CIEAEM76
21-25 July - Philadelphia
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SECOND ANNOUNCEMENT (FR)
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New Realities, Current Practices and Future Orientations for Mathematics Education
Philadelphia, USA – Arcadia University
Information & Questions: cieaem2025@gmail.com
How can curriculum anticipate and prepare for a changing world?
We are living in complicated times with new technologies creating anxieties about replacing basic skills, migration and economic systems amplifying inequities and generating frozen confusion about how education should or could be relevant. The sudden and broad introduction of artificial intelligence (AI) tools across our lifeworld suggests rapid changes in how we think, teach and learn. Environmental crises warn of impending doom yet collecting data to guide policy only makes us more worried rather than helping us to solve problems. Mathematical literacy potentially supports civic engagement, helping people better interpret, validate or disprove politician’s proposals. Interpreting information can help individuals and organizations to take action in alert situations. In this rapidly changing world, mathematics is also facing important changes and dilemmas (e.g., proof, computational thinking etc.). These new realities require mathematics education to be proactive so that we can prepare people rather than leave them late to the game. The rapidly changing world requires mathematics education to anticipate so that we can prepare people rather than be late to the game. This is a leadership role that we can serve for the planet.
Almost 25 years ago, at a similar historic moment of accelerating change, CIEAEM created a “Manifesto” (available at https://www.cieaem.org/images/Documents/CIEAEM_Manifesto/CIEAEM_Manifesto.pdf)), which addressed the relevance of mathematics education for awareness and support of democratic societies, and related social and political views about mathematics education. Now already, a quarter of our current century is in our immediate past, and this manifesto needs an update! We need to discuss and prepare society for new realities with mathematics education.
Mathematics curriculum and teaching has often lagged behind cultural transformations, but perhaps we can find ways to build into our everyday work forms of evolution and reflection on our connections to shifting needs. Philadelphia, our location for this year, has a history associated with the birth of a new nation and the rise of revolution. Linking to this history, we hope that our meeting can generate conversations about new visions of mathematics teaching and learning, perhaps revolutions in mathematics education as we have come to know it. Philadelphia is where the United States declared itself independent and began what the country thinks of as a “great experiment” in new ways of understanding the world and the individual’s role in responsibility and self-government. A walking tour of the “Old City” section of Philadelphia includes Independence Hall, where the declaration was signed, the Liberty Bell, a symbol of freedom and liberty (from the revolution to the abolition of slavery to the women’s rights movement to civil rights to LGBTQIA+ rights), the Constitution Center, and more. It is only fitting that we seize on the symbolism of embarking on new experiments and freedoms.
The July 2025 meeting is designed for us to share current practices as well as innovations that we are experimenting with, so that the dialogues among them inspire us to learn of new research findings, build upon teaching stories, and imagine new possibilities. As is the tradition of CIEAEM, each participant will select one “Working Group” within which to share their own professional experiences – teaching, research, policy change, etc. Proposals for presentations should identify one of the working group subthemes to which they would like their presentation to contribute. Most of the week will involve discussions of these presentations together with the subtheme questions, so that connections can be made, new questions identified, and recommendations formulated upon the combined expertise. This expertise is unique in that CIEAEM values the cross-dialogue not only from different national and language perspectives, but especially across teachers, researchers, non-governmental organizations and government agencies. Some demands of the pace of current change require more than slight adjustments in teaching. Professional development and teacher education feels more and more like identity transformation and paradigm-shifting perspectives than small modifications in curriculum materials or a shift from paper to online activity. How can CIEAEM help in this seismic jump? Satisfying tales of curriculum change, pedagogical innovation, family engagement, and policy adaptation will come together in our working groups so that the final day of the conference is a celebration of the serious engagement that occurred in each group, through shared group presentations. We hope for this year’s theme to foster key directions for mathematics education and a subsequently updated manifesto for the next half of our millennium.
In addition to presentations within the working groups, we seek proposals for short participatory workshops that do not easily fit within the suggested subthemes. We also look forward to proposals for poster presentations from those for whom this is the ideal format to communicate their work.
