ICTMA23 · About
Context gives meaning to diversity
The theme for ICTMA23 is “Context and Diversity, and its Meaning in Mathematical Modelling Education”. Here is what it means, who ICTMA are, and who is bringing the conference to Skukuza.
Conference theme
Context and Diversity, and its Meaning in Mathematical Modelling Education
Mathematical modelling is rooted in the real world. It is shaped by context, culture and human experience. With diversity and global complexity on the rise, understanding how context influences modelling practice matters for both theory and teaching. ICTMA23 invites the international community to look critically at how diversity (social, cultural, economic, linguistic and ecological) shapes the teaching and learning of mathematical modelling.
Held in the Kruger National Park, the conference puts the connections between mathematics, society and the natural world at the centre. It is a space for researchers, educators and practitioners to share insights, challenge assumptions and explore inclusive, context-responsive approaches to modelling education.
Conference aims
- To advance research on the role of context in mathematical modelling education
- To explore inclusive and equitable practices in diverse educational settings
- To strengthen connections between theory, practice and real-world applications
- To foster international collaboration across disciplines and regions
Contribution to research
Two outputs will follow from the conference as a contribution to research: a book in the ICTMA Springer series, and a Special Issue of the African Journal of Teacher Education and Development. More detail will follow in the Second Announcement and on this website.
Sub-themes
The eight strands
Contributions are invited around these strands, but are not limited to them. All of them apply to every level of education.
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Strand 1
Contextualising Mathematical Modelling
- Local, cultural and socio-economic influences on modelling
- Indigenous knowledge systems and modelling
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Strand 2
Equity, Diversity and Inclusion
- Access and participation in modelling education
- Language, identity and power in modelling classrooms
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Strand 3
Modelling in Practice
- Classroom implementation and task design
- Assessment and evaluation of modelling competencies
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Strand 4
Teacher Education and Professional Development
- Developing a modelling mindset in teachers
- Pre-service and in-service teacher education
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Strand 5
Technology, AI and Modelling
- The role of artificial intelligence in modelling
- Digital tools and simulation environments
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Strand 6
Interdisciplinary and Real-World Applications
- Modelling in science, engineering, health and finance
- Sustainability and environmental modelling
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Strand 7
Students' Thinking and Learning
- Cognitive and affective aspects of modelling
- Collaboration, problem posing and problem solving
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Strand 8
Critical Perspectives
- Modelling for critical citizenship
- Ethnomathematical dimensions of modelling
- Ethical dimensions of modelling
The community
The International Community of Teachers of Mathematical Modelling and Applications
The International Community of Teachers of Mathematical Modelling and Applications (ICTMA) is a membership organisation that promotes the teaching and learning of applications and mathematical modelling at every level of education, from primary and secondary school to colleges and universities.
Since the early 1980s ICTMA has held a series of international conferences, mostly every two years. They have helped shape mathematical modelling education as a field, as a place for scholarly exchange, collaboration and sharing research.
Forty-four years of ICTMA conferences
Hover over or tab to a point to see where each one was held. ICTMA18 was in Cape Town in 2017; ICTMA23 brings the conference back to South Africa.
ICTMA conference Held in South Africa ICTMA23, Skukuza 2027
Show the full list
- ICTMA1 1983University of Exeter, England
- ICTMA2 1985University of Exeter, England
- ICTMA3 1987University of Kassel, Germany
- ICTMA4 1989University of Roskilde, Denmark
- ICTMA5 1991Freudenthal Institute, Netherlands
- ICTMA6 1993University of Delaware, USA
- ICTMA7 1995University of Ulster, Northern Ireland
- ICTMA8 1997University of Queensland, Australia
- ICTMA9 1999University of Lisbon, Portugal
- ICTMA10 2001Tsinghua University, Beijing, China
- ICTMA11 2003Marquette University, Milwaukee, USA
- ICTMA12 2005City University, London, United Kingdom
- ICTMA13 2007Indiana University, USA, with a satellite meeting at Kathmandu University, Nepal
- ICTMA14 2009University of Hamburg, Germany
- ICTMA15 2011Australian Catholic University, Australia
- ICTMA16 2013Universidade Regional de Blumenau, Brazil
- ICTMA17 2015University of Nottingham, United Kingdom
- ICTMA18 2017Stellenbosch University, Cape Town, South Africa
- ICTMA19 2019University of Hong Kong, Hong Kong
- ICTMA20 2022University of Würzburg, Germany
- ICTMA21 2023Yokohama National University, Japan
- ICTMA22 2025Linköping University, Sweden
- ICTMA23 2027University of the Witwatersrand, at Skukuza, South Africa
Host and organisers
Hosted by the University of the Witwatersrand
School of Education, Mathematics Education Division, University of the Witwatersrand, Johannesburg, South Africa.
Local Organising Committee
- Chair
- Dr Rina Durandt
- Members
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- Mrs Mukhethwa Chabalala
- Dr Aarifah Gardee
- Dr Brantina Chirinda
- Dr Herman Tshesane
- Prof Judah Makonye
- Dr Sego Matlala
- Dr Sfiso Mahlaba
- Dr Wilmari Morton
- Dr Zaheera Jina Asvat
All from the University of the Witwatersrand.
- Conference organiser
- Mrs Carla de Jager, Carlamani Conferences
Contact
Who to ask
Questions about papers, the programme or the theme go to the chair. Registration, accommodation, invoices, transfers and visa letters go to Carlamani Conferences.
Scientific enquiries
Dr Rina Durandt
ICTMA23 Chairperson, Wits School of Education
rina.durandt@wits.ac.zaNeed a visa invitation letter? Email ictma23@carlamani.com with a copy of your passport photo page and allow three working days. Read the Carlamani privacy policy.