International Cooperation Development in Mathematics Education

Date: 14 – 15 April 2023(Both 19.30‐, Tokyo, GMT +9) 


The ICDME-Tsukuba Conference 2023 intends to follow-up on the success of the 2022 Conference, to continue to deliberate on the issues and challenges in international cooperation on mathematics education.

The ICDME-Tsukuba Conference 2022 was an extension of the work of Topic Study Group 61(TSG 61) at the 14th International Congress on Mathematical Education (ICME 14). The Conference forms part of ICDME’s plans to initiate a community in international cooperation development whose interest is in the realization of quality mathematics education as a public good for society. Details and presentations of the ICDME-Tsukuba Conference 2022 can be found at the Conference website ( https://www.criced.tsukuba.ac.jp/icdme/2022/).

HOST Organization:

Center for Reserach on International Cooperation in Educational Development (CRICED) Unibersity of Tsukuba, Japan

Support Organization:

Japan Cooperatoin Agency (JICA)

About the Conference

Purpose of the Conference

  • To serve as a platform for policy-makers, scholars and practitioners to discuss issues, challenges, strategies and solutions in international cooperation in mathematics education.
  • To create a community of policy-makers, scholars and practitioners to regularly meet to discuss matters related to international cooperation development in mathematics education.
  • To work towards the publication of an edited book on international cooperation.

Conference Mode:

Fully online

Official Language of the Conference:


Conference Theme:

Issues and challenges of international cooperation in mathematics education


  • Universal and local contexts of the mathematics curricula.
  • Transitions across the various levels of the mathematics curriculum.
  • Challenges of the pandemic and post-pandemic era on the teaching and learning of mathematics


Sub-theme 1:

Mathematics is generally accepted as a universal language. Further, the influence of globalization and internationalization have given rise to the notion that there is uniformity in the mathematics curricula worldwide. Curricular ideas are thus widely shared and adopted in the development of the mathematics curriculum. However, the mathematics curricula are developed locally. Consequently, the success of the implementation of the mathematics curriculum is dependent on both exogenous and endogenous factors. The issue and challenge in international cooperation is how this synchronization and adaptation of curricular ideas can be best implemented by taking into account both the universal and local contexts to ensure effective results.

Sub-theme 2:

“Learning can be described as a process of transition” (Gueudet et al., 2016, p. ix). As learners, both teachers and students, can be expected to face difficulties as they transition through the various levels of the mathematics curriculum, from early childhood through to the tertiary level. These difficulties cover a broad spectrum of issues, ranging from difficulties in the area of learning and teaching, to psychological and sociological transitions experienced by the learners and institutional changes that have been adopted from time to time. The foundations adopted in the mathematics curricula from early childhood to tertiary levels also undergo transitions; from practical to theoretical to axiomatic (Tall, 2014), often leading to transitional challenges for learners. The issue and challenge in international cooperation is how the agents; teachers, practitioners and students alike, can be supported to overcome these transitions in the mathematics curriculum.

Sub-theme 3:

The COVID-19 pandemic which began in 2019, has caused disruptions in education globally, primarily caused by prolonged school closures. Face-to-face interactions became impossible during this time. Teacher, administrators and students face difficulties trying to adapt to new modes of interaction. This leads to the question in international cooperation of how the teaching and learning of mathematics can be supported during the pandemic.


The background of the sub-themes aims to serve as a guide for interested educators to understand the background of the issues and to actively participate as presenters in the Conference discussions. Interested participants with differing perspectives/interpretations concerning the sub-themes are also welcome to present their alternative views.


  • Cai, J., & Howson, G. (2013). Toward an international mathematics curriculum. In M.A. Clement, A.J. Bishop, C. Kietel, J. Kilpatrick & F.K.S. Leung (Eds.), Third international handbook of mathematics education, (pp. 949 – 974). Springer.
  • Gueudet, G., Bosch, M., diSessa, A. A., Kwon, O. N., & Verschaffel, L. (2016). Transitions in mathematics education. Springer.
  • Karp, A. (2013). From the local to the international in mathematics education. In M.A. Clement, A.J. Bishop, C. Kietel, J. Kilpatrick & F.K.S. Leung (Eds.), Third international handbook of mathematics education, (pp. 797 – 826). Springer.
  • Tall, D. (2014). How humans learn to think mathematically: Exploring the three worlds of mathematics. Cambridge University Press.

