When the potential of Artificial Intelligence in the creative industry was emerging, everyone said: “This will change everything.”
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Soon after, that proclamation turned into a pervasive question: “Will AI replace human creativity?”
We were right to marvel at AI’s impact, but turns out there’s a more consequential – and let’s be honest, more interesting – question on the other end: “What happens when creativity learns to move at the speed of AI?”
Because AI isn’t here to replace human creativity. It’s here to rewire it.
The age of AI begets a new age of creativity – let's call it augmented creativity. Because AI only results in impactful outputs when it has critical inputs. And critical thought is a uniquely human skill.
In other words, it’s essential that humans lead the way with a deep and dynamic understanding of their audience, the brand, and the ultimate (tangible) goals trying to be achieved – and then convey that information with clarity and direction.
AI resources like LLMs and tools like WPP’s proprietary platform, WPP Open, aren’t here to do the thinking for us. They’re here to sharpen our instincts and stretch our ideas beyond what we could do alone. The real gain isn’t just efficiency — it’s momentum.
Take our IBM campaign, Fishy.AI. We used Adobe Firefly to bring brand-safe goldfish characters to life — adorable and instantly ownable. But it wasn’t the tool that made it work. It was the intent behind the input. We shaped the tone. We made sure the fish said something only IBM could say. The result? 600+ million impressions and a new benchmark for how brands can use AI without losing their voice.
Or take the synthetic focus groups we’re building with AI agents — virtual personas modeled on real consumers, brand experts, and cultural pulse-checkers. These agents let us simulate global reactions to creative work, testing for cultural relevance, acquisition potential, and brand alignment. We’ve used them across industries — from beverages and entertainment to finance and retail — to refine strategy and pressure-test ideas with speed and precision.
And AI isn’t just guiding creative or strategic execution — it’s also helping us reframe how we interpret insights in the first place. Instead of settling for surface-level takeaways, we use AI to challenge assumptions, uncover latent opportunities in existing data, and shift perspective on persistent business challenges. It helps teams break out of confirmation bias and move from “What happened?” to “What now?”
As AI continues to evolve, agentic AI will transform how we think, create, and realize work — giving us smarter, more intuitive partners that not only generate ideas but help us decide which ones to move forward with, faster and more confidently.
We’re also driving innovation in brand world development for a leading CPG brand, where we’re building one of the first AI-generated creative platforms. By leveraging WPP Open, we’re bringing the brand’s new animated world to life — generating images, refining scripts, and producing videos all within the platform. This enables every market, even those with limited budgets, to activate bespoke, locally relevant content with efficiency and scale.
AI is becoming embedded in how we both think and make. It’s not a tool we use occasionally. It’s a collaborator we rely on to move faster, test ideas expansively, and create sharper solutions.
The key? We never treat the machine as the magician.
AI isn’t replacing the ability to be creative, it’s reshaping the conditions around the creative process. As we look ahead, this landscape will only get more fluid. New models like Google Veo 3 — now integrated into WPP Open — don’t just generate video, they bring writing back into the center of the process, letting us layer tone, emotion, camera movement, and even sound design into AI-generated scenes. These new tools are flipping the production pyramid. Writers become directors. Strategists shape stories. Imagination moves at the speed of a prompt, unlocking possibility for everyone at every stage of the process.
Which is perhaps the biggest lesson: If you’re not using AI to change how you create, you’re falling behind. And in our business, that’s the beginning of the end.
This moment isn’t just about doing things more quickly and with fewer resources. It’s about embracing evolution. Forcing ourselves to be braver and more expansive in how we think.
That’s always been the role of technology: to inspire us, challenge us, and occasionally surprise us — but never fully replace us.
As David Ogilvy once said, “Encourage innovation. Change is our lifeblood, stagnation our death knell.”
AI isn’t the threat. Our resistance to it is.
Editorial – From the desk of Jean-Luc Dorier, ICMI Secretary-General (-)
I was first elected as a member-at-large of the ICMI executive committee in , so I am now starting my fourth consecutive term in the ICMI EC, the second as Secretary-General. In August , I will retire from my position in Geneva University and at the end of my time on the EC comes to an end.
