-----Original =
Message-----
From:=20
Peter Gates <peter.gates@nottingham.ac.uk=
>
To:=20
maths-education@nottingh=
am.ac.uk=20
<maths-education@nottingh=
am.ac.uk>
Date:=20
Wednesday, November 01, 2000 10:12 AM
Subject:=20
[Maths-Education] quote from Everybody=20
=
counts...
*******************************************=
*************************************=20
This message has been generated through the Mathematics Education =
email=20
discussion list. Hitting the REPLY key sends a message to all list =
members.=20
=
*************************************************************************=
*******=20
=20
- Does anyone have an idea of the page in the report: =
National=20
Research Council (1989) Everybody Counts. Report to the nation on =
the=20
future of mathematics education, Washington DC: National Academy =
Press.=20
- the following appears??
- Teachers’ roles should include those of consultant, =
moderator=20
and interlocutor, not just presenter and authority. Classroom =
activities=20
must encourage students to express their approaches, both orally =
and in=20
writing. Students must engage Mathematics as a human activity; =
they must=20
learn to work cooperatively in small teams to solve problems as =
well as=20
to argue convincingly for their approach amid conflicting ideas =
and=20
strategies.
- (National Research Council, 1989, p. ??)
I would appreciate any replies direct ot me please??? =
Thanks.=20
Best wishes,
Peter
**************************************************
Peter Gates
Centre for the Study of Mathematics Education
University of Nottingham
Nottingham, NG7 2RD
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 115 951 4432
Fax: +44 115 846 6600
Mobile: 0773 080 8353 =
(pgates@genie.co.uk)
***********************=
***************************=20
_______________________________________________ Maths-Education =
mailing list=20
Maths-Education@nottingham.ac.uk=20
http://lists.nottingham.ac.uk/mailman/listinfo/maths-education=20
------=_NextPart_000_0059_01C043F5.DBC2D040--
From peter.gates@nottingham.ac.uk Thu, 02 Nov 2000 13:48:03 +0000
Date: Thu, 02 Nov 2000 13:48:03 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
I have just come across two UK publications
"Money counts" by BEAM and the Financial Services authority which claims
to be developing financial capability in the primary school linked to the
numeracy strategy.
Another is a published by the "4 learning and maths year 20002" (never
heard of them myself). this is called "Your family counts".
Both books give classroom resources purporting to develop childrens and
families numeracy by looking at matters financial.
Nothing in these books seems to be developing in children the real values
of money - i.e. the issues of disadvantage, poverty, social injustice,
usury, etc. etc.
I am interested in thinking about whether some of us could put something
together (e.g. "Money Talks" or "It's only being really rich that matters")
that consists of activities, examples etc. that raise the critical aspects
and uses of mathematics. There might of course be a wealth (ooops) of
resources out there of which i am unfamiliar, but it strikes me as
potentially useful to consider giving teachers some tasks that raises real
social questions about the way in which poverty is both unevenly
distributed, how poverty is spread, how it costs the poor more to live than
it costs the rich and all that stuff.
Is anyone interested, or does anyone have ideas??
Best wishes,
Peter
**************************************************
Peter Gates
Centre for the Study of Mathematics Education
University of Nottingham
Nottingham, NG7 2RD
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 115 951 4432
Fax: +44 115 846 6600
Mobile: 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/csme
**************************************************
From akst@idt.net Wed, 01 Nov 2000 12:45:03 -0500
Date: Wed, 01 Nov 2000 12:45:03 -0500
From: Geoffrey Akst akst@idt.net
Subject: [Maths-Education] Internett - distance education
--=====================_11686534==_.ALT
Content-Type: text/plain; charset="iso-8859-1"; format=flowed
Content-Transfer-Encoding: quoted-printable
Hello, Norway! A committee has been formed by the American=20
Mathematical Association of Two-Year Colleges (AMATYC) to focus on the=20
issue of DL in math. The contact person is Nancy Sattler=20
(nsattler@terra.cc.oh.us, nancy1950@hotmail.com). I'm a humble member of=20
this committee, and am very interested in the subject. Also, you might=20
want to write to Jodi Cotten (JodiCotten@mail.sunyjcc.edu) who is teaching=
=20
several math DL courses this term at her college and is an excellent=20
resource. I am taking the liberty of cc:ing this message to both Nancy and=
=20
Jodi.
I'd be grateful if you spot any math DL courses on the Web that=20
you think highly of. I'm always on the lookout for same.
Regards,
Geoff Akst
At 05:10 PM 11/1/00 +0100, you wrote:
>***************************************************************************=
=20
>***** This message has been generated through the Mathematics Education=20
>email discussion list. Hitting the REPLY key sends a message to all list=20
>members.=20
>***************************************************************************=
=20
>*****
>I am interested in any research, reports, articles or ongoing research=20
>concerning the use on Internet for distance education in mathematics, or=20
>perhaps combined distance /on campus teaching Perhaps you know of reports=
=20
>or articles awailable on the Internet? I would be very happy to receive=20
>good advices where to look.
>
>Best wishes
>Anne Berit Fuglestad
>-------------------------------------------------------------------------
>Anne Berit Fuglestad, Institutt for Matematiske fag
>H=F8gskolen i Agder, Tordenskjoldsgt. 65, Serviceboks 422, 4604=20
>Kristiansand, Norway
>Tel. + 47 38 14 15 38 e-mail: Anne.B.Fuglestad@hia.no
>Fax. + 47 38 14 10=20
>11 http://home.hia.no/~annebf/
>-------------------------------------------------------------------------
>
>_______________________________________________ Maths-Education mailing=20
>list Maths-Education@nottingham.ac.uk=20
>http://list=
=20
>s.nottingham.ac.uk/mailman/listinfo/maths-education
>
Geoffrey Akst
Title III/Mathematics Department
Room S726
Borough of Manhattan Community College
199 Chambers Street
NY, NY 10007
(e) akst@idt.net
(v) 212/346-8823
(f) 646/349-1901=20
--=====================_11686534==_.ALT
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Hello,
Norway! A committee has been formed by the American Mathematical
Association of Two-Year Colleges (AMATYC) to focus on the issue of DL in
math. The contact person is Nancy Sattler (nsattler@terra.cc.oh.us,
nancy1950@hotmail.com). I'm a humble member of this committee, and
am very interested in the subject. Also, you might want to write to
Jodi Cotten (JodiCotten@mail.sunyjcc.edu) who is teaching several math DL
courses this term at her college and is an excellent resource. I am
taking the liberty of cc:ing this message to both Nancy and Jodi.
