Plenary panel

Topic to be discussed: Relations of mathematical modelling to problem solving and interdisciplinary teaching

GABRIELE KAISER (Germany), Chair
Gabriele Kaiser holds a master’s degree as a teacher for mathematics and humanities for lower and upper secondary level. She completed her doctorate in mathematics education in 1986 with a study on applications and modelling supervised by Werner Blum and Arnold Kirsch. Based on a grant for Postdoctoral Research by the German Research Society (DFG) she undertook her post-doctoral study in pedagogy on international comparative studies at the University of Kassel, which she completed in 1997. Since 1998, she is full professor for mathematics education at the Faculty of Education of the University of Hamburg. Her areas of research are empirical studies on teacher education and teachers’ professionalism, modelling and applications in school, international comparative studies, gender and cultural aspects in mathematics education. From October 2010 until October 2016 she held the position as a Vice Dean of the Faculty of Education, being responsible for research, promotion of young researchers and international cooperation. Since 2005 she serves as Editor-in-chief of ZDM Mathematics Education (formerly Zentralblatt fuer Didaktik der Mathematik), published by Springer. She is Convenor of the 13th International Congress on Mathematics Education (ICME-13), which took place in July 2016 at the University of Hamburg with 3,500 participants from all over the world.

Plenary Panel members

Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley. His career has been devoted to the study of mathematical thinking, teaching, and learning. Author of Mathematical Problem Solving and How We Think, Schoenfeld is a Fellow of the American Association for the Advancement of Science and the American Educational Research Association, and a Laureate of Kappa Delta Pi. He holds the International Commission on Mathematics Instruction’s Klein Medal, AERA’s Distinguished Contributions to Research in Education award, and the Mathematical Association of America’s Mary P. Dolciani award for contributions to the mathematical education of K-16 students. Alan’s main work these days is on the Teaching for Robust Understanding (TRU) framework, which helps us focus on what really counts in powerful learning environments.

Peter Galbraith began his professional career as a secondary school teacher of mathematics and physics in Victoria, Australia. He later completed research degrees involving fluid dynamics and system dynamics, and subsequently taught in mathematics, and mathematics education programs at universities, with a major involvement in teacher education. His research into learning has spanned both sides of the secondary tertiary interface. Always engaged by mathematical applications he has been deeply involved in mathematical modelling, its learning and teaching, for over 30 years. A close association with ICTMA began with ICTMA 6 in 1993, continued as organiser of ICTMA 8 in 1997, and through service on the ICTMA Executive from 1995 to 2009, the latter 4 years as President. During this period ICTMA became an Affiliated Study Group of ICMI. Individually or with colleagues he has contributed to around 200 publications, across books (authored and edited), book chapters, journal articles, and conference and seminar presentations. His commitment to mathematical modelling as real-world problem solving, extends beyond an interest in assisting in the solution of problems, to helping students become modellers – equipped to apply mathematics to problems in their own life environments. He has a deep interest in developing and clarifying theoretical aspects within the modelling field – one of these, currently being explored with colleagues, is the concept of anticipatory metacognition. On a practical level, he is a member of the Australian management subcommittee of the International Mathematical Modelling Challenge.

KATJA MAAß (Germany)
Katja Maaß is a researcher, educator and leader of international projects in mathematics and science education. She holds a master’s degree in mathematics and biology, acquired her PhD in mathematics education in 2004 and was awarded professorship in the same year. Her main professional interests are modelling and applications (solving open, realistic problems with the help of mathematics) and inquiry-based science teaching. Her research has been published widely in the most prestigious journals in the field. Next to teaching and research in these fields, her work is characterised by a strong practical and melioristic concern towards advancing science teaching. Katja has successfully coordinated numerous large-scale European projects to foster innovation in STEM education, including award-winning projects like PRIMAS, mascil or COMPASS. She has acted as the German representative in the EC’s working group on science and mathematics education with a particular focus on low achieving students and co-initiated the European STEM Professional Development Centre Network. Katja is also a highly experienced and renowned professional development course instructor of in-service teachers and facilitators in the German-speaking countries and her focus on transferring research into practice is also mirrored in publications directly addressing teachers. Her work is distinguished by both a local and international orientation and she relies on excellent networks to research, policy and practice. Recently she initiated the founding of the International Centre for STEM Education at the University of Education Freiburg (ICSE). As the founding director of ICSE she aims to take European collaboration between different stakeholders in STEM education to a next level so as to maximise quality, equality and innovation in day-to-day STEM teaching.

Mellony Graven is the incumbent of the South African Numeracy Chair at Rhodes University. Her research team includes several masters, doctoral and post-doctoral students. She is the past president of the Southern African Association of Mathematics Science and Technology Education (2012-2014), a member of the IPC for ICME 2016 and the International Group for PME, and founding editor of the journal Learning and Teaching Mathematics. She is an Associate editor for the journal For the Learning of Mathematics and has served as editor on international books and a special numeracy issue of the South African Journal of Childhood Education. Her passion and work focuses on the creation of a hub of mathematical activity, passion and innovation that blends teacher and learner numeracy development with research focused on searching for sustainable ways forward to the challenges of mathematics education. (See for more on this hub).

Daniel Clark Orey, PhD, is Professor Emeritus of Mathematics and Multicultural Education at California State University, Sacramento. He has taught and lived in Brasil, Guatemala, México, Nepal and the United States. He is a Fulbright Senior specialist with experiences at the Pontifícia Universidade Católica de Campinas in Brasil (1998) and at Kathmandu University in Nepal (2007). He is currently professor of Mathematics Education in the Departamento de Educação Matemática and serves as a collaborator in the Masters Program in Educação Matemática at the Universidade Federal de Ouro Preto, Brasil.