Volume 10 Number 1 March 2023

Report from Latest Conference ICTMA20 in Würzburg, Germany ................................................................... 1
The Henry Pollak Award 2021 - An ICTMA Career Research Medal ................................................................. 3
Laudatory Speech by President of ICTMA - Prof. Gabriele Kaiser ....................................................................... 4
Greetings from Henry O. Pollak .......................................................................................................................... 7
Forthcoming ICTMA21 Conference in Awaji Island, Japan ............................................................................... 8
News .............................................................................................................................................................. 8
Recent Dissertations....................................................................................................................................... 9
Recent Publications of Interest ....................................................................................................................... 9

Report from Latest Conference ICTMA20 in Würzburg, Germany
ICTMA20 was successfully organised by the team of the Chair of Mathematics V - Didactics ofMathematics, Chair Prof. Hans-Stefan Siller, in the period 24-27 September 2023. Due to thenecessary early decision, the conference was held online and virtually; thus, many
participants could take part who would not have been able to attend due to country-specifictravel restrictions and/or budgetary constraints. Based on the feedback from theparticipants, the organisers can assume that the conference was a resounding success.
The scientific programme consisted of a keynote speech by Prof. Dr. Vince Geiger and four
plenary lectures by Prof. Dr. Pauline Vos, Dr. Katrin Vorhölter, Dr. Xiaoli Lu and Prof. Dr.
Milton Rosa as well as 102 long and short lectures. For the conference itself - without theteam from Würzburg - 147 participants had registered.

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Furthermore, the Henry Pollak Award was presented for the first time in Würzburg. Within
the framework of the virtual conference, this award ceremony was held in presence and theHenry Pollak Medal was presented on the spot. Viktoria Pohl on the piano and Prof. Kolla onVolume 10 Number 1 March 2023

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the saxophone gave the award ceremony an extraordinarily festive character with theselected jazz pieces. Also worth mentioning was the supporting programme of theconference, which included a virtual city tour and a virtual wine tasting for the participants.
(S. Gerber, W. Weigel, H.-S. Siller)

The Henry Pollak Award 2021 - An ICTMA Career Research Medal
The ICTMA Career Research medal named The Henry Pollak Award established at ICTMA18
in 2017 in Stellenbosch has been awarded for the first time in 2021 and has been announced
at the ICTMA20 virtual meeting at 21st September 2021. The ceremony took place in 2022 at
the official ICTMA20 conference.

The Henry Pollak Award is awarded to three eminent scholars due to their impressive
research - not only in mathematical modelling - over decades, progressing the empirical
discourse on mathematical education, important theoretical work on mathematicalmodelling, amongst others the understanding of mathematical modelling, modellingcompetencies, modelling cycles and their strong commitment to the progress of ICTMA ascommunity.
Prof. Dr. Werner Blum, University of Kassel (Germany)
Prof. Dr. Peter Galbraith, The University of Queensland (Australia)
Prof. Dr. Mogens Niss, Roskilde University (Denmark)The award winners with laudator G. Kaiser and organizer H.-S. Siller. (H.-S. Siller (left), W.
Blum (middle left), P. Galbraith (screen), M. Niss (middle right), G. Kaiser (right)
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Laudatory Speech by President of ICTMA - Prof. Gabriele Kaiser
Dear friends and members of ICTMA,
It is my great honour and pleasure to chair the ceremony for the ICTMA Career Research
medal, named Henry Pollak award, which is taking place for the first time.
This award was proposed at ICME-13, the 13th International Congress on Mathematical
Education, which took place in 2016 in Hamburg. It was then formally established by the
Executive Committee at ICTMA18, which took place in 2017 in Cape Town. I proud that wemanaged to implement this award by an award committee, however, the names of thecommittee members are not allowed to be named as it is usual practice.
The criteria for the recipient of the Henry Pollak award are a career that exhibits thefollowing:
1. sustained and distinguished achievement in mathematical modelling education research
projects;
2. research that has made a broad impact;
3. an outstanding record of quality of scholarship; and4. research-related contributions and service to ICTMA over a period of time.
Why did we name this award Henry Pollak award?
Henry Pollak is an Austrian-American mathematician known for his contributions to
information theory, and graph theory. He worked at the Bell Labs as director of theMathematics and Statistics Research Center applying mathematics to solve problems incommunication theory, discrete systems, statistics and data analysis. Later, he joined themathematics department at the renowned Columbia University.
With this rich background as an applied mathematician he became interested inmathematics education and he was responsible for the Section “The Interaction between
Mathematics and Other School Subjects” at the 3rd International Congress on Mathematical
Education (ICME-3), which took place in 1976 in Karlsruhe. Werner Blum was appointed as
responsible German coordinator. Henry Pollak developed already at this time the distinctionof mathematics and the rest of the world with an accompanying modelling cycle, which has
been quoted very often in the past. He gave plenary lectures at several ICTMAs, ICTMA1 in
1983 in Exeter, ICTMA3 in 1987 in Kassel and ICTMA16 in 2013 in Blumenau. Since then, he
has accompanied the discourse on mathematical modelling education with strong interest.
We were therefore very happy, when Henry accepted our invitation to name this newly
created award after him.
The Henry Pollak Award is granted to three eminent scholars due to their impressive researchover decades – not only in mathematical modelling –, progressing the empirical discourse on
mathematical education, important theoretical work on mathematical modelling, amongst
others the understanding of mathematical modelling, modelling competencies, modelling
cycles and their strong commitment to the progress of ICTMA as community.
In the procedure for the award nothing is said, how many awardees shall receive the award
in one cycle. However, due to the strong working connections of these three scholars theselection committee decided to give this award to those three awardees as they have

