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Topic: ICMI Klein/Freudenthal Awardee Long Citations
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Jerry P. Becker

Posts: 13,390
Registered: 12/3/04
ICMI Klein/Freudenthal Awardee Long Citations
Posted: Aug 14, 2012 5:15 PM
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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

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

Alan Schoenfeld is awarded the Felix Klein Medal



The Felix Klein Medal for 2011 goes to Alan H.
Schoenfeld, University of California at Berkeley,
USA

It is with great pleasure that the ICMI Awards
Committee hereby announces that 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, consistent, and outstanding
lifetime achievements in mathematics education
research and development. Alan Schoenfeld, a
research mathematician by training, developed his
keen interest in mathematics education early on
in his career. He quickly emerged as a pioneer
and leader in research on mathematical problem
solving and, more broadly, on mathematical
thinking, teaching, and learning. His scholarly
work shows a remarkable life-long pursuit of
deeper understanding of the nature and
development of mathematical learning and teaching
at different educational levels. Starting with
work on mathematical problem solving in the late
1970s, he broadened his interests in the
mid-1980s to focus on mathematical teaching and
teachers' proficiency. 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. His work is internationally acclaimed
across disciplines with 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 from mathematical, scientific,
teaching, and educational organizations over the
years.

Another significant component of Alan
Schoenfeld's achievements is the mentoring he has
provided to graduate students and scholars; he
has nurtured a generation of new scholars who
generate increasing impact on the field of
mathematics education research, both nationally
and internationally. Alan Schoenfeld's
achievements also include a remarkable amount of
outstanding work for national, regional, and
international communities in education,
mathematics, and mathematics education. He has
provided important leadership in prestigious
professional associations and joint research
endeavors, both nationally and internationally,
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 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 is awarded Hans Freudenthal Medal




The Hans Freudenthal Medal for 2011 goes to Luis
Radford, Université Laurentienne, Sudbury, Canada

It is with great pleasure that the ICMI Awards
Committee hereby announces that 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 that he
initiated and has brought to fruition over the
past two decades, and which has had a significant
impact on the community. His development of a
semiotic-cultural theory of learning, rooted in
his interest in the history of mathematics, has
drawn on epistemology, semiotics, anthropology,
psychology, and philosophy, and has been anchored
in detailed observations of students' algebraic
activity in class. His research, which has
already garnered several awards, has been
documented extensively in a vast number of highly
renowned scientific journals and specialized
books and handbooks, as well as in numerous
invited keynote presentations at international
conferences. The impact of Luis Radford's
programme of research has been felt especially by
the community of research in algebra teaching and
learning where his theoretical and empirical work
has led to significant new insights in this
domain, and more broadly by the entire community
of mathematics education research with his
development of a groundbreaking, widely
applicable theory of learning.

Further evidence of the impact of Luis Radford's
work can be found in the many mentoring workshops
for graduate students he has been invited to give
in several countries that include Italy, Spain,
Denmark, Colombia, Mexico, and Brazil. As well,
he has influenced teachers, teacher educators,
curriculum developers, and representatives of
ministries of education at the regional and
national levels by his seminars on the
implications of his research. His scholarly work
has also led to prestigious invitations at the
international level, such as his participation in
the scientific programme of the Symposium for the
ICMI Centennial "The First Century of the
International Commission on Mathematical
Instruction (1908-2008): Reflecting and Shaping
the World of Mathematics Education" in Rome in
2008. In addition, 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 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



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