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This work examines the main directions of research conducted on the
history of mathematics education. It devotes substantial attention
to research methodologies and the connections between this field
and other scholarly fields. The results of a survey about academic
literature on this subject are accompanied by a discussion of what
has yet to be done and problems that remain unsolved. The main
topics you will find in "ICME-13 Topical Survey" include: *
Discussions of methodological issues in the history of mathematics
education and of the relation between this field and other
scholarly fields. * The history of the formation and transformation
of curricula and textbooks as a reflection of trends in
social-economic, cultural and scientific-technological development.
* The influence of politics, ideology and economics on the
development of mathematics education, from a historical
perspective. * The history of the preeminent mathematics education
organizations and the work of leading figures in mathematics
education. * Mathematics education practices and tools and the
preparation of mathematics teachers, from a historical perspective.
The book presents the history of ICMI trough a prosopographical
approach. In other words, it pays a lot of attention to the actors
of the International movement. The portraits of the members of the
ICMI Central Committees (1908-1936) and ICMI Executive Committees
(1952-2008), and other eminent figures in ICMI history, who have
passed away in the first 100 years of its life, are the guiding
thread of the volume. Each portrait includes: * Biographical
information * An outline of the various contributions made by the
individual in question to the study of problems pertaining to
mathematics teaching/education * Primary bibliography * Secondary
with particular attention to the publications concerning the
teaching of mathematics * Images: photos, book frontispieces,
relevant manuscripts The authors of the portraits (30 altogether)
are researchers in the history of mathematics, mathematics, and
mathematics education. The focus on the officer's role within ICMI
and on his/her contributions to mathematics education, make the
portraits different from usual biographies. In particular, since
most officers were active mathematicians, the portraits shed light
on aspects of their lesser-known activity. Connecting chapters
place the action of these figures in the historical context and in
the different phases of ICMI history.
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