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Topic: [ncsm-members] 2011 ICMI Awards: Schoenfeld and Radford
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Jerry P. Becker

Posts: 13,744
Registered: 12/3/04
[ncsm-members] 2011 ICMI Awards: Schoenfeld and Radford
Posted: Feb 13, 2012 5:29 PM
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Information from several sources, and from Bill Barton.
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ANNOUNCEMENT -- 2011 ICMI Medalists

The ICMI Award Committee has decided on the Medalists for 2011. They are:

Felix Klein Medal for lifetime achievement: Alan Schoenfeld

Hans Freudenthal Medal for a major cumulative
programme of research: Luis Radford.

Schoenfeld and Radford will be honoured at
ICME-12 in Seoul later this year when full
citations will be announced.

Short Citations

Alan H. Schoenfeld, University of California at Berkeley, USA

The Felix Klein Medal for 2011 is given to the
Elizabeth and Edward Connor Professor of
Education and Affiliated Professor of
Mathematics, Alan H. Schoenfeld, University of
California at Berkeley, USA, in recognition of
his more than thirty years of sustained,
outstanding lifetime achievements in mathematics
education research and development. Alan
Schoenfeld developed a keen interest in
mathematics education early in his career, and
emerged as a leader in research on mathematical
problem solving. He shows a life-long pursuit of
deeper understanding of the nature and
development of mathematical learning and
teaching. His work has helped to shape research
and theory development in these areas, making a
seminal impact on subsequent research. Alan
Schoenfeld has also done fundamental theoretical
and applied work that connects research and
practice in assessment, mathematical curriculum,
diversity in mathematics education, research
methodology, and teacher education. He has more
than 200 highly-cited publications in mathematics
education, mathematics, educational research, and
educational psychology. His scholarship is of the
highest quality, reflected in esteemed
recognition over the years.

Alan Schoenfeld has nurtured a generation of new
scholars who generate increasing impact on
mathematics education research. He has undertaken
a remarkable amount of outstanding work for
national, regional, and international communities
in education, mathematics, and mathematics
education, providing leadership in professional
associations and joint research endeavors, and
has been an invited keynote speaker at numerous
conferences around the globe.

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 earned a PhD in
mathematics at Stanford 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. 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.

He has been 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 of American Educational Research
Association (AERA) in1998/9. In 2000 he led the
writing team for Principles and Standards for
School Mathematics for the National Council of
Teachers of Mathematics.

Amongst Alan Schoenfeld's many publications we
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.


Luis Radford, Université Laurentienne, Sudbury, Canada

The Hans Freudenthal Medal for 2011 is given to
Professor Luis Radford, Université Laurentienne,
Canada, in recognition of the theoretically
well-conceived and highly coherent research
programme over the past two decades which has had
a significant impact on the community. His
development of a semiotic-cultural theory of
learning has been anchored in detailed
observations of students' algebraic activity. His
research, has been documented extensively in
renowned scientific journals, books and
handbooks, as well as in numerous invited keynote
presentations. The impact of Luis Radford's
programme of research has led to significant new
insights in algebra teaching and learning, and
more boadly, with his development of a widely
applicable theory of learning.

Luis Radford has given many mentoring workshops
for graduate students Italy, Spain, Denmark,
Colombia, Mexico, and Brazil. He has influenced
teachers, teacher educators, and curriculum
developer. He has served as associate editor of
For the Learning of Mathematics and is currently
an associate editor of Educational Studies in
Mathematics.

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, followed by
studies at Université Louis Pasteur I,
Strasbourg, France, where he 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, as
Full Professor.

Luis Radford's research programme 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. His work
continued to evolve, drawing upon the works of
Vygotsky, Bakhtin, and Voloshinov to develop a
semiotic-cultural framework to investigate the
ways in which students use signs and endow them
with meaning in their initial encounters with
algebra. In further development he elaborated the
notion that thinking is a sensuous and
sign-mediated reflective activity embodied in the
corporeality of actions, gestures, and artifacts,
leading to a formulation of knowing and being as
mutually constitutive. Luis Radford has more than
170 publications, many of them highly cited.

Luis Radford's 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.

**********************************************
--
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



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