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Topic: 2013 ICMI Klein and Freudenthal Medalist Awardees
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
2013 ICMI Klein and Freudenthal Medalist Awardees
Posted: Nov 25, 2013 6:10 PM
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Information provided by Ferdinando Arzarello (President of ICMI) and Lena Koch
International Mathematical Union (Secretariat).
We take great pleasure in announcing that the
ICMI Award Committee has decided on the
ICMI Medallists for 2013.

The recipients for 2013 of
the <>Felix
Klein and Hans Freudenthal Awards [see
] are:

Artigue (Paris / ) -
The Felix Klein Medal for lifetime achievement and
Leung (Hong Kong / - The
Hans Freudenthal Medal for a major cumulative
programme of research

Please join with us in congratulating both
Michèle and Frederick, and acknowledging their
fine contributions to mathematics education and
therefore to the mathematics education community.

We look forward to honouring them at ICME-13 in Hamburg in 2016.

Ferdinando Arzarello (President of ICMI)

Find a link to the news and photographs on the ICMI Website at:


The Felix Klein Medal for 2013 goes to

Michèle ARTIGUE, Université Paris Diderot - Paris 7, France

It is with great pleasure that the ICMI Awards
Committee hereby announces that the Felix Klein
Medal for 2013 is given to Michèle Artigue,
Emeritus Professor, Université Paris Diderot -
Paris 7, France, in recognition of her more than
thirty years of sustained, consistent, and
outstanding lifetime achievements in mathematics
education research and development. Michèle
Artigue's research, which was initially in the
area of mathematics, progressively moved toward
mathematics education during the mid-to-late
1970s. She has been a leading figure in
developing and strengthening new directions of
research inquiry in areas as diverse as advanced
mathematical thinking, the role of technological
tools in the teaching and learning of
mathematics, institutional considerations in the
professional development of teachers, the
articulation of didactical theory and
methodology, and the networking of theoretical
frameworks in mathematics education research.
Michèle Artigue's theoretical contributions to
the instrumental approach to tool use and her
elaboration of the methodological tool of
didactic engineering have had a significant
impact and are but two examples of the way in
which her work has advanced the field's
collective expertise. Her research is
internationally acclaimed with more than 100
groundbreaking articles and books published
nationally and internationally, and with no fewer
than 40 invited lectures outside France within
the past five years alone. A seminal
characteristic of Michèle Artigue's research is
that it is always supported by deep mathematical
and epistemological reflection. This reflective
orientation, combined with her remarkable ability
to build bridges between various issues, to
identify fruitful directions for research, to
clarify and discuss different approaches, and
ultimately to enrich theoretical frameworks, make
her contributions to the field of mathematics
education research extraordinary in both their
scope and coherence.

Michèle Artigue's distinguished scholarly work is
matched by a record of outstanding service to the
international mathematics education community. In
addition to the strong leadership she has
demonstrated within the International Commission
on Mathematical Instruction (ICMI), she has
played a central role in ICMI's program of
international cooperation, the Developing
Countries Strategic Group. She has also built
relationships with UNESCO for both the
International Mathematical Union and ICMI, which
have given rise to her authoring the document
"Challenges in Basic Mathematics Education",
published in several languages by UNESCO, and
serving as ICMI liaison officer for the
development and launching of the Capacity and
Networking Programme. Her international
cooperation activity beyond ICMI has ranged from
advising the European projects Fibonacci and
PRIMAS to collaborating in program development
with researchers in Spain, Brazil, Colombia, and
Argentina. At the national level, Michèle Artigue
has been active in the Institut National de
Recherche Pédagogique, in the French Commission
for the Teaching of Mathematics (a regional ICMI
sub-commission), and within her own university.
Another component of Michèle Artigue's service to
the international community has been her
editorial work over several years for the
International Journal of Computers for
Mathematical Learning, as well as her current
co-editorship of the Encyclopedia of Mathematics
Education, and her participation in the editorial
boards of several prestigious research journals.

