Hello -

Earlier I sent out the short citations for Alan Schoenfeld [Felix
Klein Medal] and Luis Radford ]Hans Freudenthal Medal], the recipients
of these ICMI awards that were presented at ICME-12. I am sending here
the long citations for each.

Jerry

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Alan Schoenfeld began his career as a research mathematician.
After obtaining a B.A. in mathematics from Queen's College, New
York, in 1968, and an M.S in mathematics from Stanford University in
1969, he began his doctoral studies in mathematics at Stanford,
earning a Ph.D. in 1973. He became a lecturer at the University of
California at Davis in 1973, and in 1975 a lecturer and research
mathematician in the Graduate Group in Science and Mathematics
Education (SESAME) at the University of California at Berkeley. During
that time at Berkeley, he became interested in mathematics education
research. This interest has kept him in the field of mathematics
education for the rest of his professional career. After academic
appointments at Hamilton College (1978-1981) and the University of
Rochester (1981-1984), Alan Schoenfeld was invited back to U.C.
Berkeley in 1985 to develop the mathematics education group. He has
been a full professor since 1987, and now has a named chair in
education and is an affiliated professor in the mathematics
department. He has also been a Special Professor of the University of
Nottingham since 1994.

Alan Schoenfeld's high-quality work and dedicated effort have
earned him leadership positions in renowned professional associations
in education, mathematics, and

mathematics education. He has been, among his many other
leadership roles, an elected member of the U.S. National Academy of
Education since 1994, a member of its Executive Board in 1995, and
Vice President in 2001. He also served as the President
Elect/President/Past President of American Educational Research
Association (AERA) from 1997 to 2000. In addition, he has been
instrumental in shaping the professional development of mathematics
teachers by, for example, his service to the National Council of
Teachers of Mathematics where he led the writing team for the high
school standards of the* Principles and Standards for School
Mathematics*, published in 2000.

It is, of course, impossible to point to more than a few of Alan
Schoenfeld's publications. Suffice it to mention his highly-cited,
groundbreaking book,* Mathematical Problem Solving* (1985), his
chapter on cognition and metacognition,* Learning to think
mathematically: Problem solving, metacognition, and sense-making in
mathematics* (in the 1992* Handbook for Research on Mathematics
Teaching and Learning*)*,* his rigorous study of the
development and learning of a complex mathematical idea,*
Learning* (1993, co-authored with J.P. Smith and A.A. Arcavi), his
finely-detailed work on teacher decision making,* Toward a theory of
teaching-in-context* (published in* Issues in Education* in
1998), and his most recent book,* How We Think* (2010). Alan
Schoenfeld's seminal theoretical contributions are all based on, and
buttressed by, long sequences of carefully designed experiments and
their exhaustive analysis.

In summary, Alan H. Schoenfeld is an eminently worthy recipient
of the Felix Klein Medal for 2011.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Luis Radford graduated from the Universidad de San Carlos in
Guatemala in 1977 with a degree in Civil Engineering. He then taught
at that university's Engineering School in the Department of
Mathematics from 1978 to 1980. This was followed by studies at
Université Louis Pasteur I, Strasbourg, France, where Luis Radford
obtained a* Licence* in Mathematics and Fundamental Applications
in 1981, a* Diplôme* of Advanced Studies in Mathematical
Didactics in 1983, and a* Doctorat de troisième cycle* in
Mathematical Didactics in 1985. He then returned to Guatemala where he
taught as an Associate Professor at the Universidad de San Carlos in
the Humanities Faculty. In 1992, he moved to Canada where he obtained
a position in the School of Education at Université Laurentienne,
Sudbury, Ontario, at the rank of Full Professor.

The beginnings of Luis Radford's research programme, and the
theoretical depth that was to characterize all of his work, can be
traced back to the early 1990s when he initiated a study that examined
the role of historical-epistemological analyses of learning within a
socio-cultural perspective, and which he described in "On
psychology, historical epistemology, and the teaching of mathematics:
Towards a socio-cultural history of mathematics" (1997, in* For
the Learning of Mathematics*). His work continued to evolve during
the late 1990s, when he drew upon the works of Vygotsky, Bakhtin, and
Voloshinov to develop a semiotic-cultural framework, a framework that
was used to investigate the ways in which students use signs and endow
them with meaning in their initial encounters with algebraic
generalization of patterns. The journal article that is his most
highly cited thus far, and which described the results of that
particular phase of his research programme, is "Gestures, speech,
and the sprouting of signs: A semiotic-cultural approach to students'
types of generalization" (2003, in* Mathematical Thinking and
Learning*). The further development of his semiotic-cultural theory
of learning is revealed in more recent papers where, for example, he
elaborated the notion that thinking is a sensuous and sign-mediated
reflective activity embodied in the corporeality of actions, gestures,
and artifacts (2010, in* Research in Mathematics Education*) and
in a chapter in which he formulated learning as a process where
knowing and being are mutually constitutive (2008, in* Semiotics in
Mathematics Education*). Luis Radford's more than 170
publications, many of them highly cited, attest not only to the
prolific nature of his research activity but also to the international
interest it has attracted.

Luis Radford's research was awarded the Université
Laurentienne 2004-05 Research Excellence award. He was also nominated
for the prestigious Gold Medal of the Social Sciences and Humanities
Research Council of Canada in 2005. His research programme was ranked
first in three consecutive competitions of the Social Sciences and
Humanities Research Council of Canada (Education 1): 2004-2007,
2007-2010, and 2010-2013.

In summary, Luis Radford is an eminently worthy recipient of the
Hans Freudenthal Medal 2011.

*************************************************

--

Jerry P. Becker

Dept. of Curriculum & Instruction

Southern Illinois University

625 Wham Drive

Mail Code 4610

Carbondale, IL 62901-4610

Phone: (618) 453-4241 [O]

(618) 457-8903 [H]

Fax: (618) 453-4244

E-mail: jbecker@siu.edu

Dept. of Curriculum & Instruction

Southern Illinois University

625 Wham Drive

Mail Code 4610

Carbondale, IL 62901-4610

Phone: (618) 453-4241 [O]

(618) 457-8903 [H]

Fax: (618) 453-4244

E-mail: jbecker@siu.edu