ICMI International Commission on Mathematical Instruction

ICMI AMOR Webinar Series
We regret to inform you that the ICMI AMOR webinar scheduled for Monday, 27 April 2026 has been postponed due to unforeseen circumstances.

A new date will be communicated shortly.
Thank you for your understanding.

With our apologies,
Jean-Luc Dorier
ICMI Secretary General

Mathematics and Statistics Awareness Month is a program of the Joint Policy Board for Mathematics (JPBM)—a collaborative effort of the American Mathematical Society, the American Statistical Association, the Mathematical Association of America, and the Society for Industrial and Applied Mathematics.

Mathematics and Statistics Awareness Month Mathematics and Statistics Awareness Month is a program of the Joint Policy Board for Mathematics (JPBM) . a collaborative effort of the American Mathematical Society, the American Statistical Association, the Mathematical Association of America, and the Society for Industrial and Applied Mathematic...

Dear colleagues,

Please note that in order to be informed and receive the zoom link for the next and each following ICMI AMOR webinar, you must subscribe now to ICMI Newsletter at : https://www.mathunion.org/icmi/organization/icmi-newsletter .

We are happy to announce that the second webinar in the series devoted to the ICMI Awardees Multimedia Online Resources project (ICMI AMOR) will take place on Monday April 27th, 2026.

There will be a first session at 10AM UTC in English and second session at 4PM UTC in Portuguese. Check the time in your respective countries. (UTC : Coordinated Universal Time https://time.now/timezones/utc/)

This webinar will be devoted to:

- Ubiratan D’Ambrosio unit (Felix Klein Award 2005) made by Milton Rosa and Daniel Clark Orey https://www.mathunion.org/icmi/awards/amor/ubiratan-dambrosio-unit
and
- Terezinha Nunes unit (Hans Freudenthal Award 2017) made by herself https://www.mathunion.org/icmi/terezinha-nunes-unit

with presentations of the authors of the units and also some testimonies of people who used these units in different contexts.

We remind you that a video of the first webinar including the presentations and the two sessions of open discussion is available on the ICMI AMOR Website https://www.mathunion.org/icmi/projects/icmi-amor or directly on the YouTube Channel : https://www.youtube.com/watch?v=aNmF5QlralE&t=1644s

Participants are encouraged to visit the ICMI AMOR website or/and our YouTube channel prior to the webinar.

Please note that when connecting to a webinar session you agree that the session is recorded and that the recording is posted on the ICMI Website and the ICMI AMOR YouTube Chanel. You can keep your video and microphone closed during the whole session.

On behalf of the ICMI AMOR Advisory Board,


Jean-Luc Dorier
ICMI Secretary General
[email protected] www.mathunion.org

ICMI AMOR 7 likes. "ICMI AMOR First Webinar Session"

El Comité Interamericano de Educación Matemática (CIAEM) les invita a participar en la XVII Conferencia Interamericana de Educación Matemática (XVII CIAEM 2027) del 27 de junio al 3 de julio de 2027 en Barranquilla, Colombia

La XVII CIAEM ofrece cinco modalidades para presentar sus trabajos:

1. Comunicaciones

2. Talleres

3. Pósteres físicos

4. Pósteres digitales

5. Videos

En la XVII CIAEM se esperan ponencias con resultados, experiencias y reflexiones sobre temas actuales en la Educación Matemática. Estamos en la etapa de preparación de las ponencias y del primero de septiembre hasta el 30 de noviembre de 2026 envío de ponencias. Conozca como preparar ponencias para la XVII CIAEM:

Preparar ponencias para la XVII CIAEM – XVII CIAEM Preparar ponencias para la XVII CIAEM Angel Ruiz 30 de enero de 2026 Información general 4 comentarios El periodo de recepción de propuestas de ponencias abiertas para la XVII Conferencia Interamericana de Educación Matemática es del 1 de setiembre al 30 de noviembre de 2026. Todo sobre las pone...

Remembering Norma Presmeg, 1942-2026

On February 25, 2026, Mathematics Education lost a great mind and a great heart with the passing of Dr. Norma C Presmeg, Professor Emerita. She was home with family in Maryville, Tennessee, accompanied by classical music as she left this earth at age 83. Instrumental in the development and advancement of her field worldwide, Norma had educational involvement on multiple continents during her long career. In South Africa, she was named valedictorian at Port Shepstone High School, then attended Rhodes University and the University of Natal. Twelve years of teaching high school mathematics followed. In 1985, she earned her PhD from the University of Cambridge, England, and returned to South Africa where she taught at the University of Durban-Westville. After emigrating to the United States in 1990, she served on the faculty at Florida State University, followed by Illinois State University, where she was promoted to Professor of Mathematics. During this time, she was proud to become a U.S. Citizen, although she often referred to herself as a “citizen of the world.”