It is always a new challenge and a great excitement to start a new term and to set some new objectives with a new team. In the meantime, our world feels less and less secure and the recent changes in the geopolitical order affect quite drastically many issues regarding mathematics education in the world. ICMI has therefore a very important role to play and must even more than ever be visible and claim its values of tolerance, diversity and inclusiveness. In my first term as Secretary-General, I have tried to reinforce the connection with ICMI country representatives (CR) and affiliate organizations (AffO). The role and missions of ICMI must be very clear to all and all must feel responsible for the international scope of ICMI, not just the ICMI EC, which is constituted of elected volunteers with limited powers.
In our first EC meeting, in March, in Berlin, Merrilyn and I presented the structure and the various activities of ICMI to the new EC and set up the basis for renewing our website. This renewed website is now already accessible, even if the final edits will be implemented by the end of June.
Let me explain in this editorial the general overall structure of the new website, which will be a good way to give you a synthetic overview of ICMI.
In the first level of the structure, we have the following six sections:
Organization – ICME – ICMI Studies – Awards – Projects – Around ICMI
Organization is about the general structure of ICMI and it gives information about ICMI, ICMI history, its structure and link to IMU and the International Science Council (ISC) with whom it shares the values inscribed in their statutes. ICMI as a commission of IMU has no statutes of its own but is ruled by Terms of reference. ICMI Members are countries, while the Executive Committee (EC) is its decisional body. The EC is elected by the ICMI country representatives every 4 years through a complex process during the General Assembly. ICMI communicates through its Newsletter published four times per year. It benefits from the IMU Secretariat in Berlin and has a curator, presently Bernard Hodgson, in charge of its Archive.
The International Congress on Mathematical Education (ICME), the ICMI Studies, and the three ICMI Awards are the three main activities of ICMI. Each will have its own section in the new website, with information about the goals of each and its history, including the key details of past events. It also provides specific information on bidding for an ICME, proposing a potential theme for an ICMI Study, or nominating colleagues for each of the three ICMI Awards.
ICMI is also involved in three Projects: Capacity and Networking Project – CANP, ICMI Awardees Multimedia Online Resources – ICMI AMOR, and the Klein Project. All three are presented in detail in the Project section of the website, with several resources online.
Finally, the ICMI website must give information about what concerns mathematics education in the world Around ICMI. This is where the Affiliate Organizations (AffO) will be presented. In this section we will also give a synthetic overview of the Context of countries: how mathematics education is structured in each ICMI Member Country. This will include information on associations for mathematics education, research institutions and journals, mathematics teachers’ education, the national syllabus, and standards. This section will certainly take a while before being completed and will require the help of ICMI CR. The Around ICMI section will also have a link to the International Day of Mathematics.
Of course, a website is only a show window which does not adequately represent the real work done. Yet, ICMI is a complex organization with several intertwined networks implicating lots of volunteers in several part of the world with very different statuses and backgrounds. Therefore, it is important that all of us are well informed about the various aspects of ICMI in order for our work to be as effective and efficient as possible.
We hope that this new website structure with updated information on every page will help in making ICMI better known and enhance its actions in the world.
Report on the 9th EMF Symposium – Montreal
Fabienne Venant, EMF- Convenor
Faten Khalloufi, EMF Executive Bureau President
Website: https://sites.google.com/view/emf
Watch the video of the event: https://www.youtube.com/watch?v=JVKFsCCrc00
From May 26 to 30, , the University of Quebec in Montreal (UQAM) hosted the 9th edition of the Espace Mathématique Francophone (EMF) Symposium, organized in partnership with a consortium of Quebec universities including: UQAM, Université du Québec en Outaouais, Université du Québec en Abitibi-Témiscamingue, Université du Québec à Rimouski, Université du Québec à Trois-Rivières, Université de Sherbrooke, Université de Montréal, and Université Laval.
Under the theme “Mathematics Education in an Accelerating World: Challenges and Opportunities,” the event brought together 221 participants. Registrants came from 15 countries, creating a unique space for dialogue among researchers, educators, and policymakers from across the Francophone world.
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A Rich and Diverse Scientific Program
The symposium balanced theoretical reflections and innovative practices through a variety of formats. Two plenary lectures on topics directly linked to the main theme were delivered. Fabien Torres (Canada) introduced the concept of resonance as a sociological approach to the problem of social acceleration. Louise Poirier (Canada) gave a sensitive demonstration of how mathematics and mathematics education can foster social and cultural responsibility. In addition to the plenary lectures, EMF featured two participatory roundtables addressing urgent questions about the role of mathematics education in shaping tomorrow's society and the importance of collaboration in research and education. These discussions were complemented by 11 working groups which explored more specific topics in greater depth. Participants also had the opportunity to explore emerging themes through 10 scheduled discussions and three special projects, including the Young Teachers Project (May 22-26) designed to support early-career educators.
