The American Educational Research Association was founded in 1916 and has approximately 25,000 members. It is concerned with 鈥渋mproving the educational process by encouraging scholarly inquiry related to education and evaluation by promoting the dissemination and practical application of research results鈥�. AREA is comprised of 12 divisions and 155 special interest groups.
The British Columbia Association of Mathematics Teachers (BCAMT) started in the 1950鈥檚 as a Professional Specialist Association (PSA) formed by the British Columbia Teachers Education. Its mission is to promote excellence in mathematics education by: promoting professional development in all aspects of mathematics education; contributing to the development of sound curriculum and the selection of appropriate resources; initiating communication with members, other groups and/or organizations having an interest in mathematics education; providing recommendations and advice to the British Columbia Teacher's Federation Executive Committee, the Professional Development Advisory Committee and other committees of the BCTF on mathematics curricula and other matters affecting mathematics teachers; and supporting the National Council of Teachers of Mathematics by encouraging and promoting projects of mutual concern.
Canadian Mathematics Education Study Group (CMESG) consists of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of the education system. It is sponsored by the Science Council of Canada and was established around 1977 by David Wheeler. One of its main features is the working groups which distinguishes the CMESG from most other scholarly conferences in Canada. Its main aim is to advance education and coordinate national conferences and seminars to study and improve the theories of the study of mathematics education in Canada. It is also concerned with undertaking research in mathematics education and disseminating the results of this research.
Canadian Mathematical Society was first established in June 1945 as the Canadian Mathematical Congress. It was later incorporated as a non-profit organization in 1978, and has since taken on the name Canadian Mathematical Society. Its main focus is on forming partnerships with 鈥渦sers of mathematics in business, government and universities鈥�, educators and other mathematical societies.
Founded in 1972, Canadian Society for the Study of Education (CSSE) is the largest organization of professors, students, researchers and practitioners in education in Canada. Its mission is to advance knowledge and inform practice in educational settings. The CSSE is the major national voice for those who create educational leaders, and apply research in schools, classrooms and institutions of Canada.
International Commission on Mathematics Instruction (ICMI) is a commission of the International Mathematics Union (IMU). It is a non-governmental, nonprofit organization founded in 1908 at the international congress of mathematicians held in Rome. Its initial mandate was to analyze the similarities and differences in secondary school mathematics teaching among various countries. The organization works to stimulate the creation, improvement and dissemination of recent research findings and of the available resources for instruction. Its additional objective is to provide a link between educational researchers, curriculum designers, educational policy makers, teachers of mathematics, mathematicians, mathematics educators and others interested in mathematical education around the world.
Founded in 1920, the National Council of Teachers of Mathematics (NCTM) has grown to be the world's largest international organization concerned with mathematics education, having more than 80,000 members across the USA and Canada, and other parts of the world. It presents itself as the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research.
The NCTM is the global leader and foremost authority in mathematics education, ensuring that all students have access to the highest quality mathematics teaching and learning. The organization envisions a world where everyone is enthused about mathematics, sees the value and beauty of mathematics, and is empowered by the opportunities mathematics affords.
The Psychology of Mathematics Education is an affiliated study of the International Congress of Mathematics Instruction (ICMI). It began in 1969 when then president of ICMI, Hans Fruedenthal commissioned a team of researchers to organize and chair a round table to discuss psychological issues relating to mathematics education. The aims of the organization are to: promote international contacts and exchange of scientific information in the field of mathematical education; promote and stimulate interdisciplinary research in the aforesaid area; and further a deeper and more correct understanding of the psychology and other aspects of teaching and learning mathematics and the implications thereof.
This organization is the North American Chapter affiliated with the International Group for the Psychology of Mathematics Education, abbreviated PME-NA. It shares the same goals of the PME.
The Research on Undergraduate Mathematics Education (RUME) is an organization that was initially founded as the Association for Research in Undergraduate Mathematics Education (ARUME) in 1999 at the Annual Joint Meeting of the American Mathematical Society (AMS) and Mathematical Association of America (MAA). It arose in response to the rapid interest in research on undergraduate mathematics education. Ed Dubinsky was the originator behind the organization of the first RUME Conferences, which began in 1996, before the formation of the Association for Research in Undergraduate Mathematics Education. ARUME is the predecessor of the Mathematical Association of America鈥檚 Special Interest Group on Research in Undergraduate Mathematics Education (SIGMAA on RUME).