Beloved by students through the years for her genuine interest in their learning and growth, Norma was always supportive and generous with her time. Her former PhD students now pepper the globe and are leaders in their own right. She was known to say ”Maths is beautiful!” as she bridged the gap between the arts and sciences, never losing enthusiasm for the unassailable elegance and logic of mathematics, nor taking lightly the responsibilities of teaching. Her attention to detail, academic rigor, and integrity served the community well during many decades of assisting colleagues throughout the world. International collaborations include PhD program consulting, ICME and PME conferences, and writing and editing journals and books. She remained academically active for over a decade following her retirement. Her many contributions defy summation.

Norma was a lifelong learner who excelled at whatever she took on, academic or otherwise- whether playing piano, learning new languages just for the challenge, avidly gardening, or knitting complex masterpieces. A traveller and explorer of nature, she appreciated the beauty she found around her, and loved to watch the changing sky. Similarly, she saw the best in others. With tremendous strength of character, she lived a principled life, holding herself accountable to the highest standards. She remained active in her church, and, although always modest, with time she became even less interested in accolades and distinctions, and more interested in personal growth.

After a lifetime of service to others, during which her great intellect and kindness touched thousands of lives, she leaves this world an improved place- not just by what she did, but by who she was. May her legacy live on through us, inspired by her peerless example.

CIEAEM77 - Connecting being, doing and knowing in Mathematics Education

July 20-24th, 2026

📍 Venue: Campus Mundet, University of Barcelona
🌐 Conference website: https://actes.ub.edu/go/cieaem77
📩 Contact: [email protected]
🗓 Key dates:

Proposal submission: March 30, 2026
Notification: April 30, 2026
Early-bird registration: May 15, 2026

Visit the website to see the updated information: https://actes.ub.edu/go/cieaem77

The Proceedings of the IV Congress of Mathematics Education of Central America and the Caribbean (IV CEMACYC), held from November 2 to 7, 2025, in Santo Domingo, Dominican Republic, were published online (11 volumes, 2,269 pages). Here is the link https://redumate.org/memorias-iv-cemacyc/

Angel

_____________________
ANGEL RUIZ

-President Consejo Internacional Comité Interamericano de Educación Matemática (International Council Inter-American Committee of Mathematics Education)

-President Red de Educación Matemática de América Central y El Caribe (Mathematics Education Network for Central America and the Caribbean)

-Director Proyecto Reforma Matemática (Mathematical Reform Project), Costa Rica

Memorias IV CEMACYC – Red de Educación Matemática de América Central y El Caribe Creada en el 2012 en el marco del Capacity and Networking Project de la International commission on mathematical instruction

Second Call for Contributions of the 31st Asian Technology Conference in Mathematics (Hybrid modes),
December 12-15, 2026 (ATCM 2026)
The University of Coimbra, Department of Mathematics, Portugal
Scopus-indexed proceedings

Dear Colleague,

Greetings! We cordially remind you to contribute your abstract or full paper to the 31st Asian Technology Conference in Mathematics (ATCM 2026) (https://atcm.mathandtech.org/), to be hosted by the University of Coimbra, Department of Mathematics, Portugal. Coimbra has its mix of medieval history, stunning architecture, and vibrant student culture. The University of Coimbra was declared a World Heritage Site in 2013 by UNESCO.

The peer-reviewed and accepted full papers will be indexed in Scopus. We have a great line-up of invited speakers again this year. Please see https://atcm.mathandtech.org/speakers.htm for details. Please mark your calendar to prepare your abstract and full paper in time for ATCM 2026. All submissions should be done through an online peer-reviewing system at http://conferencereview.com/.

The deadline for Abstract ONLY Submission is June 30, 2026.
The deadline for Full Paper Submission is July 31, 2026.

The theme for ATCM 2026 is "New Journeys in Mathematics, Science, and Education from Technology". The evolution of technological tools has influenced our teaching, learning, and doing of mathematics and its related fields. For instance, how would the latest development of artificial intelligence influence the way we prepare content to train our future math teachers and do mathematics? We sincerely invite you to share any of your experiences using technology in your classrooms or your research at the conference, either in person or virtually.