I'd be
grateful if you spot any math DL courses on the Web that you think highly
of. I'm always on the lookout for same.
Regards,
Geoff Akst
At 05:10 PM 11/1/00 +0100, you wrote:
***********************************************=
*********************************
This message has been generated through the Mathematics Education email
discussion list. Hitting the REPLY key sends a message to all list
members.
****************************************************************************=
****
I am interested in any research, reports, articles or ongoing
research concerning the use on Internet for distance education in
mathematics, or perhaps combined distance /on campus
teaching Perhaps you know of reports or articles awailable on the
Internet? I would be very happy to receive good advices where to
look.
Best wishes
Anne Berit Fuglestad
-------------------------------------------------------------------------
Anne Berit Fuglestad, Institutt for Matematiske fag
H=F8gskolen i Agder, Tordenskjoldsgt. 65, Serviceboks 422, 4604
Kristiansand, Norway
Tel. + 47 38 14 15 38
=
e-mail:
Anne.B.Fuglestad@hia.no
Fax. + 47 38 14 10
11 &nbs=
p; http://home.hia.no/~annebf/
-------------------------------------------------------------------------
_______________________________________________ Maths-Education mailing
list Maths-Education@nottingham.ac.uk
h=
ttp://lists.nottingham.ac.uk/mailman/listinfo/maths-education
</blockquote></x-html>
Geoffrey Akst
Title III/Mathematics Department
Room S726
Borough of Manhattan Community College
199 Chambers Street
NY, NY 10007
(e) akst@idt.net
(v) 212/346-8823
(f) 646/349-1901
--=====================_11686534==_.ALT--
From dkpugale@email.uncc.edu Thu, 2 Nov 2000 09:22:18 -0500
Date: Thu, 2 Nov 2000 09:22:18 -0500
From: Pugalee, David dkpugale@email.uncc.edu
Subject: [Maths-Education] Money counts..or money talks?
I have longed believed that mathematics, in general, has not raised the
types of social issues that could be a 'wealth' of conscious raising
activities. I would be interested in exploring this idea further. Perhaps
the time has come for such an emphasis.
David
Dr. David K. Pugalee
Dept. of Middle, Secondary, & K-12 Education
The University of North Carolina at Charlotte
9201 University City Blvd.
Charlotte, NC 28223-0001
(704)687-3755 office; (704)687-6430 fax
-----Original Message-----
From: Peter Gates [mailto:peter.gates@nottingham.ac.uk]
Sent: Thursday, November 02, 2000 8:48 AM
To: maths-education@nottingham.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
****************************************************************************
****
This message has been generated through the Mathematics Education email
discussion list.
Hitting the REPLY key sends a message to all list members.
****************************************************************************
****
I have just come across two UK publications
"Money counts" by BEAM and the Financial Services authority which claims
to be developing financial capability in the primary school linked to the
numeracy strategy.
Another is a published by the "4 learning and maths year 20002" (never
heard of them myself). this is called "Your family counts".
Both books give classroom resources purporting to develop childrens and
families numeracy by looking at matters financial.
Nothing in these books seems to be developing in children the real values
of money - i.e. the issues of disadvantage, poverty, social injustice,
usury, etc. etc.
I am interested in thinking about whether some of us could put something
together (e.g. "Money Talks" or "It's only being really rich that matters")
that consists of activities, examples etc. that raise the critical aspects
and uses of mathematics. There might of course be a wealth (ooops) of
resources out there of which i am unfamiliar, but it strikes me as
potentially useful to consider giving teachers some tasks that raises real
social questions about the way in which poverty is both unevenly
distributed, how poverty is spread, how it costs the poor more to live than
it costs the rich and all that stuff.
Is anyone interested, or does anyone have ideas??
Best wishes,
Peter
**************************************************
Peter Gates
Centre for the Study of Mathematics Education
University of Nottingham
Nottingham, NG7 2RD
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 115 951 4432
Fax: +44 115 846 6600
Mobile: 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/csme
**************************************************
_______________________________________________
Maths-Education mailing list
Maths-Education@nottingham.ac.uk
http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
From J.D.Monaghan@education.leeds.ac.uk Thu, 02 Nov 2000 14:39:30 +0000
Date: Thu, 02 Nov 2000 14:39:30 +0000
From: John Monaghan J.D.Monaghan@education.leeds.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
I think Peter's idea, below, is excellent. Two 'obvious', but non-trivial,
and related points, however:
It's relatively easy to say being rich doesn't matter if you're financially
secure. When poverty dominates every aspect of your life being rich
certainly matters a great deal.
There is a stigma about being poor when you are poor. Giving teachers tasks
that raise real social issues without preparing them for this could
backfire in some cases.
At 01:48 PM 11/2/00 +0000, you wrote:
>***************************************************************************
*****
>This message has been generated through the Mathematics Education email
discussion list.
>Hitting the REPLY key sends a message to all list members.
>***************************************************************************
*****
>
>I have just come across two UK publications
>
>"Money counts" by BEAM and the Financial Services authority which claims
>to be developing financial capability in the primary school linked to the
>numeracy strategy.
>
>Another is a published by the "4 learning and maths year 20002" (never
>heard of them myself). this is called "Your family counts".
>
>Both books give classroom resources purporting to develop childrens and
>families numeracy by looking at matters financial.
>
>Nothing in these books seems to be developing in children the real values
>of money - i.e. the issues of disadvantage, poverty, social injustice,
>usury, etc. etc.
>
>I am interested in thinking about whether some of us could put something
>together (e.g. "Money Talks" or "It's only being really rich that matters")
>that consists of activities, examples etc. that raise the critical aspects
>and uses of mathematics. There might of course be a wealth (ooops) of
>resources out there of which i am unfamiliar, but it strikes me as
>potentially useful to consider giving teachers some tasks that raises real
>social questions about the way in which poverty is both unevenly
>distributed, how poverty is spread, how it costs the poor more to live than
>it costs the rich and all that stuff.