Working Groups are asked to organize around the following subthemes with accompanying questions:
1. Environment and the More-than-Human
Environmental issues create a gap between those with full access and those with no access to education and other resources. Neocolonialism is often blamed for this. Indigenous knowledge and ways of knowing offer one approach to sustainable mathematics education, since such cultures have lived sustainably with their ecosystems for millennia and offer ideas for learning from elders and the more-than-human co-inhabitants of our planet (animals, plants, rocks, rivers, mountains, rains and sandstorms, etc.). Yet many indigenous societies themselves see historical European school mathematics as essential and local, cultural mathematics as irrelevant to the new scientific world, despite the recognition that cultural practices have sustained the environment better than western practices in many cases. STEM and STEAM approaches promise quick solutions that remain in the imagination. Meanwhile, sustainability goals are critiqued as not enough and some countries are literally being swallowed up by rising oceans and others burn during heat waves and mass fires.
· What classroom practices and teaching stories can we share that we can build upon within this subtheme?
· Which qualities of mathematics education approaches can enable the next generation to be better prepared for the increasing gaps?
· How can mathematical modelling do more than make us worried about climate change? Can children be empowered to invent the necessary changes with mathematics? Young adults are increasingly anxious about themselves, their world, the lack of a future, and more: can mathematics education reduce anxiety rather than increase it, and how would it do so?
· Can classrooms be redefined to help mathematics teaching and learning to be more connected to our relationships with the more-than-human from whom we can learn new forms of mathematical thinking and problem solving?
· How can mathematics education bring the practices and wisdom of different generations into the classroom or other learning environment?
2. Teachers, Teacher Education and Teacher Professional Development
Current teachers have virtually no experience with mathematics education that speaks to our current world. They were successful in school curricula designed for previous centuries and enjoy an identity that was molded through their life experiences that occurred in a world that changed more slowly than today.
· How can teacher preparation adequately create dispositions and skills for adapting to this new reality, so that teachers are resources for anticipating environmental, social and global changes, and work with their students – at all levels -- to prepare them for the new realities?
· How does legislation regarding what can and cannot be taught impact upon teachers and their perceptions of their role?
· What forms of ongoing professional development can inspire teachers to take leadership roles in the changes that must happen for mathematics education to be relevant to solving problems and creating ways of thinking and being in our rapidly changing world?
· What successful professional development examples assist educators in the integration of mathematics with ecological, biological, and epidemiological studies, fostering a deeper understanding of ecosystems and more-than-human coinhabitants?
· What forms of trans-national collaboration can we build to support teachers and teacher educators?
· What classroom practices and teaching stories can we share that we can build upon within this subtheme?
3. Technologies and Challenges
Many tasks now begin with an AI generative tool. By the end of such tasks, when done well, the tool was only an initial inspiration. Soon this will be a cultural expectation for all mathematics learning, yet many places continue to argue about the role of calculator and basic skills. Mobile and dynamic interactive technology environments promise much yet struggle to find a central place in most curricula world-wide, and their presence only amplifies social injustice through unequal access to them, unequal forms of teacher comfort with them, and even worries about their reliance on energy that in the end contributes to environmental crisis.
· What technology-based pedagogies and curricular innovations solve more problems than they create? What new mathematical content can emerge in technology-based pedagogies, for example, discrete mathematics or the use of AI to understand calculability?
· Iterative applications of technologies are often a better approach than correct methods of applying them. What shifts in teacher preparation and learner dispositions are required for this to be successfully incorporated into mathematics education?
· How can social media be incorporated into curricular modules that collect important data, create mathematical models, challenge traditional forms of problem solving, and powerfully engage learners and their communities in important mathematics learning? How can mathematical models help to minimize (solve?) fake news and other constrains posed on social media.
· What uses of technology are better described as “monsters”, and how can we help policymakers and the public to better appreciate this?
· Which pedagogical orientations to the design of environment-based technology can best meet the needs of the next generations of students and teachers?
4. Public Mathematics and Social Justice Issues in Mathematics Education
Education occurs in more places than schools, yet we often neglect the other institutions of education, such as family, religious institutions, media, popular culture, politics, and so on. Instead of supporting cultural changes in school mathematics, these other locations of mathematical enculturation and acculturation may reify mathematics to be arithmetic and cultivate an image of the mathematician as clueless about the world, rather than a resource for saving our planet. Some social media influencers have made powerful impacts on public knowledge, yet they tend to simplify what mathematics can be in order to be accessible to a broad audience. STEM and STEAM approaches often reduce mathematics to the language of science, exacerbating public images of mathematics as utilitarian for simple life tasks, and missing out on the aesthetic and imaginative possibilities that mathematics contributes. At the same time, mathematics continues to play an important role in equity and social justice.