Thanks to our dedicated local organizing committees and international program committees year after year, we are proud to say that the ATCM series has been enjoyable and instructive since its inception in 1995. It is one of the few international conferences that can keep up publishing the series open-access Electronic Proceedings of ATCM, which can be found at https://atcm.mathandtech.org/ElectronicProceedings.htm. Selected refereed papers from ATCM 2026 will be invited for consideration for publication in the free open-access Electronic Journal of Mathematics and Technology (eJMT: https://ejmt.mathandtech.org/).

We sincerely thank many of you who have joined this annual international; without your participation and contribution over the years, ATCMs would never have lasted this long. It would be greatly appreciated if you could kindly spread the news of ATCM 2026. If you have questions regarding the scientific program for ATCM or related matters, you may contact the co-chairs of IPC Weng Kin HO ([email protected]), NIE/ Nanyang Technological University, Singapore, or Alasdair McANDREW([email protected]), Victoria University, Australia. If you have questions regarding the local arrangements for ATCM 2026, don't hesitate to get in touch with the chair of LOC, Professor Jaime Silva at [email protected]. or Secretariat (Head) Dr. José Manuel Dos Santos: [email protected].



Sincerely,

ATCM 2026
International Program Committee (IPC)
Local Organizing Committee (LOC)

ATCM - Asian Technology Conference in Mathematics - Speakers The ATCM 2026 is an international conference that will continue addressing technology-based issues in all Mathematical Sciences.

Vale Ken Clements (1942-2026): These reflections on the life and work of the late Professor McKenzie (Ken) Clements who passed away in Queensland Australia in February 2026 are kindly shared from the March Newsletter of History and Pedagogy of Mathematics (HPM). Our sympathies go out to Nerida Ellerton, Ken's wife and co-researcher in many projects, who gives a personal tribute to their collaboration over many years, and to Ken's family in Australia.
---------------------------------------------------------------
Vale Ken Clements
18/9/42 – 19/2/26
Personal reflections from Gail FitzSimons, Kay Owens, Michael Fried, Dirk de Bock, & Nerida Ellerton

Professor McKenzie (Ken) Alexander Clements was a secondary teacher in his early career before earning his doctorate at the University of Melbourne in 1979. His career spanned Monash University, Deakin University, University of Newcastle, Universiti Brunei Darussalam, and finally Illinois State University. Ken was highly sought after for his expertise in mathematics education both within Australia and across Asia, North America, Europe and Africa, often in collaboration with Nerida Ellerton, an accomplished mathematics education researcher. Ken served on the second editorial board of Educational Studies in Mathematics.
Ken was an Editor of each of Springer’s International Handbooks of Mathematics Education—the only scholar leading all four volumes. In addition, between 2017 and 2026 Nerida F. Ellerton & M.A. Ken Clements were series editors for Springer book series:
History of Mathematics Education [https://link.springer.com/series/13545] with 12 books:
1. A History of Mathematics Education in Czechoslovakia. Ideologies and Practices (2026). Authors: Helena Durnova, Petra Antošová, Danny J. Beckers, and Snezana Lawrence;
2. Teaching Mathematics Through Historically-Based Activities. Experiments in French Classrooms (2026). Editors: Marc Moyon, Dominique Tournès, and Snezana Lawrence;
3. Modern Mathematics. An International Movement? (2023). Editor: Dirk De Bock;
4. Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea (2022). Authors: Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, and Chris Owens;
5. Toward Mathematics for All. Reinterpreting History of Mathematics in North America 1607-1865 (2022). Authors: Nerida Ellerton, and M. A. (Ken) Clements;
6. Rods, Sets and Arrows. The Rise and Fall of Modern Mathematics in Belgium (2019). Authors: Dirk De Bock and Geert Vanpaemel;
7. Oral History and Mathematics Education (2019). Editor: Antonio Vicente Marafioti Garnica ;
8. Connecting Humans to Equations. (2019). A Reinterpretation of the Philosophy of Mathematics; Authors: Ole Ravn, and Ole Skovsmose;
9. History of Number. Evidence from Papua New Guinea and Oceania (2018). Authors: Kay Owens, Glen Lean, with Patricia Paraide and Charly Muke;
10. Let History into the Mathematics Classroom (2018). Authors: Évelyne Barbin, Jean-Paul Guichard, Marc Moyon, Patrick Guyot;
11. Using Design Research and History to Tackle a Fundamental Problem with School Algebra (2018). Authors: Sinan Kanbir , M. A. (Ken) Clements, and Nerida F. Ellerton;
12. Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics. A History of the Royal Mathematical School Within Christ’s Hospital, London 1673–1868. (2017). Authors: Nerida F. Ellerton, and M. A. (Ken) Clements.
These works indicate Ken’s interest in the history and pedagogy of mathematics with an international perspective, his recognition of significant well known and less well-known visionaries and his encouragement of new authors. Each has a perspective that should be heard by mathematics educators. He was a visionary of the past and of the future and of the now.

