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Topic: Announcements: Freudenthal and Klein Award Recipients
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
Announcements: Freudenthal and Klein Award Recipients
Posted: Dec 21, 2017 6:20 PM
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ICMI NEWS
Special Edition 2017
Announcement of the recipients of the 2017 Hans Freudenthal Award and
the 2017 Felix Klein Award

Editors:
Abraham Arcavi (ICMI Secretary General); Merrilyn Goos (ICMI Vice
President); Lena Koch (IMU Secretariat, ICMI Administrator)

Contact:
abraham.arcavi@weizmann.ac.il; m.goos@uq.edu.au; lena.koch@wias-berlin.de

Graphic Design:
Lena Koch

Contents
Announcement of the recipients of the 2017 Hans Freudenthal Award and
the 2017 Felix Klein Award:

The 2017 Hans Freudenthal Award for outstanding contributions of an
individual's theoretically well-conceived and highly coherent
research programme for Terezinha Nunes

The 2017 Felix Klein Award for life-time achievement in mathematics
education research for Deborah Loewenberg Ball

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

The 2017 Hans Freudenthal Award for outstanding contributions of an
individual's theoretically well-conceived and highly coherent
research programme for Terezinha Nunes

The Freudenthal Award, with which ICMI honors innovative, consistent,
highly influential and still ongoing programs of research in
mathematics education, is being awarded in 2017 to Professor
Terezinha Nunes, University of Oxford, UK, for her outstanding
contribution to our understanding of mathematical thinking, ist
origins and development.

For more than 35 years now Terezinha Nunes has been researching
children's mathematical learning, as it takes place in formal and
informal settings. The results of her numerous, exemplarily designed
studies combine into an insightful, consistent, and comprehensive
story of the emergence and evolution of mathematical thinking. This
constantly developing account has been inspiring the work of
mathematics education researchers and informing mathematics teachers'
practices all over the world. It has had a major impact on both what
we know about children's learning of mathematics and on how we know
and think about it.

Terezinha Nunes' research has been immensely innovative and
influential from its earliest stages. In one of her first studies,
she documented the mathematical skills of young Brazilian street
vendors who, although almost unschooled and incapable of executing
paper-and-pencil arithmetic tasks, proved impressively proficient in
complex money transactions. Understandings gained through this
research have echoed throughout the mathematics education literature
ever since the project's completion, for almost three decades now. It
was one of those studies that, in the last quarter of the 20th
century, revolutionized our thinking about learning-about its nature,
origins and development. Conducted with David Carraher and Analucia
Schliemann and summarized in their seminal book Street Mathematics
(1993), this research made a decisive contribution to what is now
known as the "situative turn" in the learning sciences at large, and
in mathematics education in particular. Terezinha Nunes' contribution
to this conceptual revolution has been evidenced, among others, by
the widespread use of the term street mathematics and by the large
number of cross-situational and cross-cultural studies on mathematics
learning inspired by her work.

Terezinha Nunes' later research on the development of mathematical
thinking, conducted in Brazil and the UK, spans multiple mathematical
topics, from additive and multiplicative reasoning to fractions,
variables, randomness and probability. She has studied children's
logical reasoning and its role in the learning of mathematics, as
well as problem solving and the way mathematics is being used in
science. A special place in her work has been reserved for research
on the mathematics learning of deaf children and for developing and
testing innovative intervention programs based on insights thus
gained. In parallel to the work of scrutinizing different types of
mathematical thinking and their development, Terezinha Nunes has also
systematically constructed a big picture of this development. As
research findings have accumulated, she has been adjusting and
refining her syntheses. Different versions of these cumulative,
integrative accounts have been disseminated, among others, through
her 2000 ICME plenary address, her 1996 book written with Peter
Bryant Children Doing Mathematics, and the 2016 ICME monograph
Teaching and Learning about Numbers in Primary School, which she
co-authored with colleagues.