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contributed equally strong to the discourse on mathematical modelling education and to theflourishing of ICTMA as community.
I now wish to acknowledge the achievements of each awardee in more detail in alphabeticalorder.
Werner Blum is a retired professor at the University of Kassel, where he worked since 1972.
Werner Blum's strong commitment to modelling in the scientific community is evident in the
many conference contributions to ICTMA as well as in the publication of the proceedings of
ICTMA. The International Commission on Mathematical Instruction (ICMI), as theinternational umbrella organization for mathematics education, has decisively shaped
Werner Blum's work on modelling and application in several ways: Werner Blum acted aspart of the preparation for ICME-3 as the German coordinator for the subject area "TheInteraction between Mathematics and Other School Subjects" as already mentioned. The
definition of applications of mathematics developed there by Henry Pollak and their graphic
representation can be found again and again in Werner Blum's approaches to modelling andapplying mathematics later on.
At the Sixth International Congress on Mathematical Education (ICME-6) Werner Blum led
the Topic study group "Mathematics and Other Subjects" and gave a joint overview lecturewith Mogens Niss on "Problem Solving, Modeling and Applications". Werner Blum andMogens Niss still maintain this fruitful partnership to this day visible in many joint
publications. At the beginning of the new millennium, Werner Blum functioned as chair of the
14th International ICMI Study on Applications and Modelling in Mathematics Education,organized the study conference in 2004 and, with his long-time colleagues Mogens Niss,
Peter Galbraith, and Hans-Wolfgang Henn, published the associated study volume. This study
volume is still shaping the current discourse on mathematical modelling and application andis most quoted one amongst the ICMI studies. In 2012 Werner Blum gave a plenary lecture atthe 12th International Congress on Mathematical Education (ICME-12) in Seoul, in which hecomprehensively presented the state of the discussion on modelling and application.
Furthermore, at ICME-13, which took place in Hamburg in 2016, Werner Blum played an
important role in the representation of mathematical modelling as a European didactic
tradition including applications and modeling. Werner Blum developed the acronym ICTMA
while hosting the third conference of this kind in Kassel. He was the continuing editor of the
ICTMA proceedings and co-editor of all volumes from 1993 up to 2015, with a very few
exceptions. But he contributed to ICTMA as plenary speaker as well, namely ICTMA4 in
Roskilde in 1989, ICTMA6 in Delaware in 1993 and ICTMA14 in Hamburg in 2009.
To summarize Werner Blum has shaped the ICTMA community since its very beginning undera theoretical and empirical perspective.
Peter Galbraith is currently an honorary professor at the University of Queensland and a
Fellow of the Institute of Mathematics and Applications. He is a member of International
Mathematical Union Circle, in which IMU honors the efforts of mathematicians in the
representation of IMU.
During much of his academic career Peter Galbraith pursued two research and development
avenues in parallel. While involved in researching and promoting the teaching and learningof modelling within Mathematics Education, he was simultaneously engaged in addressing
real-world problems suited to methods of System Dynamics modelling. This provided unique
opportunities to work in educational task design and the classroom implementation was
influenced by parallel work as a modeller.
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The career of Peter Galbraith has involved research-related contributions and service to
ICTMA over an extended period of time. He has attended ICTMA since 1993 being the Chairof ICTMA8 in Brisbane in 1997. He has worked strongly together with others towards therecognition of ICTMA as an Affiliated Study Group of ICMI. He presented ICTMA as an
Affiliated Study Group of ICMI at ICME-10, which took place 2004 in Copenhagen, chaired by
Mogens Niss. He served as president of ICTMA from 2003 to 2007 before he was a member ofthe executive committee of ICTMA from 2002-2007. In addition, he contributed strongly to
ICTMA as plenary speaker, at ICTMA6 in 1993 in Delaware, ICTMA12 in 2005 in London, and
ICTMA15 in 2011 in Melbourne and furthermore as Symposium Chair/Plenary Panelist at four
ICTMAs.
He has worked for ICTMA as editor of several ICTMA proceedings and served as reviewer for
all ICTMA proceedings. Furthermore, he served as member of the International Program
Committee for ICMI Study 14: Modelling and Applications in Mathematics Education andedited the already mentioned book jointly with Werner Blum, Mogens Niss and WolfgangHenn.
To summarize, Peter Galbraith has strongly contributed to the discourse of mathematicalmodelling education and the flourishing of ICTMA as community.
Our third awardee, Mogens Niss is a retired professor from Roskilde University, where heworked since 1972. The teaching and learning of mathematical modelling and related
aspects have been the core of his research from the start of his career until today. He has
contributed significantly to the formation and development of this field of research. He has
analyzed the development of the field several times and produced surveys and state of theart papers setting landmarks for the development of the research field. The impact of his
research for the development of the field is evident in the long row of books based on the
ICTMA conferences, for which Niss has contributed as editor and author. His theoretical work
has led to significant advances of knowledge in research on mathematical modelling.
The conceptualization of mathematical competence to include modelling competency in theframe of the KOM project and the unfolding of modelling competency at different levels andbranches of mathematics teaching is one major contribution with international impact. Morerecent examples are the role of prescriptive modelling in modern societies and its inclusion inmathematics teaching.
His achievements in and impact on mathematics education are also evidenced by leadershiproles in important research organizations. He served eight years as the Secretary-General of
the International Commission on Mathematics Instruction (ICMI) (1991-1998). He was thechair of the International Programme Committee of the 10th International Congress on
Mathematics Education (ICME-10), which took place in Copenhagen 2004. He was a memberof the International Program Committee for ICMI Study 14 on “The Teaching and Learning ofApplications and Modeling” and joint editor of the consequent study volume together with
Werner Blum, Peter Galbraith and Hans-Wolfgang Henn. He has also been until today amember of the editorial board of the Springer book series, International Perspectives on the
Teaching and Learning of Mathematical Modelling, in which our proceedings and othermodelling books have appeared.
He has contributed strongly to ICTMA, organizing ICTMA4 1989 in Roskilde, giving plenary
lectures at ICTMA13 in Bloomington in 2007 and ICTMA16 in Blumenau in 2013.
To summarize, the outstanding theoretical contributions of Mogens Niss on research on
mathematical modelling education have shaped together with its empirical implementations
the current modelling discourse.
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Overall, I hope that I could show how these three scholars have worked together ascolleagues and friends and moved forward jointly the discussion on mathematical modelling
education and its research. We all have to learn from you, from your intellectual brightness,
your perseverance and your ability to cooperate and work together. We are all bowing to
your achievements, which justify to grant you the Henry Pollak Award. Congratulations.