Innovation at Its Core
The edition offered different innovations to respond to EMF's vocation to open researchers' reflections to a wider audience of practitioners and citizens.
A public lecture co-hosted by Nadia Lafrenière (Canada) and Judith Sadja-Njomgang (Cameroon) explored the question of time in mathematics and learning. This lecture was given in comodal mode to reach a wider audience.
The ‘Maths en action’ workshops gave participants the opportunity to share new mathematical experiences and explore the beauty and complexity of mathematics through art, crafts, and games. The colloquium also had the good fortune to host the launch of the “Esthétique de la complexité mathématique” exhibition, set up by artists Eva Knoll and Myriam Boucher-Pinard (Canada).
A standout innovation of this edition was the introduction of 5@7 Connection sessions; a groundbreaking hybrid networking format developed in collaboration with École en réseau. These networking sessions were offered on a comodal basis to enable Canadian practitioners to join. Thanks to this initiative, real exchanges between practitioners and researchers occurred by cross-fertilizing expertise. These late-afternoon discussions, centered on themes like assessment practices and adaptive pedagogies, fostered dynamic exchanges between researchers and practitioners, transcending institutional and geographical boundaries.
All lectures will soon be available for replay on the colloquium website.
Key Takeaways and Recommendations
EMF demonstrated the vitality of the Francophone mathematics education community while identifying areas for future growth. The success of the 5@7 Connection sessions suggests expanding this model in future editions, potentially incorporating more collaborative digital tools.
In conclusion, EMF not only upheld the symposium's tradition of academic excellence but also demonstrated the collaborative strength of the community and its openness and consideration for the diversity of those involved in mathematics education. It broke new ground through innovative formats like the 5@7 sessions, redefining how the Francophone mathematics community can collaborate to address contemporary educational challenges.
News from the EMF Executive Board
During the symposium, the EMF Executive Board renewed four of its members
New members: Fabienne Venant (Canada), Maud Chanudet (Switzerland), Mohamed Sagayar Moussa (Niger), Faguèye Ndiaye Sylla (Sénégal)
Members starting their second term: Adolphe Adihou (Canada/Benin), Said Abouhanifa (Maroc), Isabelle Demonti (Belgique), Viviane Durrand-Guerrier (France).
Next EMF Symposium
From the applications received, the board has selected the host country of the next EMF Symposium. EMF will be held in Brazzaville, Congo.
News from the International Study Group for Mathematical Modelling and Applications
Vince Geiger (President)
ICTMA conference Organizers are thrilled to have received over 170 abstract submissions from researchers and educators around the world. The program is rich and varied, reflecting the global diversity and innovation in mathematical modelling education. Keynotes, plenaries and panel discussion will cover a wide range of topics including the role of modelling in scientific investigations, AI and mathematical modelling education, and mathematical modelling for responsible and critical citizenship.
Keynote and plenary presentations for the conference are listed below.
Keynote
Plenaries
A panel discussion on Mathematical Modelling and Responsible and Critical Citizenship moderated by Professor Pauline Vos (Western Norway University of Applied Sciences, Norway) will conclude the conference and include the following panelists:
Early Career Researchers Day
A highlight of the conference will be the Early Career Researchers Day which will take place as part of the ICTMA22 conference on Sunday, 10 August. This will provide opportunity to exchange ideas with fellow ECRs and with experienced researchers, to network and to gain valuable advice about how to develop an academic career. The day will include opportunities to work with experts in the field, including Prof. Dr Vince Geiger, Prof. Dr Peter Galbraith and Assoc Prof. Lisa Steffensen. Prof. Dr Pauline Vos will lead the event.
The organizers of the conference warmly welcome all participants and look forward to insightful discussions, networking, and a memorable conference experience in Linköping!