While forging her stories on children's thinking about numbers,
Terezinha Nunes has been transforming her own thinking as a
researcher. She has come a long way from being a traditionally
trained clinical psychologist, whose research was firmly grounded in
Piaget's ideas about human development, to being inspired by cultural
psychology and the work of Vygotsky and his followers to at least the
same extent. Hers is a special type of synthesis between cognitivist
and sociocultural approaches. Today, she speaks about "mathematics
learning as the socialization of the mind" and claims the utmost
importance of cultural shaping. At the same time, she asserts the
existence of cross-cultural invariants in children's mathematical
thinking. If these two tenets may sometimes appear incompatible, she
argues, it is only because different cultures build on the common
elements to produce forms of mathematical competences diverse enough
to make the cross-cultural invariants almost invisible. Another basic
tenet of her work is that children's quantitative reasoning may and
should be developed independently of, and possibly prior to, their
numerical skills. These and many other of her research-generated
insights on mathematics learning were novel to the mathematics
education community when first announced. Careful to notice phenomena
that have escaped the attention of investigators wedded to the
"deficit model" of research, she portrayed children's mathematics in
unprecedented detail and depth.

Terezinha Nunes' tendency for bridging apparent opposites and
bringing the separate together finds its expression also in her
attempts to improve the practice of teaching mathematics. Not a
typical dweller of the ivory tower of academia, she has always made
sure that her work finds its way to those for whom it was meant in
the first place - educators, parents, and anybody interested in
promoting children's learning. She has been consistently translating
her research generated insights into innovative pedagogies.

Trained as a psychologist, Terezinha Nunes began investigating
children's mathematical thinking because of her professional interest
in human development. Her studies soon began to attract the attention
of mathematics education researchers, leading to her membership in
the International Committee of PME (1986-1990; in 1989-1990 she
served as Vice-President of PME) and on editorial boards of major
mathematics education journals, Educational Studies in Mathematics
(1989-1995) and For the learning of mathematics (2000-2004). Since
then, she has been one of the most widely recognized members of the
community of research in mathematics education. This, however, was
not her only professional membership. An interdisciplinary thinker,
who has been investigating children's evolving reading and writing
skills in parallel to her work on mathematical thinking, Terezinha
has enjoyed a prominent status also among developmental and cultural
psychologists. Her insights about numeracy and about literacy
constantly informed and enriched each other and combined together
into a major advancement in our understanding of human development
and learning in general.

Terezinha Nunes began her studies in psychology in her native Brazil
and earned her masters and PhD degrees at City University of New York
(1975, 1976, respectively). She began her academic career in Brazil
at the Federal University of Minas Gerais and the University of
Pernambuco. Later, she moved to the United Kingdom, where she taught
at the Institute of Education, University of London, Oxford Brookes
University and, since 2005, at the University of Oxford. She is now
Professor Emerita at the University of Oxford and a Fellow of Harris
Manchester College, Oxford. Throughout her career, she has completed
tens, if not hundreds of studies, most of which were conducted in
Brazil and in the UK. An exceptionally prolific writer, she has
authored or co-authored more than a dozen books and almost two
hundred journal papers, book chapters and encyclopedia entries in
English and Portuguese. An ardent team player and highly appreciated
teacher, Terezinha Nunes has been an inspiration to her colleagues
and to her many students.

As an outstanding researcher driven by an insatiable passion for
knowing, one who has made a paramount contribution to mathematics
education and is likely to continue adding substantial insights for
years to come, Terezinha Nunes is an eminently deserving recipient of
the Hans Freudenthal Award for 2017.


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

The 2017 Felix Klein Award for life-time achievement in mathematics
education research for Deborah Loewenberg Ball

The Felix Klein Award, with which ICMI honors the most meritorious
scholars within the mathematics education community, is given in 2017
to Deborah Loewenberg Ball, the William H. Payne Collegiate Professor
in Education and an Arthur F. Thurnau Professor in the University of
Michigan, Ann Arbor, MI, US. The Felix Klein Award 2017 is awarded to
Professor Ball in recognition of her outstanding contributions and
her leadership role in deepening our understanding of the
complexities of teaching mathematics and in improving the practice of
teaching and of teacher education.

These achievements are grounded in Deborah Ball's firm belief that
research and practice of teaching are co-constitutive and must always
be developed in tandem. Early in her life, Deborah Ball, at that time
an exceptionally talented elementary school mathematics teacher, set
out to investigate what was involved in the work of teaching children
mathematics "for understanding." Her intention was to uncover the
work in order to support the learning of teaching practice. Ever
since then, her ambition has been to contribute in a substantial way
to the project of improving ways in which mathematics teachers
support their students' learning. This goal gave rise to two lines of
work, both of them combining research with development in the domain
of teacher education. The first strand, in which the research element
came first, has been generating studies revolving around the question
of what mathematical knowledge is required for teaching learners. In
the second line of work, related to the practice of education in a
more immediate way, the development of innovative teacher preparation
programs has been combined with research, through which Deborah Ball
has been trying to gain a better grasp of the moment-to-moment
dilemmas with which teachers grapple in the classroom.