Greetings from Henry O. Pollak
It is a particular pleasure for me to introduce the awards for Werner Blum, Mogens Niss, andPeter Galbraith. I have learned so much from them and their students in recent years.
Werner has introduced me to many aspects of the cycle from the original situation to themathematical model and then back to the original situation and the verification of themodel. One aspect of this which I have learned is that students do not do this in only one
direction, but go back and forth many times. I had not realized this. When I learned this, I
examined what I did myself, and discovered that I myself went back and forth many times. I
just had not noticed it, and nobody until Werner had told me to look for it. A welcome step
forward.
Mogens Niss told me that there were two different types of modeling, descriptive modelingand prescriptive modeling. Initially I found this distinction difficult. As you all know,
descriptive modeling takes a situation outside of mathematics, idealizes it, mathematizes it
and then you check whether you have succeeded. As I had learned from Blum, the “and then”
is not true, it may go back and forth many times. But as Niss taught me, you may wish to
design a structure to have certain properties you desire – can you or can’t you? Most
educational are some of Niss’ favorite examples: How do you want to define body index, andhow should income inequality be described? I also find it especially interesting, and perhaps athrowback to my earlier habits, to see if a particular property is or is not achievable. But
earlier habits are hard to give up, and prescriptive modeling is an especially valuable point ofview.
In my life I went through many stages, from pure mathematics to mathematics in industry, torethinking of school mathematics and then of tertiary mathematics, and finally to teacher
education. Nothing was more inspiring and valuable than Peter Galbraith’s work on theconflicting purposes of traditional mathematics education and of mathematical modeling.
What is each of them for? Are they conflicting or do they support each other? Read Peter’s
examples, and think about them, and then read them again! They are enormously valuable.
How can modeling and traditional education be tailored to support each other and not be inconflict? And what do employers want? Do they know? They are not only employers, but also
parents. Read Peter Galbraith.
So, thank you Werner and Mogens and Peter for your wonderful work.