>
>Is anyone interested, or does anyone have ideas??
>
>
>Best wishes,
>Peter
>
>**************************************************
>Peter Gates
>Centre for the Study of Mathematics Education
>University of Nottingham
>Nottingham, NG7 2RD
>Great Britain
>
>peter.gates@nottingham.ac.uk
>
>Tel: +44 115 951 4432
>Fax: +44 115 846 6600
>
>Mobile: 0773 080 8353 (pgates@genie.co.uk)
>
>
>
>
>
>
>http://www.nottingham.ac.uk/csme
>**************************************************
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
>
From temscrm@ioe.ac.uk Thu, 2 Nov 2000 15:13:21 +0000
Date: Thu, 2 Nov 2000 15:13:21 +0000
From: Candia Morgan temscrm@ioe.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
There is Marilyn Frankentstein's 'Relearning mathematics' which has
this sort of stuff, though aimed primarily at adult learners.
You may also have seen the article 'Not for the classroom' by Jon
MacKernon in a recent Mathematics Teaching which contains some
provocative statistical sources - though we might want to challenge
the assumption that these are *not* for the classroom.
Candia
>********************************************************************************
>This message has been generated through the Mathematics Education
>email discussion list.
>Hitting the REPLY key sends a message to all list members.
>********************************************************************************
>
>I have just come across two UK publications
>
>"Money counts" by BEAM and the Financial Services authority which claims
>to be developing financial capability in the primary school linked to the
>numeracy strategy.
>
>Another is a published by the "4 learning and maths year 20002" (never
>heard of them myself). this is called "Your family counts".
>
>Both books give classroom resources purporting to develop childrens and
>families numeracy by looking at matters financial.
>
>Nothing in these books seems to be developing in children the real values
>of money - i.e. the issues of disadvantage, poverty, social injustice,
>usury, etc. etc.
>
>I am interested in thinking about whether some of us could put something
>together (e.g. "Money Talks" or "It's only being really rich that matters")
>that consists of activities, examples etc. that raise the critical aspects
>and uses of mathematics. There might of course be a wealth (ooops) of
>resources out there of which i am unfamiliar, but it strikes me as
>potentially useful to consider giving teachers some tasks that raises real
>social questions about the way in which poverty is both unevenly
>distributed, how poverty is spread, how it costs the poor more to live than
>it costs the rich and all that stuff.
>
>Is anyone interested, or does anyone have ideas??
>
>
>Best wishes,
>Peter
>
>**************************************************
>Peter Gates
>Centre for the Study of Mathematics Education
>University of Nottingham
>Nottingham, NG7 2RD
>Great Britain
>
>peter.gates@nottingham.ac.uk
>
>Tel: +44 115 951 4432
>Fax: +44 115 846 6600
>
>Mobile: 0773 080 8353 (pgates@genie.co.uk)
>
>
>
>
>
>
>http://www.nottingham.ac.uk/csme
>**************************************************
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
--
****************************************
Dr Candia Morgan tel: (+44) 020 7612 6677
Mathematical Sciences fax: (+44) 020 7612 6686
Institute of Education email: temscrm@ioe.ac.uk
University of London
20 Bedford Way
London WC1H OAL
From jeremy.hodgen@kcl.ac.uk Thu, 2 Nov 2000 16:33:58 +0000
Date: Thu, 2 Nov 2000 16:33:58 +0000
From: Jeremy Hodgen jeremy.hodgen@kcl.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
Anyone who chooses to work with financial institutions or government
organisations takes on some important limitations. On the other hand, the
possibilities for getting wide distribution of socialist, revolutionary or
even liberal texts are limited, and as we know teachers attempting to
unsettle the dominant discourse of the maths classroom usually have to
resort to their own, or informal, networked materials.
We would entirely support Peter's proposal for the further development of
such materials, and remind readers of this list that it is not the case, as
David Pugalee puts it, that 'mathematics, in general, has not raised the
types of social issues that could be a 'wealth' of conscious raising
activities'. Aside from anything else, our knowledge of 'disadvantage,
poverty, social injustice, usury, etc. etc.', as Peter put it, is often
expressed in terms of mathematical discourses. Indeed, 'mathematics, in
general' is unclear ... Maths education? All classes, all teachers, all age
groups, all countries, all languages?
A key difficulty for teachers at least in the UK trying to centre
curricula and pedagogy on issues of social justice is the dominance of
official discourses. These limit the possibilities for people attempting to
work inside those dominant discourses, including those writing maths books
for school use.
Two of us were involved in producing one of the books Peter refers to -
"Money Counts" from BEAM and the Financial Services Agency. The
introduction to this book certainly refers to issues of poverty and social
injustice - albeit couched in the language of social inclusion. Activities
include the Cost of Living which is set in the context of Jaqueline
Wilson's Bed and Breakfast Star - about a homeless family living in hostel
accomodation; Internet Books which raises issues about credit cards and
young people's debt; Gifts, a comparison of different amounts of money
(including the National Health Service budget); Phone a Friend which
explores issues around advertising and confusion marketing; or What will
you buy / Special Offers which explore the different meanings of value (not
just monetary).
All these activities were a result of compromises and were certainly toned
down. For example, one activity that was edited out was:
Discuss who you might lend money to and for what benefit to yourself
=A310 with a return of =A315 from an arms manufacturer
=A310 with return of =A311 from a clockwork radio maker
=A310 with no return from a medical emergency appeal
We think that books like this need to be set against the plethora of
materials that are produced by banks - little more than propoganda and free
advertising targetted at getting young people to consume their products.
It's all very well to produce radical curriculum materials but these are
likely to be used by the teachers who would do this anyway.
=46inally, it is important to recognise that these activities are aimed at 5
to 11 year olds. Whilst young children's thinking can be very
sophisticated, their experience of financial, political and social issues
is necessarily limited.
