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CANP Publication Now Available: "Teacher Preparation in Central America and the Caribbean" 
The Capacity and Networking Project (CANP) has published a new book available for purchase as both an e-book and a softcover. "Teacher Preparation in Central America and the Caribbean" is the result of 66 mathematics educators and professionals from Colombia, Venezuela, the Dominican Republic, Panama, and Costa Rica organizing and exchanging ideas in mathematics education.

To order a copy of the book, please visit its webpage at

USNC/MI Hosts U.S. Reception at ICME-13
140 mathematics educators attended the U.S. Reception at ICME-13 in Hamburg, Germany, on the evening of Wednesday, July 27. The reception, hosted by the USNC/MI, was also sponsored by AMATYC (American Mathematical Association of Two-Year Colleges), AMTE (Association of Mathematics Teacher Educators), ASA (American Statistical Association), CBMS (Conference Board of the Mathematical Sciences), MAA (Mathematical Association of America), NCSM (National Council of Supervisors of Mathematics), and NCTM (National Council of Teachers of Mathematics). 

66 Travel Fellowships Awarded to American Attendees of ICME-13
NCTM, through an NSF grant, awarded 66 travel fellowships for U.S. teachers, researchers, and educators to attend the 13th International Congress on Mathematics Education (ICME-13). The Congress was held from July 24 through July 31, 2016 in Hamburg, Germany. NCTM received a total of 741 travel fellowship applications.

2016 Update: Mathematics Education in the U.S.: A Capsule Summary Fact Book
The PDF of the latest update to the "Capsule Summary Fact Book" is available for download here.

Under the auspices of the National Council of Teachers of Mathematics and the USNC/MI, John Dossey, Katherine Halvorsen, and Sharon McCrone prepared the 2012 update to the “Capsule Summary Fact Book.” The 89-page PDF report is also available for download

U.S.-China Report CoverUSNC/MI U.S.-Korea Workshop Report Released
On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum?

This report summarizes the presentations and discussions at the workshop.Organized by USNC/MI past chairs Gail Burrill and Rick Scott, the week-long international seminar, "Bridging Policy and Practice in Mathematics Education around the World," was held as part of the 26th annual Park City Mathematics Institute (PCMI) International Seminar on July 5 - 8, 2016.  The mission of the Seminar is to bring together teams of two educators, a university mathematics educator or policymaker, and a secondary teacher from a small number of nations representing a cross-section of the regions of the world to discuss major issues in mathematics education policy and practice. The seminar, focused on Statistics, brought teams of one mathematics education policymaker and one practicing secondary mathematics teacher from each of six following countries: Argentina, Bolivia, Guatemala, Honduras, Paraguay, and the United States.  Most of the experts were from Central and South America. 

Mathematics Education in the United States 2012: A Capsule Summary Fact Book
Under the auspices of the National Council of Teachers of Mathematics (NCTM) and the USNC/ICMI, John Dossey, Katherine Halvorsen, and Sharon McCrone prepared the 2012 update to the “Capsule Summary Fact Book” for ICME-12. The 89-page PDF report is available for download.



This material is based upon work supported by the National Science Foundation under Grant Number DRL-1214813. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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