The twenty-third ICMI study: primary mathematics study on whole numbers

Sybilla Beckmann

doi:10.1186/2196-7822-1-5

Abstract

A new study on the teaching and learning of whole number arithmetic in primary school and pre-school will be conducted by the International Commission on Mathematical Instruction (ICMI). The study is organized around themes concerning foundational aspects of whole number arithmetic (cultural, historical, epistemological, as well as (neuro)cognitive), the teaching and learning of whole number arithmetic, and the connection of whole number arithmetic with other mathematical topics. The International Program Committee invites papers for the new study.

Highlights

A new study on the teaching and learning of whole number arithmetic in primary school and pre-school will be conducted by the International Commission on Mathematical Instruction (ICMI)
The study is organized around themes concerning foundational aspects of whole number arithmetic (cultural, historical, epistemological, as well ascognitive), the teaching and learning of whole number arithmetic, and the connection of whole number arithmetic with other mathematical topics
The International Commission on Mathematical Instruction (ICMI) announces a new study on whole number arithmetic in the official discussion document posted at http://www.mathunion.org/icmi/conferences/icmi-studies/ ongoing-studies/icmi-study-23/

Summary

Background

Whole numbers are part of everyday language in each culture, but there are different views on the most appropriate age at which to introduce whole numbers in school. The entrance age of students for primary school may vary from country to country For all these reasons, this study addresses teaching and learning whole numbers from the early grades, i.e., the periods in which whole numbers are systematically approached in the formal school, when it is the case, in pre-school. The study will seek contributions from authors from as many countries as possible, especially those in which cultural characteristics are less known and yet they influence what is taught and learned. Background of the study Primary schooling is compulsory in all countries, with different facilities and opportunities for children to take advantage of it. Especially in the West, early processes of mathematical thinking, usually observed in early childhood (i.e., 3- to 8-year-old children), are investigated by cognitive and developmental psychologists. Neuroscientists have been studying for some years the emergence of ‘number sense,’ but it has been observed (UNESCO 2013) that what is still missing is a serious and deep interdisciplinary work with experts in mathematics education

Discussion

What main challenges are faced for learning WNA by dyscalculic students?

How to develop positive attitudes towards mathematics while teaching WNA?

Abraham Arcavi