Tamara Bibby ( tamara.bibby@kcl.ac.uk )
Jeremy Hodgen ( jeremy.hodgen@kcl.ac.uk )
Alison Tomlin ( alison.tomlin@kcl.ac.uk )
Jeremy Hodgen
e-mail: jeremy.hodgen@kcl.ac.uk
From Malcolm.Swan@nottingham.ac.uk Thu, 2 Nov 2000 17:04:13 +0000
Date: Thu, 2 Nov 2000 17:04:13 +0000
From: Malcolm Swan Malcolm.Swan@nottingham.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
As well as emphasising what is wrong with the way money and wealth is
used and distributed, we should also be positive and suggest
activities which promote the sharing of wealth. Rather than simply
criticising 'how can you maximise profit?" questions, we should also
promote "how can I raise/ give away money in a manner that maximises
the benefit to others"? I find that when kids realise there are
things wrong with the world (and its not hard to get most kids angry
about injustice) they want to do something about it......and we can
surely find ways of harnessing social consciences in local, positive
ways? Many schools do such things, though perhaps not in their maths
lessons. This sounds like a 'real problem solving' task that cuts
across school curriculum issues and should best be tackled by several
departments working together.
>***************************************
>This message has been generated through the Mathematics Education
>email discussion list.
>Hitting the REPLY key sends a message to all list members.
>********************************************************************************
>
>I have just come across two UK publications
>
>"Money counts" by BEAM and the Financial Services authority which claims
>to be developing financial capability in the primary school linked to the
>numeracy strategy.
>
>Another is a published by the "4 learning and maths year 20002" (never
>heard of them myself). this is called "Your family counts".
>
>Both books give classroom resources purporting to develop childrens and
>families numeracy by looking at matters financial.
>
>Nothing in these books seems to be developing in children the real values
>of money - i.e. the issues of disadvantage, poverty, social injustice,
>usury, etc. etc.
>
>I am interested in thinking about whether some of us could put something
>together (e.g. "Money Talks" or "It's only being really rich that matters")
>that consists of activities, examples etc. that raise the critical aspects
>and uses of mathematics. There might of course be a wealth (ooops) of
>resources out there of which i am unfamiliar, but it strikes me as
>potentially useful to consider giving teachers some tasks that raises real
>social questions about the way in which poverty is both unevenly
>distributed, how poverty is spread, how it costs the poor more to live than
>it costs the rich and all that stuff.
>
>Is anyone interested, or does anyone have ideas??
>
>
>Best wishes,
>Peter
>
>**************************************************
>Peter Gates
>Centre for the Study of Mathematics Education
>University of Nottingham
>Nottingham, NG7 2RD
>Great Britain
>
>peter.gates@nottingham.ac.uk
>
>Tel: +44 115 951 4432
>Fax: +44 115 846 6600
>
>Mobile: 0773 080 8353 (pgates@genie.co.uk)
>
>
>
>
>
>
>http://www.nottingham.ac.uk/csme
>**************************************************
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
--
Malcolm Swan
School of Education
Jubilee Campus
Nottingham
NG8 1BB
Tel +44 (0) 115 951 4412
From P.Ernest@exeter.ac.uk Thu, 2 Nov 2000 17:28:21 +0000 (GMT Standard Time)
Date: Thu, 2 Nov 2000 17:28:21 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: [Maths-Education] Cryptic QAA problem.
Think of a number between 1-24. Call it X. Add 7. Double
it. Multiply by three. Add 200. subtract 98. Divide by 6.
Subtract X. What's the answer? Understand?
PS Thanks for helpful earlier replies!
Paul
PPS Consultancies considered!!
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
The Philosophy of Mathematics Education Journal
No. 13 is now available at this website as is the
chapter "Why Teach Maths?" (cf. Guardian 3-10-00)
From P.Ernest@exeter.ac.uk Thu, 2 Nov 2000 17:44:19 +0000 (GMT Standard Time)
Date: Thu, 2 Nov 2000 17:44:19 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: REPLY: Re: [Maths-Education] Internett - distance education
For info. See details MEd and EdD in maths ed available by=20
DL via my homepage (below)
On Wed, 01 Nov 2000 12:45:03 -0500 Geoffrey Akst=20
wrote:
> Hello, Norway! A committee has been formed by the American=20
> Mathematical Association of Two-Year Colleges (AMATYC) to focus on the=20
> issue of DL in math. The contact person is Nancy Sattler=20
> (nsattler@terra.cc.oh.us, nancy1950@hotmail.com). I'm a humble member of=
=20
> this committee, and am very interested in the subject. Also, you might=
=20
> want to write to Jodi Cotten (JodiCotten@mail.sunyjcc.edu) who is teachin=
g=20
> several math DL courses this term at her college and is an excellent=20
> resource. I am taking the liberty of cc:ing this message to both Nancy a=
nd=20
> Jodi.
>=20
> I'd be grateful if you spot any math DL courses on the Web that=
=20
> you think highly of. I'm always on the lookout for same.
>=20
> Regards,
>=20
> Geoff Akst
>=20
>=20
> At 05:10 PM 11/1/00 +0100, you wrote:
> >************************************************************************=
***=20
> >***** This message has been generated through the Mathematics Education=
=20
> >email discussion list. Hitting the REPLY key sends a message to all list=
=20
> >members.=20
> >************************************************************************=
***=20
> >*****
> >I am interested in any research, reports, articles or ongoing research=
=20
> >concerning the use on Internet for distance education in mathematics, or=
=20
> >perhaps combined distance /on campus teaching Perhaps you know of repor=
ts=20
> >or articles awailable on the Internet? I would be very happy to receive=
=20
> >good advices where to look.
> >
> >Best wishes
> >Anne Berit Fuglestad
> >------------------------------------------------------------------------=
-
> >Anne Berit Fuglestad, Institutt for Matematiske fag
> >H=F8gskolen i Agder, Tordenskjoldsgt. 65, Serviceboks 422, 4604=20
> >Kristiansand, Norway
> >Tel. + 47 38 14 15 38 e-mail: Anne.B.Fuglestad@hia.no
> >Fax. + 47 38 14 10=20
> >11 http://home.hia.no/~anneb=
f/
> >------------------------------------------------------------------------=
-
> >
> >_______________________________________________ Maths-Education mailing=
=20
> >list Maths-Education@nottingham.ac.uk=20
> >http://l=
ist=20
> >s.nottingham.ac.uk/mailman/listinfo/maths-education
> >
>=20
>=20
>=20
> Geoffrey Akst
> Title III/Mathematics Department
> Room S726
> Borough of Manhattan Community College
> 199 Chambers Street
> NY, NY 10007
>=20
> (e) akst@idt.net
> (v) 212/346-8823
> (f) 646/349-1901=20
Paul
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
The Philosophy of Mathematics Education Journal
No. 13 is now available at this website as is the=20
chapter "Why Teach Maths?" (cf. Guardian 3-10-00)
From scottk@mathsyear2000scotland.org.uk Thu, 2 Nov 2000 17:46:27 +0000 (GMT)
Date: Thu, 2 Nov 2000 17:46:27 +0000 (GMT)
From: Scott Keir scottk@mathsyear2000scotland.org.uk
Subject: [Maths-Education] Cryptic QAA problem.