Some of Ken’s works as author/editor which relate to mathematics education in the Australian system are the following:
Clements, M. A. (1979). Relationship between the University of Melbourne and the secondary schools of Victoria. Unpublished PhD Thesis, University of Melbourne.
Clements, M. A. (1992). Mathematics for the minority: Some historical perspectives of school mathematics in Victoria. (Rev. ed.). Deakin University.
Ellerton, N. F., & M. A. (Ken) Clements (Eds.). (1989). School mathematics: The challenge to change. Deakin University.
Ellerton, N. F., & Clements, M. A. (Ken). (1994). The national curriculum debacle. Meridian Press.
Each of these represent his influence in the field of mathematics curriculum at crucial times of change. The last book follows from his constant concern for school mathematics curriculum and in particular the negative impacts of the Bourbaki New Maths and paper-and-pencil testing. In 1970, his first book was co-authored for the School Mathematics Research Foundation: Pure Mathematics. It not only shows his grasp of mathematical concepts but the significance of mathematics in context.
When Ken moved to the United States, his interest in the history of mathematics and mathematics education was expanded. In particular, he and Nerida located some fascinating documents. They wrote about the history within the United States of America and fascinating parts of London mathematics. They also discussed the impact of several famous mathematicians. These are reported in their books listed above but were also presented in a number of talks. In particular, they noted how the genres of mathematics began back in the cyphering books of the late 1600s and 1800s dominating American colonies and United States mathematics, and were followed through into the mathematics books and teaching today. Ken and Nerida’s interest in the history of mathematics has culminated in the establishment in Toowoomba, QLD, Australia of the Australian Education Heritage Museum. For Ken, history often held the clue for understanding and furthering mathematics education.
Equity and mathematics in context were also themes for the number of books published through Deakin University in mathematics education, one of which was Pamela Harris’s Mathematics in a cultural context: Aboriginal perspectives on space, time and money (1991) which was a groundbreaking recognition of Australian First Nations mathematics.
Ken also published an interesting account of his interaction with precocious mathematician, Terence Tao (then 7 years old):
Clements, M. A. (Ken) (1984). Terence Tao. Educational Studies in Mathematics, 15, 213–238. https://doi.org/10.1007/BF00312075
Similarly, Ken published an account of a Papua New Guinean villager who became a mathematics lecturer, Atawe, whose home language did not have a base 10 system, and yet he had a profound sense of pattern and relationships including in number. This paper was an example of how well Ken was able to work respectfully and transculturally with so many people. In addition to a number of Australian doctoral students, he had students from Indonesia, Thailand, and Brunei studying at one of the universities as listed above. Supervising these students and assisting with their English expression of their ideas took time but he always appreciated the depth that their research added to mathematics education research. He taught courses in Penang, Malaysia, and in Thailand. He was always valued by his undergraduate students.

Through his valuing of mathematics education of S-E Asia, Ken recommended that the name of MERGA be Mathematics Education Research Group in Australasia in recognition of the links between Australia, South East Asia, Aotearoa New Zealand, and the islands of the Pacific. His wider vision was supported by his friend Alan Bishop, coming from Cambridge to Monash University in Melbourne, and the employment of another friend, Glen Lean, at Deakin University, bolstered by all their work in PNG. Ken chose to work in Brunei, and had lived with his family and worked in India from about 1984-1985. He frequently noted the importance of the valuing of mathematics in Asian countries and the subsequent achievements of these countries in mathematics. He was concerned about the dominance of Europe and USA on mathematics education in this region.

Ken always had time for children wherever they were. He loved a photo of himself, very white, with a child, very black, on the beach in Papua New Guinea laughing at his own skin. His daughter recalls him in the slums of Delhi talking with the children, asking them mathematics questions, and making them laugh. He always had a story or a joke, including his mathematics questions, to tell to whomever he met, showing respect at all times to others. His kindness and love of others was clear.

