Events planned for World Mathematics Year 2000<\/p>\n
By Hendra Gunawan<\/p>\n
BANDUNG (JP): Next year will see many mathematics events all
\nover the globe, in the spirit of the World Mathematics Year
\nintroduced by the International Mathematics Union (IMU).<\/p>\n
Based on its 1992 declaration in Rio de Janeiro, the union
\nwill hold the events under the auspices of the United Nations
\nEducation, Scientific and Cultural Organization (UNESCO). The
\nevents aim to tackle the great challenges in mathematics for the
\n21st century, promoting mathematics as a key factor for
\ndevelopment and trying to improve the image of the science.<\/p>\n
In 1900, in a conference in Paris, prominent mathematician
\nDavid Hilbert introduced a series of mathematical problems,
\nchallenging his peers to solve before the end of the century.
\nMost of them have now been solved.<\/p>\n
Continuing this tradition, a number of first class
\nmathematicians, represented within the Turn of the Century
\nCommittee, are now organizing efforts to formulate the great
\nchallenges for the coming century. The committee is chaired by
\nProf. Jacob Palis of Brazil, who was elected last year as the
\npresident of IMU.<\/p>\n
Mathematics has long been accepted as one of the main keys for
\nunderstanding the world and its development. However, many
\ncountries are still mathematically underdeveloped, even though
\nthey are UNESCO members. In this regard, the events are expected
\nto help such countries reach a level that enables their admission
\nto IMU. Founded in 1920, the union so far has only 50 nations as
\nits members. Indonesia, for example, is not a member.<\/p>\n
IMU intends to improve the image of mathematics to promote the
\npresence of the science in the \"information society\". This will
\nbe developed in connection with efforts already begun by many
\nmembers of the union.<\/p>\n
Up to now, many institutions have shown their interest in
\ntaking part in a number of programs planned for the World
\nMathematics Year 2000.<\/p>\n
IMU itself, for example, is coordinating the publication of a
\nbook of articles, entitled Mathematics Tomorrow, prepared by
\nprominent mathematicians on the prospects of mathematics in the
\nnext century.<\/p>\n
The International Commission for Mathematical Instruction will
\nbe organizing the ninth International Congress on Mathematical
\nEducation, in the cities of Makuhari and Chiba in Japan.<\/p>\n
Meanwhile, the International Commission on the History of
\nMathematics is compiling a history of mathematics and creating a
\npublic database of the world's mathematicians, including a
\ndescription of where original documents concerning him or her can
\nbe found.<\/p>\n
In promoting the image of mathematics, the European
\nMathematical Society is planning to issue stamps representing
\nEuropean mathematicians and exhibit mathematics posters of
\ngeneral interest in the subways of cities all over the world.<\/p>\n
Many countries will also be organizing conferences, meetings
\nand other activities in 2000. The Southeast Asian Mathematics
\nSociety will hold the third Asian Mathematical Conference in
\nManila. However, the Indonesian Mathematical Society has nothing
\nplanned for the World Mathematics Year.<\/p>\n
Mathematics in Indonesia has recently grown significantly.
\nMore than 53 years after independence, Indonesia now has only
\naround 65 people holding doctorates in mathematics, far less than
\nadequate for such a big country. Singapore, by comparison, has at
\nleast 150 Ph.D. holders in mathematics.<\/p>\n
While education in general is still in a mess, the image of
\nmathematics in Indonesian society is not good and public
\nappreciation of mathematics is poor. The poor appreciation is
\nprobably closely related to the country's cultural development.
\nWe compare poorly to the ancient Greeks, who had a great
\nappreciation of mathematics.<\/p>\n
Our Indonesian ancestors did not value mathematics adequately.
\nObviously, many Indonesians currently tend to appreciate things
\nthat are profitable or produce immediate results rather than
\nthose with long-term rewards. Thus the Ministry of Education and
\nCulture and the Office of the State Minister of Research and
\nTechnology provide more research funds for applied sciences than
\nfor pure studies such as mathematics.<\/p>\n
The situation is worsened by misleading teaching of
\nmathematics at schools. Indonesian students learn mathematics
\nthrough nothing but a series of procedural and soulless
\ncalculations, instead of useful modeling or creative and
\ninnovative problem solving. All this has to be improved.<\/p>\n
So, the World Mathematics Year next year is expected to
\nencourage Indonesian mathematicians, scientists, engineers and
\nteachers to improve mathematics teaching at schools, reveal a
\nbetter image of mathematics, and make the general public aware of
\nthe important role of mathematics in the development of culture,
\nsociety and the nation. Such efforts will surely need support
\nfrom the government.<\/p>\n
The writer is a lecturer at the Department of Mathematics of
\nthe Bandung Institute of Technology in West Java.<\/p>",
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