The first of these pursuits gave rise to the theory of MKT,
Mathematical Knowledge for Teaching, the kind of knowledge that
requires competence in both everyday and academic mathematical
discourses, but is identical to neither. In her multiple studies,
Deborah Ball and her colleagues have been able to identify many
unique features of MKT, and then to corroborate the conjecture about
a correlation between teachers' competence in this special brand of
mathematics and the achievements of their students. With the support
of a group of mathematicians, the theory has been translated into an
instrument for measuring teachers' knowledge of mathematics for
teaching. The MKT project proved highly influential, as evidenced by
the widespread use of the term MKT and by the great popularity of
Deborah Ball's publications on the topic. Her 2008 paper "Content
knowledge for teaching: What makes it special?" co-authored with Mark
Hoover and Geoffrey Phelps Thames, which appeared in the Journal of
Teacher Education, is one example of such a widely read article.

The second, newer strand of Deborah Ball's work is centered in
TeachingWorks, a national organization she established at the
University of Michigan to help in improving teachers' preparation and
to define "a professional threshold for entry to teaching." The
mission of the institute is to identify "high-leverage" teaching
practices, that is, those recurring elements of teacher's classroom
activities that are central to what Deborah Ball terms "the work of
teaching." It is also part of the mission to work in partnerships
with others to improve the preparation of teachers. To this
end, Deborah Ball has been carrying in-depth analyzes of the ways in
which mathematics teachers juggle their multiple classroom tasks,
such as interpreting the learner's often idiosyncratic ways of
thinking, gradually transforming the children's special
understandings into more canonical ones, sustaining equitable
learning dialogue and taking care of the emotional well-being of the
students. This line of Deborah Ball's research, while relatively new,
seems to be an attempt to close the circle that opened with the early
reflection on her intuitive efforts, as a teacher, to identify and to
bridge the gap between her own mathematics and the mathematics of her
students. Indeed, this current research project harks back to Deborah
Ball's early publications, such as her now classical 1993 article
"With an eye on mathematical horizon: Dilemmas of teaching
elementary school mathematics", in which the memorable case of "Sean
numbers" helped the author to highlight challenges of classroom
teaching.

Deborah Ball has played multiple leadership roles, and not only
within community of mathematics education but also within that of
education at large, and not only within United States, but
internationally. In all these arenas, hers was a systematic effort to
build bridges. Her years-long work on bringing together research and
practice of mathematics education is just one example of these
attempts. Another expresses itself in her striving for a fruitful
collaboration between the communities of mathematicians and of
mathematics educators. In this later undertaking, she has been acting
on her strong belief that certain differences of opinions on
mathematics and on teaching that arise occasionally between these two
communities, far from being an obstacle, are likely to help in
creating a synergetic partnership.

Deborah Ball's achievements as a researcher and a leader have been
recognized nationally and internationally. This recognition is
signaled, among others, by the unprecedented frequency with which her
publications are cited by other authors, by her great popularity as a
speaker, by her multiple roles within ICMI and by her membership of
numerous policy-making or advisory committees, such as the National
Science Board, appointed by President Barack Obama. Whereas her work
is firmly grounded in mathematics education, the recognition of its
outcomes goes well beyond the community of mathematics education.
This is evidenced by Deborah Ball's prestigious membership in the
National Academy of Education and by her current roles as the
President of the American Educational Research Association and as a
member of the American Academy of Arts and Sciences.

Deborah Ball has been an elementary classroom teacher before and
during her studies at Michigan State University, which she completed
in 1988 with a PhD in mathematics education. Upon graduation, she
joined Michigan State University, and in 1996 she was recruited to
the University of Michigan to develop the mathematics education
group. She has been teaching at the University of Michigan ever since
then and also spent over a decade serving as Dean of the School of
Education there.

With more than thirty years of outstanding achievements in
mathematics education research and development, Deborah Ball is a
most distinguished member of mathematics education community and a
highly deserving recipient of 2017 Felix Klein Award.