Gail FitzSimons writes:

I first met Ken when in the early 1980s I enrolled in a Bachelor of Education course [part-time] at Monash University. Ken was running a subject called “Diagnostic and Remedial Procedures in Mathematics” in an era of behaviourism and mastery learning. However, he provided a picture of students that challenged and went beyond those theories. Ken was always kindly towards us, and most supportive in his comments on my assignments. In our weekly classes he often shared his personal history – such as his interest in the mathematics of Papua New Guinea and the research of people he knew working there (e.g., Kay Owens, Glen Lean, Alan Bishop), describing their work with great passion. He also shared insights from his own doctoral thesis (Clements, 1979).

Ken had a big impact on my life when I most needed it. He gave me a self-belief when I had lost confidence after being out of the workforce for family reasons. Ken was the person who introduced me to the importance of the history of mathematics which I employed in the hands-on work I did with women returning to study, leading to my 1994 publication: Teaching Mathematics to Adults Returning to Study, based on my Masters work with Ken at Deakin University.

Ken’s inspiration also supported my doctoral research with Alan Bishop (leading to the 2002 Springer publication What counts as mathematics? Technologies of power in adult and vocational education) and later, in challenging the traditional mathematics education system that had failed so many adults and undervalued their mathematical abilities at work and in life generally.

Finally, Ken’s influence played a role in my invitation to join a wonderful and supportive group of HPM colleagues the ICMI Study at CIRM, Luminy, France, in 1998, resulting in the following publication:
Fauvel, John, & van Maanen, Jan (Eds.) (2000). History in mathematics education: The ICMI study on history in mathematics education. Springer Dordrecht. https://doi.org/10.1007/0-306-47220-1

Kay Owens writes:

Ken’s strength with his doctoral students was in encouraging them to pursue their own study area rather than just add to his own research agenda. However, his own interests in visuospatial reasoning, language and translanguage, history, and curriculum were influential.
I completed my doctorate with Ken, and I can testify that he also gave of his time to help with writing clearly, set high standards with encouragement, and ensured that the research was well developed, original, and presented a significant new idea. He was keen to have research that was not only quantitative but also qualitative for the depth this could bring. Furthermore, he encouraged me to write the Springer books because he was aware of the significance of the material, particularly Glen Lean’s, and the impact of colonialism and neocolonialism in Papua New Guinea. Ken, Glen Lean, Alan Bishop, and I had a bond that only living in Papua New Guinea can give. This resulted in a number of my research papers as well as the co-authored books listed above. It also contributed to the co-presented plenary at HPM in Sydney 2024, presenting the real and significant mathematics of PNG cultures and ways of overcoming the subversive impact of neocolonialism on mathematics education:
Theme 5: Past, Present and Future: The Fruitful Interweaving of Cultural Mathematics.

Michael Fried writes:

I only spent time with Ken and Nerida in person when we were at West Point together back in 2013 at the HPM-NA conference. I liked Ken and Nerida right away because I sensed, unaccountably, that they were moved by these cyphering books as I was when I held them; it was, I felt, not for them a merely academic project. This was certainly in the back of my mind when I wrote in my review of their book, Abraham Lincoln’s Cyphering Book and Ten Other Extraordinary Cyphering Books (Fried, 2015):

It is clear that the production of a cyphering book required an enormous investment of time and could be called an act of love. With two exceptions, we know who produced the cyphering books in this volume, for their owners proudly inscribed their names and announced: “This is my book,” sometimes in effect and sometimes as simple as that. [They]...may have had an imperfect understanding of the mathematics they were learning by the standards of modern mathematics education, but they had a sense—I think a deep sense—of ownership of what they produced. In his foreword to this volume, Fred Rickey mentions the meeting at West Point where Ellerton and Clements discussed the cyphering books and where Valeria Aguirre Holguin presented a paper on the Lincoln cyphering book. I too was at that meeting. Nerida Ellerton and Ken Clements brought a few examples of cyphering books from their own vast collection. Holding one of these and leafing through it, seeing the carefully formed letters and signs and how the boy who owned the book practiced his work page after page, I felt moved. The care this boy from the 1820s invested in his cyphering book, in his learning, was palpable. I would be the last to say that our emphasis on thinking in mathematics education is misplaced. But we also rightly ask that mathematics means something to our students—which is why when we refer disparagingly to rote learning, we typically add the epithet, “meaningless.” These cyphering books had great meaning for their owners. That fact alone gives us reason to reflect upon them and makes Ellerton and Clements’ volume for mathematics educators a very valuable book indeed. (p. 332)

