PETER SULLIVAN
ICME AND TEACHER EDUCATION
One of the pressing challenges for mathematics educators is to identify the language, concepts, principles, and practices that can be the shared basis of professional dialog.
International meetings such as the 9th International Congress onMathematics Education (ICME 9) allow educators to consider commonalities and differences in ways that are perhaps not possible within individual national contexts.
For example, mathematics educators have expressed considerable interest in teaching approaches seen as typical in particular countries.
ICME 9 provided opportunities for educators to discuss, first hand, Japanese approaches to teaching mathematics.
In a similar way, ICME 9 allowed consideration of similarities and differences in teacher education practices.
International meetings such as the 9th International Congress onMathematics Education (ICME 9) allow educators to consider commonalities and differences in ways that are perhaps not possible within individual national contexts.
For example, mathematics educators have expressed considerable interest in teaching approaches seen as typical in particular countries.
ICME 9 provided opportunities for educators to discuss, first hand, Japanese approaches to teaching mathematics.
In a similar way, ICME 9 allowed consideration of similarities and differences in teacher education practices.
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