Editors:
Abraham Arcavi (ICMI Secretary General); Merrilyn Goos (ICMI Vice
President); Lena Koch (IMU Secretariat, ICMI Administrator)

Contact:
abraham.arcavi@weizmann.ac.il; m.goos@uq.edu.au; lena.koch@wias-berlin.de

Graphic Design:
Lena Koch

Contents
Announcement of the recipients of the 2017 Hans Freudenthal Award and
the 2017 Felix Klein Award:

The 2017 Hans Freudenthal Award for outstanding contributions of an
individual's theoretically well-conceived and highly coherent
research programme for Terezinha Nunes

The 2017 Felix Klein Award for life-time achievement in mathematics
education research for Deborah Loewenberg Ball

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

The 2017 Hans Freudenthal Award for outstanding contributions of an
individual's theoretically well-conceived and highly coherent
research programme for Terezinha Nunes

The Freudenthal Award, with which ICMI honors innovative, consistent,
highly influential and still ongoing programs of research in
mathematics education, is being awarded in 2017 to Professor
Terezinha Nunes, University of Oxford, UK, for her outstanding
contribution to our understanding of mathematical thinking, ist
origins and development.

For more than 35 years now Terezinha Nunes has been researching
children's mathematical learning, as it takes place in formal and
informal settings. The results of her numerous, exemplarily designed
studies combine into an insightful, consistent, and comprehensive
story of the emergence and evolution of mathematical thinking. This
constantly developing account has been inspiring the work of
mathematics education researchers and informing mathematics teachers'
practices all over the world. It has had a major impact on both what
we know about children's learning of mathematics and on how we know
and think about it.

Terezinha Nunes' research has been immensely innovative and
influential from its earliest stages. In one of her first studies,
she documented the mathematical skills of young Brazilian street
vendors who, although almost unschooled and incapable of executing
paper-and-pencil arithmetic tasks, proved impressively proficient in
complex money transactions. Understandings gained through this
research have echoed throughout the mathematics education literature
ever since the project's completion, for almost three decades now. It
was one of those studies that, in the last quarter of the 20th
century, revolutionized our thinking about learning-about its nature,
origins and development. Conducted with David Carraher and Analucia
Schliemann and summarized in their seminal book Street Mathematics
(1993), this research made a decisive contribution to what is now
known as the "situative turn" in the learning sciences at large, and
in mathematics education in particular. Terezinha Nunes' contribution
to this conceptual revolution has been evidenced, among others, by
the widespread use of the term street mathematics and by the large
number of cross-situational and cross-cultural studies on mathematics
learning inspired by her work.

Terezinha Nunes' later research on the development of mathematical
thinking, conducted in Brazil and the UK, spans multiple mathematical
topics, from additive and multiplicative reasoning to fractions,
variables, randomness and probability. She has studied children's
logical reasoning and its role in the learning of mathematics, as
well as problem solving and the way mathematics is being used in
science. A special place in her work has been reserved for research
on the mathematics learning of deaf children and for developing and
testing innovative intervention programs based on insights thus
gained. In parallel to the work of scrutinizing different types of
mathematical thinking and their development, Terezinha Nunes has also
systematically constructed a big picture of this development. As
research findings have accumulated, she has been adjusting and
refining her syntheses. Different versions of these cumulative,
integrative accounts have been disseminated, among others, through
her 2000 ICME plenary address, her 1996 book written with Peter
Bryant Children Doing Mathematics, and the 2016 ICME monograph
Teaching and Learning about Numbers in Primary School, which she
co-authored with colleagues.

While forging her stories on children's thinking about numbers,
Terezinha Nunes has been transforming her own thinking as a
researcher. She has come a long way from being a traditionally
trained clinical psychologist, whose research was firmly grounded in
Piaget's ideas about human development, to being inspired by cultural
psychology and the work of Vygotsky and his followers to at least the
same extent. Hers is a special type of synthesis between cognitivist
and sociocultural approaches. Today, she speaks about "mathematics
learning as the socialization of the mind" and claims the utmost
importance of cultural shaping. At the same time, she asserts the
existence of cross-cultural invariants in children's mathematical
thinking. If these two tenets may sometimes appear incompatible, she
argues, it is only because different cultures build on the common
elements to produce forms of mathematical competences diverse enough
to make the cross-cultural invariants almost invisible. Another basic
tenet of her work is that children's quantitative reasoning may and
should be developed independently of, and possibly prior to, their
numerical skills. These and many other of her research-generated
insights on mathematics learning were novel to the mathematics
education community when first announced. Careful to notice phenomena
that have escaped the attention of investigators wedded to the
"deficit model" of research, she portrayed children's mathematics in
unprecedented detail and depth.