Visit the conference website for details and updates: https://liu.se/en/research/ictma22
Contact:
Henry Pollak Award for Prof. Dr Gabriele Kaiser
Gabriele Kaiser will receive the Henry Pollak Award from the ICTMA this year. The ceremony will take place at the ICTMA22 conference in Linköping. Prof. Dr Gabriele Kaiser is one of the most important international experts in the field of mathematical modelling education. She has significantly shaped the ICTMA. She was President of ICTMA twice (-, -), organized ICTMA-14 in Hamburg in and has been co-editor of the ICTMA conference proceedings since . She also heads the book series ‘International Perspectives on the Teaching and Learning of Mathematical Modelling’.
Gabriele Kaiser has made a decisive contribution to the theoretical foundation of modelling; for example, her work on modelling perspectives, competence models and teacher beliefs. Her high level of recognition is reflected in numerous publications. She has also supervised ten doctoral and post-doctoral theses in the field of modelling, as well as many others in other areas of mathematics education.
We congratulate Gabriele Kaiser on this honor and will report on the ceremony in our next newsletter.
News from Chile - Connecting society with mathematics through a diversity of spaces and people
Leslie Jiménez Palma and Mariela Carvacho ICMI Representatives for Chile, Paola Comparín, Secretary of the Chilean Mathematical Society, Mauricio Godoy, President of the Chilean Mathematical Society
Second year of the National Mathematics Week in Chile
Last year, the Ministry of Education together with the Chilean Mathematical Society SOMACHI and the Chilean Mathematics Education Society SOCHIEM announced the creation of the National Mathematics Week. It was created to celebrate the legacy of Guacolda Antoine Lazzerini (–), a distinguished mathematics and physics teacher and the first woman to be elected dean at Universidad Técnica del Estado. SOMACHI and SOCHIEM are consistently committed to promoting outreach activities with the aim of bringing mathematics closer to students across Chile, inspiring curiosity and nurturing talent. For this reason, the creation of this week is a significant achievement: establishing a dedicated space in school calendars for mathematics, offering teachers the opportunity to engage students with activities that increase their interest in math.
In , the Week took place from April 7th to 11th, and the central theme was “Mathematics, art, and creativity.” In the south of Chile, various activities were carried out; in the Araucanía region there were activities for more than 300 students, led by Universidad de la Frontera (UFRO). Some of the activities were the Math Games Room, Art and mathematics, the workshops Let's use the computer to approximate Pi and The Little Prince and the circumference, and the talk Bees, oranges, and secrets and exploring hyperbolic geometry in the art of crochet, among others. In Osorno, the meeting Art and Math also took place, organized by Circulo Kimche at Andalue school.
In Santiago de Chile, several activities were carried out by Universidad de Chile, led by the outreach committee of the Department of Mathematics, Faculty of Sciences, University of Chile (DM-UCH). These activities mainly involved visits to primary and secondary schools to give the talks An equation that predicts the weather and The great adventure of writing and drawing mathematics (Based on the book The Great Adventure of Knowledge, written by Leslie Jiménez and Constanza Rojas-Molina) Also, the mathematics communication group of the department COMPAS Uchile, made up of students in different levels, participated as monitors of the activities, setting up math stands such as modular origami and math-magic, for more than 200 students in total.
Figure 1. Activities in the second year of The National Mathematics Week in Chile.
May 12: Celebrating women in mathematics from the south
Inspired by the goal of the day proposed by CWM about inspiring women everywhere to celebrate, many women academics in Chile organized a diverse number of activities to encourage an open, welcoming, and inclusive work environment for everybody. The activities took place in several regions in Chile, from the very north in the Arica and Parinacota Region to the south in the Los Lagos Region: 13 activities were registered in the official page of May 12 (Figure 2), and that amount is the minimum number of activities that occurred. The activities registered were the proyección documentary “Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani” (Universidad Católica de Chile (UC)), the documentary together with a debate about gender and mathematics (DM-UCH), Infographics about Women Mathematicians (Universidad de Valparaíso), Geometry and Women Pioneers (Universidad Austral de Chile), the challenge of a more equitable science and weaving networks (UC), the exhibition “History of Women Mathematicians” (UFRO), Women + Mathematics (Universidad de Chile and Piñera-Morel foundation), Celebration of International Day of Women Mathematicians (Universidad de Tarapacá, Universidad Católica de Valparaíso, Universidad Metropolitana de Ciencias de la Educación, Universidad de Los Lagos), and Matrices of Change: International Women in Mathematics Day (Universidad Federico Santa Maria).