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Forthcoming ICTMA21 Conference in Awaji Island, JapanICTMA21 (The 21st International Conference on Teaching of Mathematical Modelling andApplications) will be held in Awaji (Japan) 10-15 September 2023.
Please check our website(https://ictma21.jp/) for more details. Especially, registration,
submission, and hotel booking (Grand Nikko Awaji) will start from 31 March by means of
online submission system (AMARYS) of ICTMA21 website. The schedule is as follows.
31st March 2023: Registration opens (Early birds)
31st May 2023: Early Bird closes
31st August 2023: Regular Registration closes
10th September 2023: Conference starts
31st March 2023: abstract submission opens
31st May 2023: abstract submission ends
1st July 2023: acceptance/rejection of abstract and review feedback to authors
2nd July 2023: Start of modification period for abstract
31st July 2023: abstract re-submission deadline
You can book Grand Nikko Awaji (https://awaji.grandnikko.com/en/) as special conference
rate only by means of online submission system (AMARYS) of ICTMA21 website. This hotel isin front of conference center. As the number of available rooms is limited, please be careful
about it. We sincerely look forward to your participation.
Toshikazu Ikeda, The chair of local organizing committee of ICTMA21

News
News from South Africa: Two South African universities (Stellenbosch University andUniversity of Johannesburg) hosted Rita Borromeo Ferri and Andreas Meister for a series ofseminars and workshops on mathematical modelling during March 2023. These scholars
visited schools and interacted with teachers and teacher education students. (P. Biccard)
News from Spain: Regarding the IMMC modelling competition, in Spain we are organizing
the selection phase of teams to represent our country (Spain participates from 2019-2020).
Just this week we have finished the pre-selection phase, we already have three teams thatwill solve the problem of the international phase, the two best proposals will be sent to thecontest. In the last years the results of the Spanish teams have been quite good, in the year
2021 a Spanish team reached the 5th place, with a meritorious mention. (I. Ferrando)
The latest ICTMA-Book: Leung, F. K. S., Stillman, G. A., Kaiser, G., & Wong, K. L. (Eds.).
(2021). Mathematical Modelling Education in East and West. Springer International
Publishing. https://doi.org/10.1007/978-3-030-66996-6
A new book in the series "International Perspectives on the Teaching and Learning ofMathematical Modelling" will be published in May. This volume provides a snapshot of thecurrent state-of-the-art in theory, research, and practice in the area of mathematicalmodelling in education. The various chapters reflect the work carried out at ICME-14 held in
Shanghai in July 2021, within the scope of Topic Study Group 22 and Survey Team 4:
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Greefrath, G., Carreira, S. P., & Stillman, G. A. (Eds.). (in press). Advancing and Consolidating
Mathematical Modelling: Research from ICME-14. Springer.
The “Proceedings of the Twelfth Congress of the European Society for Research in
Mathematics Education collection (CERME12)” have been published. Contributions onmodelling can be found at https://hal.science/CERME12/search/index?q=modelling
There is open special issue about research on Fermi problem in Education Sciences:https://www.mdpi.com/journal/education/special_issues/Fermi_Problems_Mathematics_Sc
ience_Edu

Recent Dissertations•••

Gibbs, A. (2019). Socio-critical mathematics modeling and the role of mathematics insociety (unpublished doctoral dissertation). Florida Institute of Technology.
In March 2022 Carlos Segura's thesis was defended, his PhD dissertation presents a
research related to the analysis of flexibility based on a sequence of Fermi problems. The
thesis is published (in Spanish) on the Roderic
platform: https://roderic.uv.es/handle/10550/81850
In March 2023 Ioannis Liakos will be defending his doctoral dissertation"The development of students’ mathematical competencies: The case of biology
students". Supervisors: John David Monaghan, Yuriy Rogovchenko, Olov Viirman.

