Topic Study Groups
Topic Study Groups (TSGs) are a unique opportunity to collaboratively explore classic and contemporary topics relevant to mathematics education through the submission of papers, session-based discussions, and report synthesis.
The IPC chooses the topics for TSGs and appoints teams of five people to manage to each TSG. Each team is supported by an IPC member who acts as liaison between the team and the IPC.
TSG teams develop a Discussion Paper that outline the focus of their TSG which is released in advance of the Congress. Once released, proposals for abstracts of papers and posters that address the issues identified in the Discussion Paper can be submitted by Congress participants.
This is a participant-led activity
TSG Discussion Papers will be released in late 2022. Proposals for abstracts and posters can be submitted following the release of the Discussion Papers.
Abstracts for TSG Papers and Posters will open in March 2023.
Successful proposals will be determined by the IPC, and those selected will be notified by September 2023.
ICME-15 Topic Study Groups
After much deliberation the IPC has identified the 54 TSGs for ICME-15. These will be run as two separate streams, allowing Congress participants to be involved in two TSGs.
The streams will be determined by the IPC at the next meeting in February 2023.
The topics for TSGs at ICME-15 are:
1.1 Teaching and learning of number and arithmetic
1.2 Teaching and learning of early algebra
1.3 Teaching and learning of algebra at secondary and tertiary levels
1.4 Teaching and learning of geometry
1.5 Teaching and learning of measurement
1.6 Teaching and learning of probability
1.7 Teaching and learning of statistics
1.8 Teaching and learning of calculus
1.9 Teaching and learning of computational thinking
1.10 Teaching and learning of discrete mathematics
2.1 Mathematics education for students with special learning needs
2.2 Research on mathematical promise and giftedness
2.3 Mathematics and creativity; mathematical competitions; mathematical challenge
2.4 Culture, language and ethnicity in mathematics education
2.5 Ethnomathematics and First Nations/Indigenous people’s mathematics and mathematics education
2.6 Mathematics education in under-resourced contexts
3.1 Mathematics education at early childhood and primary level
3.2 Mathematics education at tertiary level, incl mathematics for non-specialists/mathematics as a service subject at tertiary level
3.3 Problem posing and solving in mathematics education
3.4 Mathematical applications and modelling in mathematics education
3.5 Visualisation and embodiment in mathematics education
3.6 Reasoning, argumentation and proof in mathematics education
3.7 The role and the use of technology in the teaching and learning of mathematics at primary and lower secondary levels
3.8 The role and the use of technology in the teaching and learning of mathematics at upper secondary and tertiary levels
3.9 Research on mathematics classroom practice at primary level
3.10 Research on mathematics classroom practice at secondary level
3.11 Task design and analysis
3.12 Research and development on textbooks and resources for learning and teaching mathematics
3.13 Language and communication in the mathematics classroom
3.14 Research and development in assessment in mathematics education
3.15 Research and development in testing (national and international) in mathematics education
3.16 Mathematics and interdisciplinary education/STEM education
3.17 E-teaching and learning/blended teaching and learning
3.18 Data science teaching and learning
4.1 Pre-service mathematics teacher education for the early childhood/primary level
4.2 Pre-service mathematics teacher education for the secondary level
4.3 In-service mathematics teacher education and mathematics teacher professional development for primary level
4.4 In-service mathematics teacher education and mathematics teacher professional development for secondary level
4.5 Knowledge in/for teaching mathematics at primary level
4.6 Knowledge in/for teaching mathematics at secondary level
4.7 Affect, beliefs, and identity of mathematics teachers
4.8 Knowledge and practice of mathematics teacher educators
5.1 Students’ identity, motivation and attitudes towards mathematics and its study
5.2 Mathematical literacy
5.3 Cognition, learning sciences, and neurosciences in mathematics education
5.4 The role of the history of mathematics in mathematics education
5.5 Social and political dimensions of mathematics education
5.6 Research and development on mathematics curriculum
5.7 Mathematics education in and for work; lifelong mathematics education including adult education
5.8 Philosophy of mathematics and mathematics education
5.9 Theories in mathematics education, e.g. semiotics
5.10 Methods and methodologies in mathematics education research
5.11 International cooperation in mathematics education
5.12 Popularisation of mathematics