Electronic Proceedings of the
Fifth International Conference on Technology in Mathematics Teaching
August, 6-9, 2001 — University of Klagenfurt, Austria
Address to the delegates
Dear delegates of the ICTMT 5,
welcome to our university! You are here at the junction of three grand European cultures, the German, the Slavic, and the Roman culture. Carinthia has always been a transit region for Europe; important paths through the Alps are crossing the country. This has welcome symbolic implications for our conference, as junction of – at least – three grand cultures of mathematics and mathematics teaching, i.e. Anschauliche Mathematik, experimental mathematics, and computer aided mathematics. We would like to offer a transit region for ideas, important paths crossing the field and possibilities of human comprehension.
The University of Klagenfurt is the youngest institution of tertiary education in Austria, established in 1974, an offspring of a personal idea and vision of the former vice mayor of Klagenfurt, Hofrat Hans Romauch which was later supported by the central government, by the federal state of Carinthia, and by the city of Klagenfurt. „Bildungswissenschaften“ in the Humboldtean sense was the principal idea behind – a radical new approach to science focussing on „Didaktik“ and teaching – a teaching research institute of European rank was the desired goal. Whilst developments took a different turn, the concept and educational philosophy of „Bildungswissenschaften“ are still much alive at our university. Consistent with this idea, the university hosted an institute for teaching technology and several professors for didactics at the mathematics department right from the beginning. This forms a suitable background for a conference like the ICTMT dealing with technology in mathematics teaching.
In 1981, we organised a workshop on visualisation in mathematics teaching in co-operation with the visualisation groups at Kassel and Koblenz. And 15 more workshops were to follow over the years. Our equipment in those times looks outdated from today’s perspective, we did not even have a suitable computer for teaching. We worked with a simple video camera and a trick table. Our ideas of those times, however, are still relevant, as a whole series of films prove. We feel honoured to carry on our efforts to implement innovations in mathematics teaching by technology by hosting this Fifth ICTMT on our 20th anniversary of this first workshop.
Anschauung and Experimental mathematics, our mottos from the beginning, once meant a cut compared to the then prevailing New Math, which was heavily theory, loaded. In general, such cuts lead to crises, which in the Greek origin means „danger and potential at the same time“. A parallel cut is forced by the use of technology in teaching that leads to great changes. History tells us that it is of no use to defend stubbornly the old; see e.g. the controversy abacus – Adam Riese in the 16th century. Thus, we have to take up the challenge of the new. We should focus on maximising the potential, minimising the dangers – ICTMT 5 will hopefully contribute to that process.
This conference can only be carried through by the combined effort of many. We express our gratitude and thanks to the 250 delegates from 40 countries from all continents, to the 169 presenters, to the public and private sponsors and partners, above all we want to mention the University of Klagenfurt, the City of Klagenfurt, Infineon technologies, and many others. Last but not least, we thank Prof. Oldknow, honorary president of this conference and all the chairs, leading the various sessions of the scientific programme of this ICTMT.
The single sessions of the conference are attributed to strands, special groups, and working groups. It was the plan of the organisers and an international board preparing the conference to structure the presentations into strands each devoted to an important topic. Each strand should have a renowned plenary speaker as a leading figure. Moreover, to offer a plenty of discussion and group work, there are a number of special groups and working groups organised. Working groups should be centred on a common theme, while special groups should be working groups signified by a common tool. Presentations in special and working groups are in general shorter and presenters should allow more time for discussion and chairs are asked to encourage and lead group work.
The local organising committee perceives its main job in the task of offering a platform for the exchange of ideas. We hope, you can use it to improve the benefit of new technologies in teaching for those whom we teach. We wish you challenging days in the interest of our science and a nice stay in our beautiful landscape.
Klagenfurt, August 2001
