Proceedings of the Fifth International Congress on Mathematical Education
Author(s)
Bibliographic Information
Proceedings of the Fifth International Congress on Mathematical Education
Birkhäuser, c1986
- Other Title
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Proceedings of the 5th International Congress on Mathematical Education
Available at 19 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Held in Adelaide, S. Aust., Aug. 24-30, 1984
Includes bibliographies
Description and Table of Contents
Description
International Congresses on Mathematical Education (ICMEs), under the auspices of the International Commission on Mathematical Instruction, are held every four years. Previous Congresses have been held in France (Lyons), England (Exeter), the Federal Republic of Germany (Karlsruhe), and the United States of America (Berkeley). The Fifth International Congress on Mathematical Education (lCME 5) was held in Adelaide, Australia, from August 24-30, 1984. More than 1800 participants from over 70 countries participated in the Congress, while some additional 200 people attended social functions and excursions. The program for ICME 5 was planned and structured by an International Program Committee, and implemented by the National Program Committee in Australia. For the main body of the program, Chief Organisers, assisted by Australian Coordinators, were invited to plan and prepare the individual components of the program which addressed a wide range of topics and interest areas. Each of these teams involved many individuals from around the world in the detailed planning and preparation of the working sessions for their area of program responsibility. For the actual working sessions at the Congress, the smallest group had some 60 members, while the largest had well over 300. In addition to the working sessions, there were three major plenary addresses, several specially invited presentations, and over 420 individual papers in the form of short communications, either as posters or brief talks.
Table of Contents
Plenary Sessions.- Socio-Cultural Bases for Mathematical Education.- Reflection and Recursion.- Discrete Mathematics.- Action Groups.- 1. Early Childhood Years.- 2. Elementary School (Ages 7-12).- 3. Junior Secondary School (Ages 11-16).- 4. Senior Secondary School (Ages 15-19).- 5. Tertiary (Post-Secondary) Institutions (18 +).- 6. Pre-Service Teacher Education.- 7. Mathematics in Adult, Technical and Vocational Education.- Theme Groups.- 1. Mathematics For All.- 2. The Professional Life of Teachers.- 3. The Role of Technology.- 4. Theory, Research and Practice in Mathematical Education.- 5. Curriculum Development.- 6. Applications and Modelling.- 7. Problem Solving.- Topic Areas.- 1. Evaluation, Examinations and Assessment.- 2. Competitions.- 3. The Teaching of Geometry.- 4. Relationship Between the History and Pedagogy of Mathematics.- 5. Language and Mathematics.- 6. Psychology of Mathematics Education.- 7. Research and Teaching.- 8. Theory of Mathematics Education.- 9. Teaching of Statistics.- 10. Women and Mathematics.- Invited Addresses.- Presidential Address.- Public Forum.- The Effects of Technology on Mathematics Education.- The Nature of Proof.- Debate: The Microcomputer: Miracle or Menace in Mathematics Education?.- Specially Invited Presentations.- The Work of ICMI.- List of Participants.
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