INTERNATIONAL CONGRESS ON MATHEMATICS EDUCATION

By Lisa Kaptein

Associate Director of Academic Education (Mathematics) –Primary School and Anna Gray

Class Teacher and Team Coordinator –Primary School

The International Congress on Mathematical Education (ICME) is held once every four years. It provides an opportunity for delegates worldwide to come together to discuss mathematical research in education. While the event is heavily focused on research, researchers are encouraged to engage with teachers to strengthen the applicability of findings in the classroom. This year, the Congress was held in Sydney, marking the first time in eight years that delegates could meet face-to-face since COVID, and the second time the Congress has been held in Australia. There were over 2,500 delegates from 97 countries, comprising students, teachers, and academic researchers.

The Congress spanned eight action-packed days, with the first day offering early-career researchers a chance to learn from seasoned academics. The following days featured lectures, workshops, discussion groups, study groups, and, of course, fantastic networking opportunities. We also had a day to explore mathematics-related tourist locations around Sydney. We highly recommend the guided tour of the Sydney Opera House, a mathematical marvel.

Emeritus Professor Kay Stacey, the recipient of the Emma Castelnuovo Award for Achievement in Mathematics Education, spoke passionately about the need to enrich mathematics teaching by ‘seeing mathematics through the eyes of learners’. This principle encourages educators to view mathematics from a student’s perspective, acknowledging how this view may vary given the diversity of student abilities in any classroom. By combining knowledge of how students perceive a concept with the teacher’s expertise in teaching it, this principle becomes a powerful driver for enhancing student learning.

The Plenary Panel on Saturday followed the style of an Oxford Debate, where panellists argued for or against the statement: ‘Mathematics education effectively responds to humanity’s problems. This panel challenged us to think about mathematics’ role beyond preparing students for jobs and careers and to recognise the inherent bias towards a geographic north (i.e., more developed countries) in education and educational research. This means that educational approaches that work in certain regions may not directly translate to others without modification.

The breakout sessions provided an opportunity to listen to ongoing research from around the world and engage in robust discussions about current trends in education. It was affirming to hear that many Australian-based researchers are exploring ways to enhance student learning through rich mathematical tasks, the use of concrete materials, and the importance of purposeful planning in delivering quality learning opportunities. Anticipating student needs throughout the planning process is critical. These practices reinforce the work CGS Primary School has been doing with Professor Peter Sullivan over the last 18 months to enhance mathematics education and embed it within classroom learning.

While it was a busy week away during the school holidays, the exposure to a wide range of topical research in mathematics education was invaluable. It challenged our current practice while also affirming fundamental principles. We enjoyed the opportunity to reflect on how we currently teach mathematics, discuss possible implications for our contexts, and hear what it’s like to teach mathematics in other countries. It was affirming to hear that the targeted professional development undertaken by the Primary School over the last two years aligns with the research in the field. We left with the impression that CGS Primary School is well-positioned to implement international best practices by continuing to think deeply about our mathematics programme, building on our work with Professor Sullivan, and seeking opportunities for continuous improvement.

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