· How can we better support interactions and collaborations between teachers, administrators, and policymakers, and those in culture industries, such as film-makers, artists, television program creators, those in the popular music industry, and so on, to better create forms of mathematics education that are not reductive and misrepresentative of what mathematics can and must do if we are to save our planet?
· How can mathematics education in and out of school better serve the needs of mass migration (including imbalances in previous school experience, disrupted schooling, language challenges, differences in worldviews, etc.) and the ways that social policy makes sense of migration (data use and misuse, cultural ignorance, etc.)?
· How can mathematics education support social justice without being targeted as teaching stuff that is not really mathematics?
· What successful examples of family education and neighborhood programs can be emulated? What classroom practices and teaching stories can we share that we can build upon within this subtheme?
· What new innovations in non-school mathematics education (social media, community programs, arts-based mathematics practices, trans-national collaborations) can we learn from?
· Can we design mathematics curricula that incorporate lessons that use mathematics (e.g., statistics and data analysis) to prepare for and response to extreme weather events, enhancing community resilience? What sorts of curriculum modules explore ethical considerations in the application of models to climate change and associated crises, informed by various religious perspectives?
5. Early Childhood and Primary Mathematics for New Realities
When “big questions” about mathematics teaching and learning are the focus, it is unfortunately the case that we rarely believe that they apply to very young learners of mathematics. Small tweaks are made in secondary and tertiary mathematics, while elementary mathematics stays mired in numbers, counting, shapes, patterns, and fundamentals of algebraic thinking such as attribute relationships. Simplified data collection leads to graphs of favorite ice cream flavors or the colors of our shoes. We often feel that crises and chaotic changes in the world are not age-appropriate topics. Strong leadership in mathematics for a new world requires us to create a working group specifically pursuing what this means for the youngest learners of mathematics.
· How can early childhood and primary educators re-imagine mathematics in ways that they believe are indeed age-appropriate? How can complexity, systems thinking, and/or interdisciplinarity may be incorporated in the curriculum and the learning environments of young learners?
· How can we go beyond counting and shapes in early childhood, so as to engage families in serious mathematics that is also safe for children? What classroom practices and teaching stories can we share that we can build upon within this subtheme?
· What forms of mathematics curriculum for the very young incorporate elders and indigenous mathematics as guides rather than entertaining supplementary resources?
· What curricular examples do we have that genuinely prepare young children for mathematical modelling to solve problems, and skills of data collection that go beyond favorite flavors and colors of our shoes?
· How can children be facilitated in taking leadership with mathematics in their communities at a very young age, so that they are prepared to build on such skills when they are older?
CIEAEM invites proposals for contributions to the above working groups, as well as posters on recent research or current experiments with the introduction of new practices for learning and assessment. Additionally, we welcome proposals for 50-minute workshops that do not fit easily within the structure of the working groups. More information on the proposal submission process, conference and accommodations details, travel to Philadelphia and Arcadia University, etc., will be included in future announcements.
Références utiles en français
ABBOUD, M. (2024). L’enseignant de mathématiques aux temps des technologies numériques: un cadre théorique adaptant la double approche pour étudier son activité. Recherches en Didactique des Mathématiques. https://doi.org/10.46298/rdm.12910
Balacheff, N. (1994). Didactique et intelligence artificielle. Recherches en didactique des mathématiques, 14(1/2), 9–42.
Benli, M., & Mohammed, B. L. E. J. (2023). Enseigner à l’ère de l’intelligence artificielle: Quels enjeux?. مدارات التربية والتكوين, 7(10),434-458.
Bruillard, É., & Richard, P. R. (2024). Informatique, mathématiques, conception et usage des technologies numériques. Annales de Didactique et de Sciences Cognitives. Revue internationale de didactique des mathématiques, Thématique 2, 173–208. https://doi.org/10.4000/11sga
Emprin, F., & Richard, P. R. (2023). Intelligence artificielle et didactique des mathématiques: état des lieux et questionnements. Annales de Didactique et de Sciences Cognitives. Revue internationale de didactique des mathématiques, 28, 131–181.
Gaussel, M. (2023). Repères éthiques en enseignement. Cahiers pédagogiques, 6, 10-10.
