“Many decisions in society today are based on mathematical models. Sound and well-founded models are more important than ever,” says Peter Frejd, associate professor and docent at the Department of Mathematics (MAI).
Together with Jonas Bergman Ärlebäck, professor at MAI, he was one of the organisers of the conference. The event brought 178 participants from 33 countries to Campus Valla.
One of the main goals was to promote the use of mathematical modelling in classrooms and to connect mathematics with real-world problems. Several sessions also focused on pressing issues such as artificial intelligence, AI, and sustainability.
“The purpose is for participants to meet new colleagues and create joint research projects. I also hope they left with new inspiration and an insight into Swedish society,” says Peter Frejd.
The opening ceremony mixed music and academic tradition. Jonas Bergman Ärlebäck, a former member of LiU’s student orchestra LiTHe Blås, surprised participants by putting on his old uniform and performing a solo. He says that he thought it was very fun that they had the opportunity to organise the conference in Linköping.
“It was a great joy to host the conference here in Linköping. ICTMA has not been held in Northern Europe for many years – last time was in Japan – so it meant a lot to organise it here. The mathematics education research group at MAI has long been active in this field, and it is truly special to bring together international expertise and community at LiU,” says Jonas Bergman Ärlebäck.
AI and Mathematical Modelling in Education
Among the speakers was Takashi Kawakami, associate professor of Mathematics Education at Utsunomiya University in Japan. Together with a colleague, he gave a lecture on AI and mathematical modelling in education.
“It is very rewarding to meet researchers from all over the world. We are a fairly small group, but at the same time an international community with participants from many countries,” says Takashi Kawakami.
AI is increasingly used in mathematics and statistics education, but the question remains how teachers and students can best make use of tools like ChatGPT. Takashi Kawakami's lecture highlighted both opportunities and challenges, and offered practical advice for different educational levels.
“The key is not to see models only as finished ‘black boxes’ – systems where you cannot see or understand how the results are produced. Students need hands-on experience in creating, testing and critiquing models in order to truly understand and use them,” says Takashi Kawakami.