Hello
On Thu, 2 Nov 2000, Paul Ernest wrote:
> Think of a number between 1-24. Call it X. Add 7. Double
> it. Multiply by three. Add 200. subtract 98. Divide by 6.
> Subtract X. What's the answer? Understand?
Have I missed the thread here? Is this an answer or a question?
The answer appears to be 24 every time.
[(6(x+7) + 102)/6 - x => x+7 + 17 -x => 24]
I don't know why it says only pick numbers from 1-24: is this meant to be
grounded in reality?
Scott
Scott Keir
Maths Year 2000 Scotland
International Centre for Mathematical Sciences P: 0131 220 1777
14 India Street F: 0131 220 1053
Edinburgh e: scottk@mathsyear2000scotland.org.uk
EH3 6EZ w: http://www.mathsyear2000scotland.org.uk
From P.Ernest@exeter.ac.uk Thu, 2 Nov 2000 17:57:57 +0000 (GMT Standard Time)
Date: Thu, 2 Nov 2000 17:57:57 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: REPLY: Re: [Maths-Education] Cryptic QAA problem.
Ahh. Now you've spoiled it.
Hint: see subject and last question.
> On Thu, 2 Nov 2000, Paul Ernest wrote:
> > Think of a number between 1-24. Call it X. Add 7. Double
> > it. Multiply by three. Add 200. subtract 98. Divide by 6.
> > Subtract X. What's the answer? Understand?
>
> Have I missed the thread here? Is this an answer or a question?
>
> The answer appears to be 24 every time.
> [(6(x+7) + 102)/6 - x => x+7 + 17 -x => 24]
>
> I don't know why it says only pick numbers from 1-24: is this meant to be
> grounded in reality?
>
> Scott
>
>
> Scott Keir
> Maths Year 2000 Scotland
> International Centre for Mathematical Sciences P: 0131 220 1777
> 14 India Street F: 0131 220 1053
> Edinburgh e: scottk@mathsyear2000scotland.org.uk
> EH3 6EZ w: http://www.mathsyear2000scotland.org.uk
Paul
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
The Philosophy of Mathematics Education Journal
No. 13 is now available at this website as is the
chapter "Why Teach Maths?" (cf. Guardian 3-10-00)
From S.Pope@roehampton.ac.uk Thu, 2 Nov 2000 18:11:41 +0000
Date: Thu, 2 Nov 2000 18:11:41 +0000
From: Sue Pope S.Pope@roehampton.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
Dear Peter
There certainly isn't a great deal of stuff accessible to school
children although there is a nice bit in MU120. I would be interested
to work with you on this... along with many others I think...
Perhaps we need to pool data and ideas and then have an editing
meeting...
Sue
Sue Pope
University of Surrey Roehampton
Froebel College, Roehampton Lane
London SW15 5PH
020 8392 3783
From david_wright@becta.org.uk Thu, 2 Nov 2000 22:20:12 -0000
Date: Thu, 2 Nov 2000 22:20:12 -0000
From: David Wright david_wright@becta.org.uk
Subject: [Maths-Education] Money counts..or money talks?
There is a real opportunity to address these issues through the
implementation of Citizenship into the National Curriculum. Mathematics can
certainly play an important part in involving children in thinking about
these issues in a constructive way and the Dfee are looking for resources
which will support teachers who want to do this and disseminating them
through the National Grid for Learning, a website which will support
Citizenship will be launched next year. In the meantime there is a small
Citizenship area developing on the Virtual Teacher Centre at
http://vtc.ngfl.gov.uk/
If anyone has materials that they would like to share, please use the
Contributory Database at http://contribute.ngfl.gov.uk/
Best wishes
David Wright
Education Officer
Curriculum and Institutional Development
Becta
British Educational Communications and Technology Agency
> -----Original Message-----
> From: Peter Gates [SMTP:peter.gates@nottingham.ac.uk]
> Sent: 02 November 2000 13:48
> To: maths-education@nottingham.ac.uk
> Subject: [Maths-Education] Money counts..or money talks?
>
> **************************************************************************
> ******
> This message has been generated through the Mathematics Education email
> discussion list.
> Hitting the REPLY key sends a message to all list members.
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>
> I have just come across two UK publications
>
> "Money counts" by BEAM and the Financial Services authority which claims
> to be developing financial capability in the primary school linked to the
> numeracy strategy.
>
> Another is a published by the "4 learning and maths year 20002" (never
> heard of them myself). this is called "Your family counts".
>
> Both books give classroom resources purporting to develop childrens and
> families numeracy by looking at matters financial.
>
> Nothing in these books seems to be developing in children the real values
> of money - i.e. the issues of disadvantage, poverty, social injustice,
> usury, etc. etc.
>
> I am interested in thinking about whether some of us could put something
> together (e.g. "Money Talks" or "It's only being really rich that
> matters")
> that consists of activities, examples etc. that raise the critical aspects
> and uses of mathematics. There might of course be a wealth (ooops) of
> resources out there of which i am unfamiliar, but it strikes me as
> potentially useful to consider giving teachers some tasks that raises real
> social questions about the way in which poverty is both unevenly
> distributed, how poverty is spread, how it costs the poor more to live
> than
> it costs the rich and all that stuff.
>
> Is anyone interested, or does anyone have ideas??