Michael N. Fried (2015) Abraham Lincoln’s Cyphering Book and Ten Other Extraordinary Cyphering Books, by Nerida F. Ellerton and M. A. (Ken) Clements. Mathematical Thinking and Learning, 17(4), 327-332. doi:10.1080/10986065.2015.1084865
See also:
Stein, Robert G. (2013). Review of “Rewriting the history of school mathematics in North America 1607-1861” by Nerida Ellerton and M. A. (Ken) Clements (2012). The central role of cyphering books. Educational Studies in Mathematics, 82(1), 165–167. https://doi.org/10.1007/s10649-012-9418-6

Dirk de Bock writes:

I know Nerida and Ken primarily as editors of Springer's History of Mathematics Education series. As an author/editor I was involved in two books.
Rods, Sets and Arrows: The Rise and Fall of Modern Mathematics in Belgium, with Geert Vanpaemel (https://link.springer.com/book/10.1007/978-3-030-20599-7)
Modern Mathematics: An International Movement? (https://link.springer.com/book/10.1007/978-3-031-11166-2).
The credo of Nerida and Ken’s series appeals to me:
“We hope that the series will continue to provide a multilayered canvas portraying rich details of mathematics education from the past, while at the same time presenting historical insights that can support the future”.
I have always greatly appreciated the help of Nerida and Ken as “background editors.” As highly experienced scholars, they assisted with various aspects of the publication process without imposing their own ideas or seeking the limelight. I am very grateful to them for the modest way in which they consistently offered high-quality help.

Nerida Ellerton writes:

I have been touched deeply by the many personal messages of tribute for Ken, and by tributes that have circulated online. I feel very privileged and humbled by my experiences of working with Ken as a colleague and friend for 40 years, with 20 of those years as his wife and a part of our joint families. For these past 20 years we did everything together. If we weren’t teaching our respective classes, we would plan together what we would teach the next day. We shared the challenges of matching the curriculum to our students’ needs, as we revelled in the excitement that comes with students succeeding in learning and enjoying the mathematics that they had not loved or understood before.

Together we shared the fascination of unravelling the many intricacies about the cyphering tradition as reflected in students’ handwritten mathematics books. We were passionate about visiting the areas in which students had written their books, as we tried to re-live the experiences that they must have had in the 17th through to the 19th centuries in North America. Ken had vision and foresight of what to teach and what to research. He was never afraid to ask probing questions about the directions that we were taking, or of challenging his students to rethink or reinterpret what they were researching. Above all, he cared for his students and his colleagues. He was patient yet firm and always encouraged them to pursue their dreams as teachers, teacher educators, or researchers.

When working at Illinois State University, any break from teaching would find us either at conferences or in the archives of some of the major universities or libraries from the mid-west to the east coast of the US. We would drive long distances across the US to achieve this. It was like a holiday for us where we could discuss, explore and stretch the boundaries of understanding as far as we could. Sometimes we slipped in a real “holiday”—one moonlit night when we were driving from Bloomington Illinois to Philadelphia, the road was good, the traffic sparse, and we said to each other, “Let’s detour via Niagara Falls”. So we drove all night to reach Niagara Falls in time for breakfast. In the UK, we were both keynote speakers at conferences at Oxford University—giving us the opportunity to scour the archives of the Bodleian Library, the London Metropolitan Archives, the National Maritime Museum and Caird Library at Greenwich, and the British Library. All of these archival explorations added small pieces to the puzzles of history that we were trying to piece together.

I share some of these personal memories to give readers a glimpse of Ken behind the scenes. He was, in fact, a very special gift to us all. It is my hope that his many legacies will live on, not just for the mathematics and mathematics education communities, but for his family, and for all those who knew him as a colleague and a friend. Goodbye Ken, I will miss you so very much.

In closing

Ken came from a working-class background in Melbourne and was able to attain his education through scholarships. This background influenced the way he lived and related to people. Many people have testified to Ken’s warmth and enthusiasm, love and grasp of mathematics in its broadest sense, and his support for those who needed it most. The History and Pedagogy of Mathematics community will miss him greatly.