The Ministry of Science and Technology in Chile and the Chilean network of mathematical outreach joined the celebration of the day with news and the note Voices and Territories on Women in Mathematics Day. The activities were mainly focused on two goals: 1) visibility of contributions of women in the past and the present, considering the history of the women pioneers in the area, and 2) reflection on the varied paths of women in the field and how the incorporation of a diversity of people suggests changes in the form and practice of mathematics itself in academia.
Figure 2. Photos from May 12 events in Chile registered on the webpage.
News from Estonia
Hannes Jukk, ICMI Representative for Estonia
The Institute of Computer Science presents an exhibition connecting art and science, titled “Geometry. Thought Patterns and Reflections,” at the Delta Study Building. The exhibition showcases art based on geometric principles. The exhibition is part of the "Order and Chaos" event series, organized in collaboration with the art galleries of seven academic buildings of the University of Tartu. The exhibition's concept and curation are by artist Kärt Summatavet. The opening date of the exhibition in the Delta Study Building was chosen as March 14, which is Mother Language Day in Estonia, but more widely known as Pi Day. (https://cs.ut.ee/en/content/exhibition-geometry-thought-patterns-and-reflections)
There is a shortage of teachers in Estonia, especially science and mathematics teachers. Efforts are being made to improve the situation in many ways. This summer, the University of Tartu will accept an additional speciality curriculum for mathematics teachers. Already, students of the class teacher specialty (starting to teach in grades 1 to 6) can choose English language or technology studies as an additional specialty, but if they have strong potential in mathematics, they will soon be able to choose the additional specialty of mathematics teacher (to teach mathematics until the end of basic school).
In order to motivate bachelor’s students of mathematics and mathematical statistics to continue in the master’s curriculum of Mathematics and Computer Science, the targeted financial scholarship for teacher training aimed at applicants in is 4,000 euros (2,000 euros per academic year). This is in addition to the €400 per month teacher training stipend, which is received by 80% of the students in the curriculum.
With the support of Estonian companies, an educational programme "Charge Yourself" was created for physics and chemistry teachers in . Tallinn University of Technology started cooperating with the "Charge Yourself" programme primarily thanks to the involvement of mathematics teachers. Tallinn University of Technology wishes to improve the level of mathematics teaching in Estonia. This year, 10 basic school chemistry teachers and 10 basic school mathematics teachers will be able to participate in a modern training program that will run from August to December . Teachers visit companies where they get an overview of the practice of chemistry, mathematics, and physics in professional work. The teachers will also meet with several experts and alumni of the education programme "Lae end."
The Estonian Mathematics Society in cooperation with the University of Tartu Youth Academy (https://teaduskool.ut.ee/en) invited mathematics teachers with less experience to a training course "Mathematically gifted students in the fourth grade." The training looked at the topics, tasks, strategies, and places in solutions that students should pay attention to and the principles for evaluating solutions.
Two higher education institutions in Estonia (Tallinn University and University of Tartu) engaged in teacher training started joint work in connection with the development of methodology for learning and teaching mathematics. The name of the joint project is COOLMATH "LAHEMATE: Learner-centred Mathematical Problem-Solving Teaching Methodology Development Study".
News from Iran - The “Spring Week of Mathematics” in every corner of Iran
Abolfazl Rafiepour, ICMI Representative for Iran and Ali Rahimi, Prospective teacher of Mathematics, Shahid Bahonar University of Kerman, Kerman, Iran.
The annual Spring Mathematics event is scheduled to take place from May 11-18 each year, coinciding with the birthday of the late contemporary Iranian mathematician Maryam Mirzakhani (Fields medalist) and ending with the birthday of Hakim Omar Khayyam Neyshaburi (who was a Persian mathematician, astronomer, and poet known for his quatrains and who lived from -).
This annual event was proposed at the 53rd board meeting of the Union of Iranian Mathematical Societies on February 15, , to motivate Iranian children and adolescents to think mathematically and was named “Spring Mathematics Week.” The event is hosted by experienced educators and trainers (teachers and principals) interested in creative and student-centered education.
