A-B | C | D-E | F-G | H-J | K-L | M-N | O-P | Q-R | S | T-V | W-Z |
| 1908-2008. 54 (2008), 405-411. |
| Applications and modelling in mathematics education: 49 (2003), 205-214. |
| Assessment in mathematics education and its effects. 36 (1990), 197-206. |
| Digital technologies and mathematics teaching and learning: rethinking the terrain ("technology revisited"). 51 (2005), 351-363. |
| Gender and mathematics education. 38 (1992), 189-198. |
| Les médailles de la CIEM Felix Klein et Hans Freudenthal pour 2003. 50 (2004), 183-186. |
| The 2005 ICMI awards: Felix Klein and Hans Freudenthal medals. 52 (2006), 187-190. |
| The 2007 ICMI awards: Felix Klein and Hans Freudenthal medals. 54 (2008), 399-403. |
| The 2009, 2011 & 2013 ICMI awards: Felix Klein and Hans Freudenthal medals. 59 (2013), 381-391. |
| The 2017 ICMI Awards Felix Klein and Hans Freudenthal Medals. 63 (2017), 517-520. |
| The 2019 ICMI Awards Felix Klein, Hans Freudenthal and Emma Castelnuovo. 65 (2019), 533-536. |
| ICMI Awardees Multimedia Online Resources (AMOR). 66 (2020), 251-253. |
| The Klein Project. 60 (2014), 225-226. |
| Discussion Document for the Twenty-third ICMI Study. Primary mathematics Study on whole numbers. 60 (2014), 227-230. |
| Discussion document twenty-fourth ICMI study. 63 (2017), 521-530. |
| Discussion document twenty-fifth ICMI study: voir BORKO, Hilda and Despina POTARI. 64 (2018), 499-514. |
| Mathematics education and language diversity. 56 (2010), 189-199. |
| Perspectives on the teaching of geometry for the 21st century. 40 (1994), 345-357; 46 (2000), 411-415. |
| Proof and proving in mathematical education. 54 (2008), 199-209. |
| The professional education and development of teachers of mathematics. 50 (2004), 191-200. |
| Renouvellement du Comité exécutif. 56 (2010), 187-188. |
| Renouvellement du Comité exécutif. 59 (2013), 379-379. |
| Renewal of the ICMI Executive Committee. 62 (2016), 313. |
| Renewal of the ICMI Executive Committee. 66 (2020), 255-257. |
| Historical vignettes from the Archives of ICMI. 66 (2020), 591-594. |
| The role of the history of mathematics in the teaching and learning of mathematics. 43 (1997), 199-203; 51 (2005), 365-372. |
| What is research in mathematics education, and what are its results? 39 (1993), 179-186; 47 (2001), 409-411. |
| ICME 14 in 2020 in Shanghai. 64 (2018), 497-498.. |
| ICME 14 in 2020 in Shanghai. 64 (2018), 497-498.ICMI study on teaching and learning of mathematics at university level. 43 (1997), 381-390. |
| ICMI Study on the future of the teaching and learning of algebra. 46 (2000), 209-217. |
| ICMI study on "Challenging mathematics in and beyond the classroom". 51 (2005), 165-176. |
| International Symposium: "One hundred years of LEnseignement Mathématique: Moments of mathematics education in the 20th century". 46 (2000), 219-222; 47 (2001), 181-183. |
| ICMI Study on mathematics education in different cultural traditions: a comparative study of East Asia and the West. 47 (2001), 185-201. |
| Joint ICMI/IASE study on statistics education in school mathematics: challenges for teaching and teacher education. 53 (2007), 179-191. |
| Joint ICMI/ICIAM study on educational interfaces between mathematics and industry. 55 (2009), 197-209. |
| 13th International Congress on Mathematical Education in Hamburg , the biggest ICME so far. 62 (2016), 315-316. |
| Short report on progress of ICMI study 25. 67 (2021), 225-227. |
| voir DORIER, Jean-Luc. 65 (2019), 269-270. |
| voir FURINGHETTI, Fulvia. 51 (2005), 365-372. |
| voir HODGSON, Bernard R. 37 (1991), 89-107; 47 (2001), 173-179; 50 (2004), 187-190; 54 (2008), 191-197; 56 (2010), 411-415; 67 (2021), 455-462; 68 (2022), 237-242; 68 (2022), 521-528. |
| voir HOLTON, Derek. 53 (2007), 429-436. |
| voir HOWSON, Geoffrey. 47 (2001), 181-183. |
| voir STACEY, Kaye. 55 (2009), 397-402. |
| voir TALL, David. 42 (1996), 395-415. |
Nonhyperbolic Coxeter groups with Menger boundary. 66 (2020), 441-445.
Contact: EnsMath@unige.ch
Mise à jour: 1 janvier 2023 / Updated: January 1 2023