Michèle Artigue obtained her Ph.D. in
mathematical logic in 1972 from the Université
Paris 7. This was followed by a Doctorat d'État
ès Sciences in 1984 and the Habilitation à
Diriger les Recherches in 1987 from the
Université Paris 7. During the years 1970-1991,
she was Lecturer and then Maître de Conférences
at the Université Paris 7, where she taught
mathematics to undergraduate students. In 1991,
she was named Professor of the IUFM (University
Institute for Teacher Training) at Reims, where
she remained until 1999, in charge of the
training of future secondary school mathematics
teachers. In 1999, she returned to the
mathematics department of the Université Paris
Diderot - Paris 7, as Professor and also Head of
the Institut de Recherche sur l'Enseignement des
Mathématiques. In September 2010, she was named
Emeritus Professor.

When Michèle Artigue joined the newly created
Université Paris 7, she was one of the first
members of its Institute for Research on
Mathematics Teaching (IREM). There she became
interested in the developing theory of didactical
situations and, for the thesis of her Doctorat
d'État, conducted the first study in didactic
engineering in an "ordinary" school. She found
that the classroom as a dynamical system defied
the then-current implicit models of
reproducibility of didactical situations and thus
was kindled her passion for theory building. When
her research turned toward the integration of
digital tools into the learning of upper
secondary and university level mathematics, the
need for theoretical foundations in this area was
soon apparent to her. She and her research team
sought to generate a framework that would avoid
the traditional "technical-conceptual cut."
Drawing on Chevallard's anthropological theory of
the didactic and Rabardel's cognitive ergonomic
approach, the framework of the instrumental
approach to tool use emerged. Further theoretical
development was to occur when she collaborated on
the two successive European projects, TELMA and
ReMath. One of her early initiatives within the
ReMath project was the formulation of an
integrative theoretical frame, using for the
first time the language of networking of
theories. This construct is one that she has been
continuing to develop both theoretically and
methodologically with a group of CERME

Some of Michèle Artigue's most highly-cited
publications include: the now-classic article on
the use of digital tools in mathematics
education, Learning mathematics in a CAS
environment: the genesis of a reflection about
instrumentation and the dialectics between
technical and conceptual work (2002); her seminal
article on didactic engineering, Ingénierie
didactique (1989); the article on epistemology
and didactics, Epistémologie et didactique
(1990); and her chapter on university-level
teaching and learning, What can we learn from
educational research at the university level?
(2001). In addition to her published
contributions, Michèle Artigue has supervised
more than two dozen Ph.D.s and Habilitations à
diriger les recherches, and has mentored several
young researchers, especially from developing

In summary, Michèle Artigue is an eminently
worthy recipient of the Felix Klein Medal for


The Hans Freudenthal Medal for 2013 goes to

Frederick Koon Shing LEUNG, The University of Hong Kong, SAR China

It is with great pleasure that the ICMI Awards
Committee hereby announces that the Hans
Freudenthal Medal for 2013 is given to Professor
Frederick K. S. Leung of The University of Hong
Kong, in recognition of his research in
comparative studies of mathematics education and
on the influence of culture on mathematics
teaching and learning. His groundbreaking work,
for which he is internationally known, is the
utilization of the perspective of the Confucian
Heritage Culture to explain the superior
mathematics achievement of East Asian students in
international studies such as the IEA Trends in
International Mathematics and Science Studies and
the OECD Programme for International Student
Assessment. His research extends to the use of
the same cultural perspective to explain
characteristics of classroom teaching in East
Asia, and more recently in explaining differences
in teacher knowledge between East Asian and
Western countries. His research has contributed
significantly to the cultural perspective of
mathematics education and has produced a
framework for understanding the relation between
culture and mathematics education.