Location: Mathematics Houses, Schools, Mathematics-related associations
Program Audience: Preschool and elementary school children, teenagers, their parents and young educators (tutors, teachers and principals)
Objectives:
The Seventh Celebration of “Women in Mathematics Day” organized by the Iranian Mathematical Society, May 12,
On the occasion of “Women in Mathematics Day” (May 12), the Women’s Committee of the Iranian Mathematical Society organized the seventh annual celebration of this global event. The program was held online on Monday, May 12, (Ordibehesht 22, ), from 17:00 to 19:00 Iran time. The event opened with remarks by Dr. Omid Alikaramzadeh, President of the Iranian Mathematical Society, and Dr. Ashraf Daneshkhah, Chair of the Women’s Committee. Both emphasized the importance of supporting women in mathematics and fostering equal opportunities in the field. Below is the poster of this program in the Persian language (the official language in Iran).
The scientific part of the program featured two keynote lectures:
The event also included the screening of a short video showcasing the activities and achievements of the Women’s Committee of the Iranian Mathematical Society over the past year. At the closing, the Maryam Mirzakhani Prize was officially awarded to the winners in recognition of their excellence in mathematical research. Dr. Somiyeh Moradi (pictured below), Associate Professor of the Faculty of Basic Sciences, won the Maryam Mirzakhani Award in .
Why Mathematics and Statistics Matter More than Ever in Teaching: A Talk by Dr. Mir Omid Haji Mirsadeghi on the occasion of the “Spring Mathematics Week” at Shahid Bahonar University of Kerman
Shahid Bahonar University of Kerman celebrates Mathematics Day with insights from academia and industry. To mark both “International Women in Mathematics Day” and “Iran's National Mathematics Day,” faculty of Mathematics and Computer at Shahid Bahonar University of Kerman hosted a special guest lecture on May 17, . The speaker was Dr. Mir Omid Haji Mirsadeghi, a Sharif University professor with hands-on experience at major tech companies like DIGIKALA (online shop company in Iran), SNAPP (online shop and online taxi services company in Iran), and TAPSI (online shop and online taxi services).
The topic of Dr. Mirsadeghi’s lecture was how mathematics and statistics are the missing link in today's digital businesses. In the engaging and practical session, Dr. Mirsadeghi broke down key statistical concepts such as the Law of Large Numbers and the Central Limit Theorem, showing how they're not just theoretical ideas - they're real tools behind smarter decision-making in technology.
He introduced the audience to experimental methods like randomized testing and A/B testing—the kind of tools online platforms use every day to decide which design, feature, or layout to use for best results in terms of economic benefits. Using real examples from the Iranian e-commerce world, he explained how companies test old versus new versions of their websites by dividing users into two groups and then measuring everything from click rates and user retention to final sales, all to find out which version truly performs better. However, this process is not always that simple. Dr. Mirsadeghi pointed out how factors like unusually large purchases can skew test results. That's why deeper statistical thinking is essential—and why tech companies need more mathematicians on their advisory board. "Statistics can measure the difference in differences," he emphasized, underlining how math helps businesses evolve smarter, not just faster. From to Amazon, even global giants rely on data and design experts to make sure their platforms stay intuitive and effective.
The final remark of Dr. Mirsadeghi’s lecture was: “If you are building something for the future, you must not forget math.”
News from the Philippines
CARLENE PC PILAR-ARCEO, ICMI Representative for the Philippines
International Day of Mathematics
In celebration of the International Day of Mathematics (IDM) , the University of the Philippines (UP) Diliman Institute of Mathematics set up a mini-museum in the third floor lobby of the main building from March 10 to March 14, Pi Day. The mini-museum contained exhibits related to the theme of IDM : Mathematics, Art, and Creativity.
The mini-exhibits featured a diverse range of interactive and educational stations. Dreamcatchers, handmade willow hoops woven with nets and adorned with feathers and beads, were displayed to demonstrate their traditional use in protecting sleepers from bad dreams. Tessellation and pattern artworks created by UP Diliman students showcased intricate designs using various figures, such as animals (cats, chickens, capybaras) and the iconic UP Ikot Jeep. Infographics and videos prepared by the UP Mathematics Majors Circle and the UP Mathematics Club offered additional insights into mathematical concepts.
At the coloring station, students colored Penrose tilings, the official art of IDM , and were challenged to use the minimum number of colors so that no two adjacent regions shared the same color. Students also crafted their own Möbius strips and explored other figures derived from them. The Platonic solids station allowed students to construct polyhedral graphs and identify dual polyhedra, with handmade models of the Platonic solids available for reference.