>
>
> Best wishes,
> Peter
>
> **************************************************
> Peter Gates
> Centre for the Study of Mathematics Education
> University of Nottingham
> Nottingham, NG7 2RD
> Great Britain
>
> peter.gates@nottingham.ac.uk
>
> Tel: +44 115 951 4432
> Fax: +44 115 846 6600
>
> Mobile: 0773 080 8353 (pgates@genie.co.uk)
>
>
>
>
>
>
> http://www.nottingham.ac.uk/csme
> **************************************************
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
From truranjk@camtech.net.au Fri, 3 Nov 2000 12:13:24 +1050
Date: Fri, 3 Nov 2000 12:13:24 +1050
From: truranjk@camtech.net.au truranjk@camtech.net.au
Subject: [Maths-Education] Money Counts
No course which we teach is ever value neutral. There is a reasonable case to
be made that some of what we teach in mathematics supports values which are
not in the best interests of our society. But this is only a reasonable case,
not a divine message set in tablets of stone.
It is therefore important that in attempting to corect what we may see as in
imbalance/inappropriateness in values we do not do those very things which
we are seeking to oppose.
One of the characteristics of librarians which has always impresssed me is their
commitment to assisting readers to finding out information without asking any
questions about the use to which the information will be put. I would argue
that mathematics teachers have a similar calling: to provide students with the
power of being able to think mathematically and to show them what tools are
available within the discipline.
These are dangerous words to write. I know and accept at least some of the arguments
for the importance on context, relevance, and the need for social critiquing,
though no doubt by now some of my readers will have decided otherwise. But I
would still put before Peter Gates and his collaborators what I see as the primary
need of ensuring that students learn good mathematics in a way which will enable
them to use this mathematics as seems best to them. I have no doubt that some
of them will use it in ways to which many (probably most) of us are very much
opposed. But this will happen regardless of how much we try to blend social
correctness with mathematics teaching.
Personally, I put my long-term confidence in openness,and my fear is that Peter
Gates' proposal is a styep in the opposite direction. I should be delighted
to find out that this is not so.
John Truran
Adelaide, South Australia
From peter.gates@nottingham.ac.uk Fri, 03 Nov 2000 11:30:06 +0000
Date: Fri, 03 Nov 2000 11:30:06 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] Money Counts - and count more than maths.
John raises some important issues here, but let me ask a question.
Assume you were the father of two small girls. Assume also that you were a
librarian. Assume someone came in and asked for books somehow related
paedophilia. Assume also that a little girl of about 8 had just been
murdered by, it is claimed, a peadophile in your area.
Question. What do you do? Just not ask questions? I bet!!
Another question, you are in Germany in 1938.........I will let you finish
the analogue
Personally I find the analogue of the librarian frightening and unhelpful.
But it does open up clear blue water between me and you john.=20
I am personally not in this business because I have some divine desire to
teach maths. I am fundamentally a socialist, that is what drives me and it
is paramount to me. It comes before and is much more fundamental than my
teaching. I teach however as a socialist.=20
Whose 'good' mathematics John? The mathematics that killed so many Japanese
in 1945? The mathematics that causes children from ethnic minority groups
to be so disadvantaged in my country as well as yours? The mathematics that
alienates so many girls. OOooo you make me angry!
Mathematics is neither good nor bad - it is people who are.=20
I am not prepared to stop values being central simple because some don't
hold my values. What i will do is argue my values to show how superior they
are than others. If I win that battle -great, If I loose then I have to
rethink or to keep on battling.
For me (and possibly "my collaborators" that sounds rather chilling John -
I wish you hadn't said that it's rather patronizing) the Primary need is
not "that children learn good mathematics". That is just plan naivete.=20
OK Have I changed you mind? No I thought not. BUT at least I am being open
with my values. That surely must give you confidence in me.
Peter.
Oh and by the way - its a day of national celebration in the UK, Woodhead
has gone....
Where were you when you heard the news.....
>
>No course which we teach is ever value neutral. There is a reasonable case=
to
>be made that some of what we teach in mathematics supports values which are
>not in the best interests of our society. But this is only a reasonable=
case,
>not a divine message set in tablets of stone.
>
>It is therefore important that in attempting to corect what we may see as=
in
>imbalance/inappropriateness in values we do not do those very things which
>we are seeking to oppose.
>
>One of the characteristics of librarians which has always impresssed me is
their
>commitment to assisting readers to finding out information without asking=
any
>questions about the use to which the information will be put. I would argue
>that mathematics teachers have a similar calling: to provide students with
the
>power of being able to think mathematically and to show them what tools are
>available within the discipline.
>
>These are dangerous words to write. I know and accept at least some of the
arguments
>for the importance on context, relevance, and the need for social=
critiquing,
>though no doubt by now some of my readers will have decided otherwise. But=
I
>would still put before Peter Gates and his collaborators what I see as the
primary
>need of ensuring that students learn good mathematics in a way which will
enable
>them to use this mathematics as seems best to them. I have no doubt that=
some
>of them will use it in ways to which many (probably most) of us are very=
much
>opposed. But this will happen regardless of how much we try to blend social
>correctness with mathematics teaching.
>
>Personally, I put my long-term confidence in openness,and my fear is that
Peter
>Gates' proposal is a styep in the opposite direction. I should be delighted
>to find out that this is not so.
>
>John Truran
>Adelaide, South Australia
>
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>=20
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From j.h.mason@open.ac.uk Fri, 3 Nov 2000 12:30:18 +0000
Date: Fri, 3 Nov 2000 12:30:18 +0000
From: John Mason j.h.mason@open.ac.uk
Subject: [Maths-Education] values in and of maths.
Carrying on with Peter Gates and John Truran's discussion:
Does E = mc^2 have implicit values?
I wonder if there might not be a confusion between the values which we
bring to reading such a statement (including our judgements of historical
events in which this played a part), and the values which were implicit in
the culture (macro and micro) in which the formula was developed?
If my conjecture that there are differences in these has any validity, then
perhaps the statement that E=mc^2 has implicit values is either confusing
or amalgamating these two (and perhaps others, such as the values implicit
in participating in an e-discussion on this issue). It makes mopre sense
to me to look at the values of people than treating artifacts as containing
or holding the values of people who have produced or employed them.
To be really extreme, I find it hard to blame paper and pens for having
been used to sign death warrants, no matter how anti-the actions I might
be. I certainly do not refuse to use paper and pencil because of this
history.
Now, teaching is done by people to people and so there are implicit anbd
explicit values involved. But it does not for me follow that the content
of what is being taught is itself value-laden.
or have I missed the point?