Recent Publications of Interest
Albarracín, L., Segura, C., Ferrando, I., & Gorgorió, N. (2022). Supporting mathematicalmodelling by upscaling real context in a sequence of tasks. Teaching Mathematics andits Applications: An International Journal of the IMA, 41(3), 183197. https://doi.org/10.1093/teamat/hrab027
Berget, I. K. L. (2022). Identifying positioning and storylines about mathematical modelling inteacher–student dialogues in episodes from two upper secondaryclassrooms. Teaching Mathematics and Its
Applications. https://doi.org/10.1093/teamat/hrac020
Berget, I. K. L. (2022). Mathematical modelling in textbook tasks and national examination in
Norwegian upper secondary school. Nordic Studies in Mathematics Education, 27(1),51–70.
Berget, I. K. L. (2023). Mathematical modelling in the discourses of the KOM and PISA
frameworks and teacher interviews. Research in Mathematics
Education. https://doi.org/10.1080/14794802.2023.2165536
Böswald, V., & Schukajlow, S. (2023). I value the problem, but I don't think my students will:
Preservice teachers' judgments of value and self-efficacy for modelling, word, andintramathematical problems. ZDM - Mathematics Education, 55, 331-344.
https://doi.org/10.1007/s11858-022-01412-z
Elicer, R. & Blomhøj, M. (2022). Mathematics in Action: On the Who, Where and How of theConstructions and Use of Mathematical Models in Society. In U. Jankvist & E. Geraniou(Eds.), Mathematical Competencies in the Digital Era. Mathematics Education in the
Digital Era (Vol 20). Springer. https://doi.org/10.1007/978-3-031-10141-0_12
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Frejd, P., & Muhrman, K. (2022). Is the mathematics classroom a suitable learning space formaking workplace mathematics visible?–An analysis of a subject integrated teamteaching approach applied in different learning spaces. Journal of Vocational Education& Training, 74(2), 333-351. https://doi.org/10.1080/13636820.2020.1760337
Gibbs. A. & Park, J. (2022). Unboxing Mathematics: Creating a culture of modeling as critic.
Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10119-z
Gibbs. A. & Park, J. (2022). Unboxing Mathematics: Creating a culture of modeling as
critic. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10119z
Greefrath, G., & Wess, R. (2022). Mathematical Modeling in Teacher Education—Developing
Professional Competence of Pre-Service Teachers in a Teaching–Learning Lab.
Proceedings of the Singapore National Academy of Science, 16(1), 25–39.
https://doi.org/10.1142/S2591722622400038
Greefrath, G., Siller, H.-S., Klock, H., & Wess, R. (2022). Pre-service secondary teachers’
pedagogical content knowledge for the teaching of mathematical modelling.
Educational Studies in Mathematics, 109(2), 383–407. https://doi.org/10.1007/s10649021-10038-z
Greefrath, G., Siller, H.-S., Vorhölter, K., & Kaiser, G. (2022). Mathematical modelling anddiscrete mathematics: Opportunities for modern mathematics teaching. ZDM –Mathematics Education, 54(4), 865–879. https://doi.org/10.1007/s11858-022-01339-5
Hernández, P. V., Huincahue, J., Cumsille, P., & Nechache, A. (2022). Articulating the Blomhøj
Modelling Cycle and the Mathematical Working Spaces. Analysis of a Task in Higher
Education. Acta Scientiae, 24(7), 146175. https://doi.org/10.17648/acta.scientiae.7135
Humenberger, H. (2022). Explorations and estimations using Google Maps images.
International Journal of Mathematical Education in Science and Technology, 53(2), 503–
515. https://doi.org/10.1080/0020739X.2020.1863489
Humenberger, H. (2022). Modelling and optimising regarding swings and swinging monkeys.
Australian Mathematics Education Journal, 4(3), 43–48.
Jessen, B.E. & Kjeldsen, T.H. (2022). Mathematical Modelling and Digital Tools—And How a
Merger Can Support Students’ Learning. In U. Jankvist, E. Geraniou(Eds.), Mathematical Competencies in the Digital Era. Mathematics Education in the
Digital Era (Vol. 20). Springer. https://doi.org/10.1007/978-3-031-10141-0_6
Jung, H. & Brady, C. (2023). Modeling Actions Foregrounded in Whole-Class Modeling
Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task.
Mathematical Thinking and Learning.https://doi.org/10.1080/10986065.2023.2180849
Kacerja, S., & Julie, C. (2023). Values in preservice mathematics teachers’ discussions of the
Body Mass Index-A critical perspective. The Journal of Mathematical Behavior,
70, 101035. https://doi.org/10.1016/j.jmathb.2023.101035
Lagrange, J. B., Huincahue, J., & Psycharis, G. (2022). Modeling in education: newperspectives opened by the theory of mathematical working spaces. In Mathematical
Work in Educational Context: The Perspective of the Theory of Mathematical Working
Spaces (pp. 247-266). Springer.
Park, J. (2017). A Commognitive perspective on pre-service secondary teachers' content
knowledge in mathematical modelling. In Stillman et al. (Eds.), International
Perspectives on the Teaching and Learning of Mathematical Modelling, Springer, New
York.

