One Hundred Years of the International Commission on Mathematical Instruction
One Hundred Years of the International Commission on Mathematical Instruction

Summary/Abstract: The International Commission on Mathematical Instruction, ICMI, as one of the oldest and most prominent organisations, will be in focus in the paper. The development of ICMI over its first 100 years of existence will be investigated and analysed. The ICME congresses, its publications and other activities are among the evidence we use in discussing and evaluating ICMI. After 1908, but especially after 1969, ICMI has been both a mirror of that development and a stimulus for new directions. ICMI has developed comprehensive and dynamical as well as organisational and conceptual activities to improve mathematics education at an international level thus contributing to the creation of an international community of mathematics educators. The activities of ICMI include the invitation of more and more countries from all five continents, the integration of all school types from preschool, secondary schools to general as well as vocational schools and in recent decades also tertiary level studies. The article discusses also some obstacles in mathematics education research. One effect of that is a difficulty for new researchers to find out in a deep way what has already been done in research in their interest area. This might cause a lack of continuity, cummulativity and respect for earlier research results. The interdisciplinary character of mathematics education is another threat. These mentioned problem areas are related to the scientific work, but there are also practical problems related to the situation for individuals in the field. Many countries experience problem in finding good applicants for positions in mathematics education. A fruitful development of mathematics education is depending on the opportunity to recruit good and interested doctoral students and a labour market that offers them good positions when they finish the degree. The working opportunities must include real possibilities to influence the development of mathematics teaching and learning at all levels of schooling. Thus the research outcomes of mathematics education could help improve the learning situations of students at all levels.

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