Conference Host:

Center for Research on International Cooperation in Educational Development (CRICED), University of Tsukuba, Japan

Conference email:




Keynote Speaker
  Frederick Leung (Hong Kong)
Discussion Panel (Sub-theme 1)
  Abraham Arcavi (Israel)
  Angel Ruiz (Costa Rica)
  Masami Isoda (Japan)
Discussion Panel (Sub-theme 2)
  Oh Nam Kwon (Korea)
  Yuriko Baldin (Brazil)
  Takuya Baba (Japan)
  Viviane Durand-Guerrier (France)
Discussion Panel (Sub-theme 3)
  Mercy Kazima (Malawi)
  Arne Jakobsen (Norway)
  Sumardyono (Indonesia)
  Keiji Nakajima (Japan)
Kenta Nagasawa (Japan)
Miya Yoshimura (Japan)
Ryota Murata (Japan)
Kazuko Setoguchi (Japan)


The ICDME-Tsukuba 2023 Conference program will include a keynote address, short oral presentations and panel discussions.

Tentative Programme

14 April 2023, Friday (7.00 p.m. – 10.30 pm., Tokyo GMT + 9)
19.30 – 19.45 Opening
  Welcome Address by the Chair, Local Organising Committee Masami Isoda
  Address by the President, Japan Society for Mathematical Education Yoshinori Shimizu
19.45 – 20.10 Keynote Address by the President, International Commission on Mathematical Instruction (ICMI) Frederick K. S. Leung
20.10 – 20.15 Photo Session
20.15 – 21.35 Short Oral Presentations Sub-theme 1 (Session Chair: Ui Hock Cheah) Presenters

1. Global Citizenship Education: Towards Integrating Universal Values in the Local Mathematics Curriculum through International Cooperation

Russasmita Sri Padmi

2. From National to International: Challenges and Opportunities for Creating an International Community in Mathematics Education in Lusophone Countries

Everton Lacerda Jacinto;
Wellington Lima Cedro

3. How to sustain CANP 3 project in the region

Maitree Inprasitha

4. International Cooperation in Mathematics Education to Adapt Global Solutions to Local Problems. The Case of Problem Solving as the Core of a Mathematics Teaching Programme in Rural Schools in the Democratic Republic of Congo.

Elsa Santaolalla Pascual;
Micheline Kahite Nyembo

5. Designing Mathematical Tasks Through International Collaboration Under the Erasmus+ Project “AYL”: The Case of a Modern-Day Backyard Farming Program

Angel Mae O. Ombid;
Dennis Lee Jarvis B. Ybañez;
Catherine P. Vistro-Yu;
Melchizedek L. Manosig;
Chrislynne P. Orpano;
Christian James A. Reyes

6. Examination of International Mathematics Curricula in Terms of Measurement Estimation

Ayşe Tuğba Oner
21.35 – 21.40 Break
21.40 – 22.40 Panel Discussion Sub-theme 1 (Moderator: Ui Hock Cheah) Panellists
Sub-theme 1:
Universal and Local Contexts of the Mathematics Curricula
Abraham Arcavi
Angel Ruiz
Masami Isoda
22.40 – 22.45 Break
22.45 – 00.15 (April, 15) Short Oral Presentations Sub-theme 2 (Session Chair: Yuriko Baldin) Presenters

1. Two Critical Transitions for Secondary Math Teachers

Timothy Sibbald

2. Progression to Linear Functions from Primary School: Comparing the Intended Curricula of Four Sub-Saharan African Countries