Terezinha Nunes' tendency for bridging apparent opposites and
bringing the separate together finds its expression also in her
attempts to improve the practice of teaching mathematics. Not a
typical dweller of the ivory tower of academia, she has always made
sure that her work finds its way to those for whom it was meant in
the first place - educators, parents, and anybody interested in
promoting children's learning. She has been consistently translating
her research generated insights into innovative pedagogies.

Trained as a psychologist, Terezinha Nunes began investigating
children's mathematical thinking because of her professional interest
in human development. Her studies soon began to attract the attention
of mathematics education researchers, leading to her membership in
the International Committee of PME (1986-1990; in 1989-1990 she
served as Vice-President of PME) and on editorial boards of major
mathematics education journals, Educational Studies in Mathematics
(1989-1995) and For the learning of mathematics (2000-2004). Since
then, she has been one of the most widely recognized members of the
community of research in mathematics education. This, however, was
not her only professional membership. An interdisciplinary thinker,
who has been investigating children's evolving reading and writing
skills in parallel to her work on mathematical thinking, Terezinha
has enjoyed a prominent status also among developmental and cultural
psychologists. Her insights about numeracy and about literacy
constantly informed and enriched each other and combined together
into a major advancement in our understanding of human development
and learning in general.

Terezinha Nunes began her studies in psychology in her native Brazil
and earned her masters and PhD degrees at City University of New York
(1975, 1976, respectively). She began her academic career in Brazil
at the Federal University of Minas Gerais and the University of
Pernambuco. Later, she moved to the United Kingdom, where she taught
at the Institute of Education, University of London, Oxford Brookes
University and, since 2005, at the University of Oxford. She is now
Professor Emerita at the University of Oxford and a Fellow of Harris
Manchester College, Oxford. Throughout her career, she has completed
tens, if not hundreds of studies, most of which were conducted in
Brazil and in the UK. An exceptionally prolific writer, she has
authored or co-authored more than a dozen books and almost two
hundred journal papers, book chapters and encyclopedia entries in
English and Portuguese. An ardent team player and highly appreciated
teacher, Terezinha Nunes has been an inspiration to her colleagues
and to her many students.

As an outstanding researcher driven by an insatiable passion for
knowing, one who has made a paramount contribution to mathematics
education and is likely to continue adding substantial insights for
years to come, Terezinha Nunes is an eminently deserving recipient of
the Hans Freudenthal Award for 2017.


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

The 2017 Felix Klein Award for life-time achievement in mathematics
education research for Deborah Loewenberg Ball

The Felix Klein Award, with which ICMI honors the most meritorious
scholars within the mathematics education community, is given in 2017
to Deborah Loewenberg Ball, the William H. Payne Collegiate Professor
in Education and an Arthur F. Thurnau Professor in the University of
Michigan, Ann Arbor, MI, US. The Felix Klein Award 2017 is awarded to
Professor Ball in recognition of her outstanding contributions and
her leadership role in deepening our understanding of the
complexities of teaching mathematics and in improving the practice of
teaching and of teacher education.

These achievements are grounded in Deborah Ball's firm belief that
research and practice of teaching are co-constitutive and must always
be developed in tandem. Early in her life, Deborah Ball, at that time
an exceptionally talented elementary school mathematics teacher, set
out to investigate what was involved in the work of teaching children
mathematics "for understanding." Her intention was to uncover the
work in order to support the learning of teaching practice. Ever
since then, her ambition has been to contribute in a substantial way
to the project of improving ways in which mathematics teachers
support their students' learning. This goal gave rise to two lines of
work, both of them combining research with development in the domain
of teacher education. The first strand, in which the research element
came first, has been generating studies revolving around the question
of what mathematical knowledge is required for teaching learners. In
the second line of work, related to the practice of education in a
more immediate way, the development of innovative teacher preparation
programs has been combined with research, through which Deborah Ball
has been trying to gain a better grasp of the moment-to-moment
dilemmas with which teachers grapple in the classroom.