Frederick Leung's research and professional
activities have had an important impact on
policies and practices in mathematics education
in East Asian countries and beyond. He has been a
pivotal figure in promoting understanding between
mathematics educators in the East Asian region
and the rest of the world through, for example,
his co-chairing of the 13th ICMI Study on
"Mathematics Education in Different Cultural
Traditions: A Comparative Study of East Asia and
the West" and his numerous research publications
in comparative studies of East Asia and the West.
In the East Asian region, he has been
instrumental in organizing the East Asia Regional
Conferences in Mathematics Education and has been
the liaison person in many initiatives of
collaboration among mathematics education
scholars in East Asia, and between scholars in
East Asia and the West. Frederick Leung has been
invited to be the keynote speaker in major
mathematics education conferences in the region
and around the world. He has also served on
prestigious international committees, as well as
on the editorial teams of the Second and Third
International Handbooks on Mathematics Education.

Frederick Leung's degrees include a B.Sc.
(Mathematics) in 1977 and M.Ed. (Testing,
Measurement and Evaluation) in 1984 from The
University of Hong Kong, and a Ph.D. (Mathematics
Education) in 1992 from the University of London,
Institute of Education. From 1977 to 1982, he
taught secondary school mathematics. He obtained
the position of Lecturer at The University of
Hong Kong in 1982, then Senior Lecturer in 1992,
and Professor in 2006. Frederick Leung was
awarded a Senior Fulbright scholarship in 2003
for research at UCLA and, from the Faculty of
Education at The University of Hong Kong, both
the Outstanding Researcher award in 2006 and the
Outstanding Researcher Student Supervisor award
in 2008.

Early in his academic career Frederick Leung
became interested in comparative studies of
mathematics education. His master's thesis, part
of which was published in Educational Studies in
Mathematics (1987), compared the mathematics
curricula in Guangzhou and Hong Kong. This
research interest was further developed in his
Ph.D. study where he compared the mathematics
curricula of China, Hong Kong, and England. He
found that the data could not be fully accounted
for without reference to the similarities and
differences among the cultures of the three
sites. In the 1990s, Frederick Leung participated
in the Third International Mathematics and
Science Study (TIMSS) as Principal Investigator
and National Research Co-ordinator for Hong Kong.
He recognized that the cultural explanation he
used for his Ph.D. research afforded an
appropriate framework to interpret the superior
performance of the East Asian countries in the
TIMSS study. Equally important, this framework of
interpretation provided East Asian countries with
a basis for exploring their own mathematics
education identity, described in his highly-cited
paper: In Search of an East Asian Identity in
Mathematics Education (2001).

Frederick Leung's research evolved from
comparative study of student achievement in
mathematics to comparative study of mathematics
teaching in different countries, and led to the
extension of his cultural explanation of
mathematics achievement to interpreting results
of classroom studies. An early publication
reflecting this direction was his 1995 article:
The Mathematics Classroom in Beijing, Hong Kong
and London. His subsequent involvement in two
international classroom video studies, the TIMSS
1999 Video Study and the Learner's Perspective
Study, led to deeper development of his cultural
perspective, as illustrated by his several
publications related to these studies (e.g., Some
Characteristics of East Asian Mathematics
Classrooms Based on Data from the TIMSS 1999
Video Study, published in 2005). He elaborated
further on the characteristics of the Confucian
Heritage Culture in relation to mathematics
teaching and learning in his scholarly
presentation at the 2012 ICME-12 plenary panel.
Frederick Leung's impressive research
contributions include 21 funded research projects
and more than 60 books, book chapters, and
journal articles.

Frederick Leung's work has opened up a new
dimension of looking at differences in
mathematics achievement and classroom practices
from the perspective of culture. His outstanding
achievement in research, his contribution to
mathematics education in the East Asian region,
and his promotion of understanding between
mathematics education communities in East Asian
and western countries attest to the merit of
Frederick Leung's receiving the Hans Freudenthal
Medal for 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

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