The Klein project is coached by a Design team, appointed by IMU and ICMI jointly, whose members are:
Michèle Artigue, Université Paris Diderot, France
Ferdinando Arzarello, Università degli Studi di Torino, Italy
Bill Barton, The University of Auckland, New Zealand (chair)
Graeme Cohen, University of Technology, Sydney, Australia
William (Bill) McCallum, University of Arizona, USA
Tomas Recio, Universidad de Cantabria, Spain
Christiane Rousseau, Université de Montréal, Canada
Hans-Georg Weigand, Universität Würzburg, Germany
It is a project commissioned by IMU and ICMI, which fund it. Its aim is to revisit the intent of Felix Klein when he wrote Elementary Mathematics from an Advanced Standpoint one hundred years earlier. The purpose is twofold:
- to produce a book for upper secondary teachers that communicates the breadth and vitality of the research discipline of mathematics and connects it to the senior secondary school curriculum;
- to produce a series of mathematical vignettes (short readable pieces on a single topic) available on a Blog;
- to deliver workshops for teachers, where the status of the project is illustrated and they possibly become involved in it.
The 300-page book, prepared in more than 10 languages, will be written to inspire teachers to present to their students a more informed picture of the growing and interconnected field represented by the mathematical sciences in today's world.
We expect this will be backed up by web, print, and DVD resources.
The book cannot be either comprehensive, nor definitive of the field. The text will emphasise links between branches of the field and generic themes (such as the impact of computing). Insights from mathematics education will not be addressed specifically but will be implicit in many places.
The 21st Century Klein Project is about contemporary mathematics: its themes, its problems, its excitements, and its applications. It must also relate to the educational environment of the 21st Century—which is very different from the environment in which Klein worked.
The international Klein Project seeks to reach ALL upper secondary teachers—not just those who are already enthusiastic mathematicians, but it must also entice those who can rediscover their love for mathematics.
Both mathematicians and mathematics educators have important roles to play in the project: they work together, and inclusively in order to really make a difference.
The Klein Project is neutral with respect to the school curriculum: its structure, content, assessment, teaching modes, philosophy. Klein materials are not classroom resources—they are materials for teachers.
We need to produce material and deliver workshops that are:
Each Vignette must keep teachers’ attention.
Our research tells us that:
The mathematical level is vital:
The style is just as vital:
Each Vignette must enable teachers to follow up their reading. Each Vignette must have a variety of Associated Documents:
Klein Workshops are places where secondary mathematics teachers, mathematicians and mathematics educators come together to work on Klein Project materials.
What is produced is important, but, as with all Workshops, what happens in the interactions is equally important.