The International Seminar of the Institute for Advanced Study's Park City Mathematics Institute
Mathematics Education Around the World: Bridging Policy and Practice
Different traditions and practices in mathematics education across the world offer valuable ways of thinking about what it means to teach and to learn mathematics. In particular, many current practices and research findings can be examined against other countries' norms and policies as well as from the perspective and experience of different cultures, political systems, and economies. These reflections may inform not only individual countries' mathematics education programs but may serve to bring the international community closer to some common understandings.
Since 2001, the International Seminar on Mathematics Education has brought together a small group of international participants, selected for their key roles in policy and practice in mathematics education in their own countries. The primary goal of the Seminar is to establish an ongoing dialogue that examines, in practical and grounded terms, the interplay of policy and practice in diverse systems of primary and secondary mathematics education. Participants in the Seminar design and implement a series of reflections on common problems, along with suggestions for policy and practice and innovative offerings to share with the international community. The set of countries represented in the Seminar changes over time, with continuing attention to diversity and variety in educational challenges.
MISSION: To bring together teams of two educators-a university mathematics educator or policy-maker and a secondary teacher-from a small number of nations representing a cross-section of the regions of the world to discuss major issues in mathematics education policy and practice. The seminar goals are to:
The weeklong International Seminar, "Bridging Policy and Practice in Mathematics Education Around the World" was held as part of the 2017 PCMI Summer Session. The invited team participants consisted of one mathematics education/policy-maker and one practicing secondary mathematics teacher from each of six countries (Czech Republic, Guatemala, Nigeria, Philippines, Spain and the United States). The seminar was organized by Rick Scott, retired from New Mexico State University, and Gail Burrill, Michigan State University. Solomon Friedberg of Boston College participated as a Respondent.
In particular, for each of the following sets of questions, participants from two countries responded:
Emerging Issues/Central Themes
The participants worked together to establish consensus on various issues that emerged in the course of the discussions and, in working groups, produced three short policy briefs that present their collective views.
The 2017 international seminar was funded by the National Science Foundation under Grant Number DRL-1445101, subcontracted to the Institute for Advanced Study from the United States National Commission on Mathematical Instruction of the National Academy of Sciences. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Past seminars have been funded by the Wolfensohn Family Foundation, the Institute for Advanced Study, the Bristol-Myers Squibb Foundation, and the International Commission on Mathematical Instruction.
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