At the tangram station, students used tangram pieces to form shapes based solely on their silhouettes. The Tower of Hanoi station featured a puzzle set with up to ten discs, where students were challenged to complete it using the minimum number of moves. Finally, at the quadric surfaces station, students examined physical models of six quadric surfaces to better understand how these surfaces, commonly studied in calculus, appear in three-dimensional space.
On the first day of the exhibit, students from Grades 3 to 10 at the UP Integrated School visited the mini-museum, where they received an orientation about IDM . They also had the opportunity to create Möbius strips and color Penrose tilings. Throughout the week, UP Diliman students participated in the mini-museum activities and gained new insights into mathematical concepts through colors and patterns. To culminate IDM on Pi Day, the institute held a pie distribution event at 3:14 PM. Following a countdown, over a hundred pie slices were handed out to students.
Overall, the IDM activities at the institute were a success. The institute looks forward to another IDM filled with exciting, interactive experiences that highlight the beauty of mathematics.
MTAP-TL, Inc. Empowers Educators and Learners through March and April Webinars
In line with its commitment to promoting excellence and innovation in mathematics education, the Mathematics Teachers Association of the Philippines–Tertiary Level (MTAP-TL), Inc. successfully held two engaging webinars in March and April .
The first webinar, held on March 14, , celebrated both the International Day of Mathematics (Pi Day) with the global theme “Mathematics, Art, and Creativity” and National Women’s Month in the Philippines, themed “Babae sa Lahat ng Sektor, Kaagapay sa Pag-angat ng Bagong Pilipinas.” This free online event featured three distinguished speakers who shared powerful insights at the intersection of mathematics, creativity, and empowerment.
Ms. Marie Cris R. Roco-Escape, a teacher from Mambugan National High School and a passionate Gender and Development (GAD) advocate, opened the session with her talk, “XX: Can’t Find the Value of X and Even Questioning Y? [Women’s Participation in the Field of Mathematics],” highlighting the importance of recognizing and empowering women in the field of mathematics. This was followed by Mr. Guillermo Bautista Jr., currently pursuing a Ph.D. in STEAM Didactics at Johannes Kepler University in Linz, Austria, who presented “Fun with Function Art: Integrating Technology, Art, and Mathematics.” He emphasized the integration of creativity and digital tools into math instruction. Lastly, Dr. Aldrin John Jau Estonanto, Associate Professor V at the College of Teacher Education, Sorsogon State University, explored the connection between emotional well-being and math learning in his presentation titled “PsychoMathematics: Mental Health Education in Mathematics Learning.”
Continuing its professional development efforts, MTAP-TL hosted another webinar on April 30, , titled “Think Smart, Solve Fast: Practical Problem-Solving Techniques,” in cooperation with Negros Oriental State University (NORSU) and with the support of Canon Calculators PH as the official sponsor. This session focused on enhancing mathematical thinking and strategic problem-solving.
The webinar began with Engr. Armand G. Macapagong, RMP, proprietor of AGM Engineering Services, who delivered a session on “Strategies for Mathematical Problem Solving,” where he shared effective approaches to tackling mathematical challenges. He was followed by Engr. Romeo Q. Talentino, a professor at National University Manila, who introduced practical methods for simplifying complex calculations and the importance of recognizing and empowering women in the field of mathematics. This was followed by Mr. Guillermo Bautista Jr., currently pursuing a Ph.D. in STEAM Didactics at Johannes Kepler University in Linz, Austria, who presented “Fun with Function Art: Integrating Technology, Art, and Mathematics.” He emphasized the integration of creativity and digital tools into math instruction. Lastly, Dr. Aldrin John Jau Estonanto, Associate Professor V at the College of Teacher Education, Sorsogon State University, explored the connection between emotional well-being and math learning in his presentation titled “PsychoMathematics: Mental Health Education in Mathematics Learning.”
Concluding the event was Mr. Percival Bayron S. Bueser, Senior Assistant Manager at the Actuarial Department of Cocolife, who shared techniques for solving high-level math problems efficiently in his session, “Answering Mathematics Competition Questions with Speed and Elegance.”
Both webinars, conducted via Zoom, were well-attended by MTAP-TL members and their students. These events provided valuable opportunities for professional growth, knowledge sharing, and meaningful engagement in mathematics education across various levels.
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