John Mason
From John.Gillespie@nottingham.ac.uk Fri, 3 Nov 2000 12:33:19 +0000
Date: Fri, 3 Nov 2000 12:33:19 +0000
From: John Gillespie John.Gillespie@nottingham.ac.uk
Subject: [Maths-Education] Money counts..or money talks?
I was interested in your email as I too think that the equity issues of
money in the world are little known in schools and elsewhere but very
important to include.
I would like to help in some way.
4 probably well knowm starters
- No doubt you saw the recent ATM maths teaching 172article - by
jonathan Makernan - Not for the classroom
- There are development education centres around the country - we
have one here in Nottingham called MUNDI - they could help
- Am I right that the New Internationalist still has centre spreads
which are very useful sources of data.
- The voluntary sector aid agencies like OXFAM, Cafod, Christian Aid
etc also have statistics. In addition they have young person centred People
maths type activities for youth groups etc which are effective.
John
John Gillespie
School of Education,
University of Nottingham,
Jubilee Campus,
Wollaton Road, Nottingham NG8 1BB.
(0)115 951 4988
Fax 0115 951 4475
website for School of Education http://www.nottingham.ac.uk/education/
From rouletg@educ.queensu.ca Fri, 03 Nov 2000 11:19:04 -0500
Date: Fri, 03 Nov 2000 11:19:04 -0500
From: Geoff Roulet rouletg@educ.queensu.ca
Subject: [Maths-Education] values in and of maths.
During my years of secondary school teaching I often attempted to introduce
values into mathematics lessons. I found that when I was explicit in this
and directly presented my views (I am a product of the 1960s student New
Left) the students generally listened politely, nodded agreement and then
went on with their mathematical tasks. It was obvious that I had little
impact. By accident one day I found a much better approach. Using data
given me by a local mine manager I had developed a large problem in which
students were to balance the production of 5 mine sites producing multiple
minerals to match predicted customer demand for metals. There was a
"perfect" solution to the problem that involved increasing production at
some sites and decreasing it at others. One of my students, having
personally experienced in his family the uncertainty arising when local
mines shifted production targets, noted that our equations did not address
the issue of employee dislocation. Their interests had no place in the
problem solution. A lively debate re the uses of mathematics and the need
to interject values positions into problem solving followed.
Since this event I have attempted to construct problems that potentially
have a values component, but wait for the issue to arise from the class.
Most often it does and I have seen some very intense debates follow. I
have also found that I do not need to interject to counter extreme
positions or spurious arguments. All the teacher needs to do is to ensure
that the tone of the debate remains reasonable and that the floor is open
to all. In this case students themselves rise to address positions that I
would like to see challenged.
Geoff Roulet
----------------------------------------------------------------------
Geoffrey Roulet
Coordinator, Centre for Mathematics, Science, and Technology Education
Faculty of Education
Queen's University
Kingston, ON
K7L 3N6
Phone: 613-533-6000 ext. 74935 (Work External)
74935 (Work Internal)
613-531-3348 (Home)
Fax: 613-533-6584
Internet: rouletg@educ.queensu.ca
----------------------------------------------------------------------
From M.S.Boylan@shu.ac.uk Mon, 06 Nov 2000 13:40:04 +0000
Date: Mon, 06 Nov 2000 13:40:04 +0000
From: Mark S. BOYLAN(EDS) M.S.Boylan@shu.ac.uk
Subject: [Maths-Education] Money counts..or money talks? - international links
It's great to see a discussion developing about what we can do to create
materials that can be used to open up discussion between teachers and
children about financial priorities in society.
I think an important part of this would be to talk about the international
financial systems; the IMF and World Bank, global currency speculation.
futures markets; McDonalds paying children a pittance to make toys for
their happy meal boxes and the like.
Recently an intiative was taken to create an international network of
maths educators under the name "People Count". This was aimed at
"educating the world about the IMF and Worldbank" to link up with recent
protests in Prague
This has generated a lot of interest particularly in Latin America. About
70 people have subscribed to the People Count mail list. In the end
difficulties of time and translation meant that this didn't get much
further than a statement of intention.
Such an international development probably needs to be more firmly based
on the development of the sort of materials that Peter suggests in
particular countries first.
I have begun to prepare some materials on the way that votes are bought in
these international financial institutions. Its literally one dollar one
vote, and we know who has the most dollars. The lack of democracy is
compounded by the way in poor countries are forced to group together into
voting constituencies which lead to former British colonies that are poor
like the carribean islands ending up being represented on the board of
directors by rich ex-British colonies like Canada.
I'd be willing to work one some materials about this and other issues
connected to globabisation, debt and poverty.
And what about the mathematics of climate change?
Mark Boylan
School of Education
Sheffield Hallam University
College House
Sheffield
S10 2BP
Tel 0114 2254398
e-mail m.s.boylan@shu.ac.uk
From rdance@uvi.edu Fri, 03 Nov 2000 19:43:58 -0400
Date: Fri, 03 Nov 2000 19:43:58 -0400
From: Rosalie A. Dance rdance@uvi.edu
Subject: [Maths-Education] Money Counts
The odd thing about John Truran's message is that it seems to be saying
(his disclaimer notwithstanding) that our teaching should not suggest to
students that mathematics is 'about' anything. That, I believe, is one of
the reasons that so many talented minds from certain demographic groups
demonstrate minimal interest in mathematics. If you see a need to change
something, to make a difference, to make things better for people, and you
have not seen the applicability of mathematics to much of anything, then
you probably won't focus much intellectual effort in the direction of
mathematics. We need a wide range of intellectually engaging
context. Economic issues are very appropriate. And if students get hot
about an issue that is the context of their mathematics learning, we will
have turned a major corner in mathematics education.
............................................................................
Rosalie A. Dance
Division of Science and Mathematics,
University of the Virgin Islands
St. Thomas, VI 00802
phone 340-693-1253
fax 340-693-1245
rdance@uvi.edu
From PRMLMU@aol.com Mon, 6 Nov 2000 09:47:25 EST
Date: Mon, 6 Nov 2000 09:47:25 EST
From: PRMLMU@aol.com PRMLMU@aol.com
Subject: [Maths-Education] Money counts..or money talks?