Akira Oshima;
Satoshi Kusaka

3. Learning at Large Scale: How to Improve a Cascade Model Training for Elementary School Teachers

Annie Savard

4. Practitioners and Faculties Cooperation to Create a Scaffolding Course for Improving Teaching in Preschool: Coordinating Math And Socio Affective Curricular Goals

Raimundo Olfos;
Soledad Estrella

5. An Analysis of the Mathematics Curriculum in Cambodia’s General Education: The Geometry Curriculum Analysis

Sieng Veasna

6. Implementing Problem Posing in School Mathematics Worldwide: Promises and Challenges

Yue Ma;
Jinfa Cai

7. Teaching and Learning Algebra through Problem Posing: From Planned to Intended to Implemented Curricula

Jaepil Han;
Stephen Hwang;
Jinfa Cai
15 April, 2023; Saturday) (7.00 p.m. – 10.45 pm., Tokyo GMT + 9)
19.30 – 20.35 Panel Discussion Sub-theme 2 (Moderator: Mercy Kazima) Panellists
Sub-theme 2
Transitions Across the Various Levels of the Mathematics Curriculum
Oh Nam Kwon
Yuriko Baldin
Takuya Baba
Viviane Durand-Guerrier
20.35 – 20.40 Break
20.40 – 21.50 Short Oral Presentations Sub-theme 3 (Session Chair: Pierre Arnoux) Presenters

1. Mathematics Teachers' Challenges in Implementing Online Training During the COVID-19 Pandemic

Warabhorn Preechaporn

2. Online Courses for Elementary Mathematics Education on SEAMEO School Network

Diego Solis;
Masami Isoda;
Maitree Inprasitha;
Raimundo Olfos;
Soledad Estrella;
Teh Kim Hong;
Wahid Yurianto;
Nguyen Chi Thanh;
Aida Yap;
Marcela Santillan

3. Investigation of Pre-Service Mathematics Teachers' Digital Teaching Material Development Processes after Covid-19 Pandemic

Ipek Saralar-Aras;
Habibe Gunes

4. Challenges overcome by Mathematics Teachers in Mathematics Online Teaching & Learning during the COVID-19 Pandemic

Jeyaletchumi Muthiah

5. Fostering Mathematical Discussion Beyond the Borders

Ferdinando Arzarello;
Giorgio Bolondi;
Chiara Giberti;
David Wagner;
Sara Bagossi;
Alice Lemmo
21.50 – 21.55 Break
21.55 – 23.00 Panel Discussion Sub-theme 3 (Moderator: Pierre Arnoux) Panellists
Sub-theme 3
Challenges of the Pandemic and Post-Pandemic Era on the Teaching and Learning of Mathematics
Mercy Kazima
Arne Jakobsen
Nakajima, Keiji
Setoguchi, Kazuko
Nagasawa, Kenta
Yoshimura, Miya
23.00 – 23.30 Discussion – The Next Steps
23.30 – 23.45 Closing


Purpose of the Conference

Policy-makers, scholars and practitioners are cordially invited to make short oral presentations based on the sub-themes of the Conference. Each oral presentation is expected to be about 10 minutes in duration. Intending participants are required to submit a one-page summary of the presentation (more pages may be necessary if figures and tables are included but not more than 2 pages). Deadline: 28 Feb. 2023.

In the submission, please state:

  • Your name
  • The sub-theme
  • Your affiliation
  • Title of your presentation
  • Summary of your presentation


To participate in the Conference, please register here:

There is no registration fee.


International Programme Committee:

  • Ui Hock Cheah (Penang Maths Platform, Malaysia)
  • Masami Isoda (CRICED, University of Tsukuba, Japan)
  • Arne Jakobsen (University of Stavanger, Norway)
  • Bernadette Denys (Paris Diderot University, France)
  • Yuriko Yamamoto Baldin (Universidade Federal de São Carlos, Brazil)
  • Mercy Kazima (University of Malawi, Malawi)

Local Organising Committee:

  • Masami Isoda (CRICED, University of Tsukuba, Japan)
  • Takuya Baba (Hiroshima University, Japan)

For enquiries on Conference matters, please contact us at: icdme.conference@gmail.com