Grugeon-Allys, B., Jolivet, S., Lesnes, E., Luengo, V., & Yessad, A. Mindmath: didactique des mathématiques et intelligence artificielle dans un EIAH. In F. Vanderbrouck, F. Emprin, C. Ouvrier-Buffet, & L. Vivier (Eds.), Nouvelles perspectives en didactique des mathématiques: preuve modélisation et technologies numériques. Volume des ateliers actes de EE21 (pp. 133–152). IREM de Paris – Université de Paris.
Maheux, J. F., & Proulx, J. (2017). Éthique et activité mathématique. Éducation et francophonie, 45(1), 174–194. https://doi.org/10.7202/1040726ar
Radford, L. (2018). Une théorie vygotskienne de l’enseignement-apprentissage: la théorie de l’objectivation. In J. Pilet & C. Vendeira (Eds.), Actes du séminaire de didactique des mathématiques de l’ARDM 2018 (pp. 314–332). IREM de Paris – Université Paris Diderot.
Zeyringer, M. (2024, June). L’influence de questions éthiques dans l’usage ou le non-usage, par des professeurs des écoles, d’applications d’IA pour l’enseignement du français et des mathématiques. In S. Mandin & M. Muratet (Eds.), Actes des dixièmes rencontres jeunes chercheuses et chercheurs en EIAH RJC-EIAH 2024 (pp. 30–39). Le Mans Université & ATIEF.
Useful References in English:
Borden, L. L., Wiseman, D., Lafferty, A., Sylliboy, S., Robinson, L., Glanfield, F., ... & Bernard, K. (2023). Considerations of Land, Language and Healing in Decolonizing Mathematics Education. Journal of mathematics and culture, 17(3), 60–83. https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2023/06/5_lunneybordenwisemanetalfinal.pdf.
Drijvers, P., & Sinclair, N. (2024). The role of digital technologies in mathematics education: purposes and perspectives. ZDM–Mathematics Education, 56(2), 239–248. https://doi.org/10.1007/s11858-023-01535-x
Engel, J. & Frischemeier, D. (2018). Statistical Literacy and Civic Engagement: Teaching and Learning with Data about Society. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.), Beiträge zum Mathematikunterricht 2018 (pp. 79–80). WTM-Verlag.
Ernest, P. (2024). The Ethics of Authority and Control in Mathematics Education: From Naked Power to Hidden Ideology. In P. Ernest (Ed.), Ethics and Mathematics Education. Advances in Mathematics Education. Springer. https://doi.org/10.1007/978-3-031-58683-5_12
Garcia-Olp, M., Nelson, C., & Saiz, L. (2022). Decolonizing mathematics curriculum and pedagogy: Indigenous knowledge has always been mathematics education. Educational Studies, 58(1), 1–16. https://doi.org/10.1080/00131946.2021.2010079
Gould, R. (2017). Data Literacy is statistical literacy. Statistics Education Research Journal, 16(1), 22–25.
Gutiérrez, R., Myers, M., & Kokka, K. (2023). The stories we tell: Why unpacking narratives of mathematics is important for teacher conocimiento. Journal of Mathematical Behavior, 70, 101025. https://doi.org/10.1016/j.jmathb.2022.101025
Gutiérrez, R. (2022). A spiritual turn: Toward desire-based research and Indigenous futurity in mathematics education. Journal for Research in Mathematics Education, 53(5), 379–388. https://doi.org/10.5951/jresematheduc-2022-0005
Opesemowo, O. A. G., & Adewuyi, H. O. (2024). A systematic review of artificial intelligence in mathematics education: The emergence of 4IR. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2478. https://doi.org/10.29333/ejmste/14762
Yan, D., & Davis, G. E. (2019). A First Course in Data Science. Journal of Statistics Education, 27(2), 99–109. https://doi.org/10.1080/10691898.2019.1623136
IPC:
Ana Serrado Bayes (ES)
Andreas Moutsios-Rentzos (GR)
Audrey CookeAudrey (AU)
Charoula Stathopoulou (GR)
Gail Fitzsimmons (AU)
Gilles Aldon (FR)
Giulia Giovanna Bini (IT)
Javier Díez-Palomar (ES)
Lisa Björklund Boistrup (SE)
Marcelo Almeida Bairral (BR)
Michaela Kaslová (CZ)
Susan Gerofsky (CA)
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