The first of these pursuits gave rise to the theory of MKT,
Mathematical Knowledge for Teaching, the kind of knowledge that
requires competence in both everyday and academic mathematical
discourses, but is identical to neither. In her multiple studies,
Deborah Ball and her colleagues have been able to identify many
unique features of MKT, and then to corroborate the conjecture about
a correlation between teachers' competence in this special brand of
mathematics and the achievements of their students. With the support
of a group of mathematicians, the theory has been translated into an
instrument for measuring teachers' knowledge of mathematics for
teaching. The MKT project proved highly influential, as evidenced by
the widespread use of the term MKT and by the great popularity of
Deborah Ball's publications on the topic. Her 2008 paper "Content
knowledge for teaching: What makes it special?" co-authored with Mark
Hoover and Geoffrey Phelps Thames, which appeared in the Journal of
Teacher Education, is one example of such a widely read article.

The second, newer strand of Deborah Ball's work is centered in
TeachingWorks, a national organization she established at the
University of Michigan to help in improving teachers' preparation and
to define "a professional threshold for entry to teaching." The
mission of the institute is to identify "high-leverage" teaching
practices, that is, those recurring elements of teacher's classroom
activities that are central to what Deborah Ball terms "the work of
teaching." It is also part of the mission to work in partnerships
with others to improve the preparation of teachers. To this
end, Deborah Ball has been carrying in-depth analyzes of the ways in
which mathematics teachers juggle their multiple classroom tasks,
such as interpreting the learner's often idiosyncratic ways of
thinking, gradually transforming the children's special
understandings into more canonical ones, sustaining equitable
learning dialogue and taking care of the emotional well-being of the
students. This line of Deborah Ball's research, while relatively new,
seems to be an attempt to close the circle that opened with the early
reflection on her intuitive efforts, as a teacher, to identify and to
bridge the gap between her own mathematics and the mathematics of her
students. Indeed, this current research project harks back to Deborah
Ball's early publications, such as her now classical 1993 article
"With an eye on mathematical horizon: Dilemmas of teaching
elementary school mathematics", in which the memorable case of "Sean
numbers" helped the author to highlight challenges of classroom
teaching.

Deborah Ball has played multiple leadership roles, and not only
within community of mathematics education but also within that of
education at large, and not only within United States, but
internationally. In all these arenas, hers was a systematic effort to
build bridges. Her years-long work on bringing together research and
practice of mathematics education is just one example of these
attempts. Another expresses itself in her striving for a fruitful
collaboration between the communities of mathematicians and of
mathematics educators. In this later undertaking, she has been acting
on her strong belief that certain differences of opinions on
mathematics and on teaching that arise occasionally between these two
communities, far from being an obstacle, are likely to help in
creating a synergetic partnership.

Deborah Ball's achievements as a researcher and a leader have been
recognized nationally and internationally. This recognition is
signaled, among others, by the unprecedented frequency with which her
publications are cited by other authors, by her great popularity as a
speaker, by her multiple roles within ICMI and by her membership of
numerous policy-making or advisory committees, such as the National
Science Board, appointed by President Barack Obama. Whereas her work
is firmly grounded in mathematics education, the recognition of its
outcomes goes well beyond the community of mathematics education.
This is evidenced by Deborah Ball's prestigious membership in the
National Academy of Education and by her current roles as the
President of the American Educational Research Association and as a
member of the American Academy of Arts and Sciences.

Deborah Ball has been an elementary classroom teacher before and
during her studies at Michigan State University, which she completed
in 1988 with a PhD in mathematics education. Upon graduation, she
joined Michigan State University, and in 1996 she was recruited to
the University of Michigan to develop the mathematics education
group. She has been teaching at the University of Michigan ever since
then and also spent over a decade serving as Dean of the School of
Education there.

With more than thirty years of outstanding achievements in
mathematics education research and development, Deborah Ball is a
most distinguished member of mathematics education community and a
highly deserving recipient of 2017 Felix Klein Award.

***************************************************
--
Jerry P. Becker
Department of Curriculum & Instruction
College of Education and Human Services
Southern Illinois University Carbondale
625 Wham Drive / MC 4610
Carbondale, Illinois 62901



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