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Park, J. (2023). A Case Study of Pre-service Teachers’ Task Design and Implementation for a
Mathematical Modelling Lesson Sequence in Project-based Instruction. In Greefrath etal. (Eds.), Advancing and Consolidating Research on Applications and Modeling in
Mathematics Education-Approaches from ICME 14, International Perspectives on the
Teaching and Learning of Mathematical Modelling, Springer, New York.
Rellensmann, J., Schukajlow, S., Blomberg, J., & Leopold, C. (2022). Effects of drawing
instructions and strategic knowledge on mathematical modeling performance:
Mediated by the use of the drawing strategy. Applied Cognitive Psychology, 36(2), 402417. https://doi.org/10.1002/acp.3930
Rosa, M. Cordero, F., Orey, D. C., & Carranza, P. (Eds.) (2022). Mathematical Modelling
Programs in Latin America - A Collaborative Context for Social Construction of
Knowledge for Educational Change. Springer. https://doi.org/10.1007/978-3-03104271-3
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics
education: Where we are today and where we need to go. ZDM - Mathematics
Education, 55, 249-267. https://doi.org/10.1007/s11858-022-01463-2
Segura, C., Ferrando, I., & Albarracín, L. (2023). Does collaborative and experiential work
influence the solution of real-context estimation problems? A study with prospective
teachers. The Journal of Mathematical Behavior,
70, https://doi.org/10.1016/j.jmathb.2023.101040
Spooner, K., Nomani, J. & Cook, S. (accepted). Improving high school students' perceptionsof mathematics through a mathematical modelling course. Teaching Mathematics and
Its Applications: International Journal of the IMA
Steffensen, L. & Kasari, G. (2023). “Forced to flee”—mathematical modelling and problemposing in 7th grade. Journal of Mathematics and Culture.
Vos, P. & Frejd, P. (2022). Grade 8 students’ appropriation of Sankey diagrams – the firstcycle in an educational design research. Journal on Mathematics Education, 13(2), 289306.https://doi.org/10.22342/jme.v13i2.pp289-306

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Thanks
We would like to thank all colleagues who have contributed to this newsletter with theircomments and texts:
Gabriele Kaiser, Hans Humenberger, Hans-Stefan Siller, Henry Pollak, Irene Ferrando, Joo
Young Park, Kerry Spooner, Pauline Vos, Piera Biccard, Sebastian Gerber, Stanislaw
Schukajlow, Toshikazu Ikeda, Wolfgang Weigel

ICTMA The International Community of Teachers of Mathematical Modelling and Applications
EditorGilbert GreefrathUniversity of Münster, Germany
greefrath@uni-muenster.de

President
Gabriele Kaiser
University of Hamburg
gabriele.kaiser@uni-hamburg.dePlease send future contributions to the editor by email <greefrath@uni-muenster.de>. The
next Newsletter will be published in November 2023. We are interested in your contributions
to any of the current sections including project reports and problems.

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