For easily accessible material suitable for KS4 pupils, see the Century Maths
series pub. Stanley Thornes. "Handling Data Y10/11 Core" book has some data
on "50 Cities of the World" It contains data such as living space, infant
mortality rates etc. Can be used to illustrate Global Education, Citizenship
etc as specified in NC 2000.
Paul Marshall
From sfng@nie.edu.sg Tue, 7 Nov 2000 08:39:30 +0800
Date: Tue, 7 Nov 2000 08:39:30 +0800
From: NG Swee Fong (MME) sfng@nie.edu.sg
Subject: [Maths-Education] Money counts..or money talks? - internation
al links
> **************************************************************
> ******************
> This message has been generated through the Mathematics
> Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> **************************************************************
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>
> And what about the mathematics of climate change?
For teachers who are looking for materials to use in their classrooms:
John D Collins' (1995) book Maths Matters: Example of Mathematics in the
Environment, published by WWF, UK has some excellent examples of how maths
can be used to understand what is happening in the environment.
Areas of interest covered are:
Carbon dioxide: Using mathematics to understand the greenhouse effect
Chapter Two: Investigating Population Issues through Mathematics: Ethiopia
Chapter Three: Using mathematics to understand what is happening to the
world's largest veggies - the elephants
Chapter Four: Our Disappearing Countryside
Chapter Five: The Peregrine Falcon -Master of the Skies
Chapter Six: Oil Slicks pollute our seas
The book is well designed to be used by students in key stages 3 and 4.
Teachers' Notes are provided.
Swee Fong Ng
National Institute of Education
Mathematics and Mathematics Education Academic Group
469 Bukit Timah Road
Singapore 259756
Telephone number: (65) 460-5900
Fax: (65)-4698952
e-mail address: sfng@nie.edu.sg
From D.K.Jones@soton.ac.uk Tue, 07 Nov 2000 00:50:06 +0000
Date: Tue, 07 Nov 2000 00:50:06 +0000
From: Keith Jones D.K.Jones@soton.ac.uk
Subject: [Maths-Education] KS3 mathematics through ICT
I hear that the Department for Education and Employment (in the UK) are
sponsoring a project looking at "delivering" key stage 3 (lower secondary school)
courses through ICT and are starting with Japanese, Latin and Mathematics.
Apparently the trials are to take place in schools, teacher-mediated, and also
with individual learners, some of whom may be using the materials wholly
unmediated. The projects are due to run from January 2001 to August 2001.
Anyone have any more on this - and why they have chosen mathematics as one of the
trial subjects?
Presumably the choice of Japanese and Latin is because there are very few, if
any, suitably qualified UK teachers of those subjects ......
Keith Jones
University of Southampton
Research and Graduate School of Education
Highfield
Southampton
SO17 1BJ
UK
e-mail: dkj@southampton.ac.uk
http://www.soton.ac.uk/~gary/crime.html
tel: +44 (0)23 80 592449
fax: +44 (0)23 80 593556
From peter.gill@kcl.ac.uk Tue, 7 Nov 2000 14:57:06 +0000
Date: Tue, 7 Nov 2000 14:57:06 +0000
From: Peter Gill peter.gill@kcl.ac.uk
Subject: [Maths-Education] Graphs and Gender
Does anybody know of research publications related to gender differences
when interpreting graphs?
Peter Gill School of Education
King's College London
Franklin-Wilkins Building
Waterloo Road
Tel: +44 (0)20 7 848 3188 London SE1 8WA
Fax: +44 (0)20 7 848 3182 United Kingdom
http://www.kcl.ac.uk/education
From Bell.J@ucles.org.uk Tue, 7 Nov 2000 15:32:57 +0000
Date: Tue, 7 Nov 2000 15:32:57 +0000
From: John Bell Bell.J@ucles.org.uk
Subject: [Maths-Education] Graphs and Gender
There is some material in the APU science reports. They include chapters on
Interpreting graphs, tables and charts.
> -----Original Message-----
> From: Peter Gill [SMTP:peter.gill@kcl.ac.uk]
> Sent: 07 November 2000 15:26
> To: maths-education@nottingham.ac.uk
> Subject: [Maths-Education] Graphs and Gender
>
> **************************************************************************
> ******
> This message has been generated through the Mathematics Education email
> discussion list.
> Hitting the REPLY key sends a message to all list members.
> **************************************************************************
> ******
>
> Does anybody know of research publications related to gender differences
> when interpreting graphs?
>
> Peter Gill School of Education
> King's College London
> Franklin-Wilkins Building
> Waterloo Road
> Tel: +44 (0)20 7 848 3188 London SE1 8WA
> Fax: +44 (0)20 7 848 3182 United Kingdom
>
> http://www.kcl.ac.uk/education
>
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
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From tamara.bibby@kcl.ac.uk Tue, 7 Nov 2000 16:46:23 +0100
Date: Tue, 7 Nov 2000 16:46:23 +0100
From: Tamara Bibby tamara.bibby@kcl.ac.uk
Subject: [Maths-Education] Graphs and Gender
I've spoken to this student - I don't think there is anything - and am a
concerned about looking to gender things like this. I explained that I
thought Hanna knew more about this kind of thing than I did.
King's College, School of Education
Franklin-Wilkins Building
Waterloo Road
London SE1 9NN
Tel: 020 7848 3117
Fax: 020 7848 3182
From nsattler@terra.cc.oh.us Mon, 6 Nov 2000 17:25:38 -0500
Date: Mon, 6 Nov 2000 17:25:38 -0500
From: nsattler@terra.cc.oh.us nsattler@terra.cc.oh.us
Subject: [Maths-Education] Internett - distance education
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I am hoping to come up with a listing of sites that you can examine. I will
try to stay in touch!
Nancy
-----Original Message-----
From: Geoffrey Akst [mailto:akst@idt.net]
Sent: Wednesday, November 01, 2000 12:45 PM
To: maths-education@nottingham.ac.uk
Cc: nsattler@terra9.terra.cc.oh.us; nancy1950@hotmail.com;
JodiCotten@mail.sunyjcc.edu
Subject: Re: [Maths-Education] Internett - distance education
Hello, Norway! A committee has been formed by the American
Mathematical Association of Two-Year Colleges (AMATYC) to focus on the issue
of DL in math. The contact person is Nancy Sattler
(nsattler@terra.cc.oh.us, nancy1950@hotmail.com). I'm a humble member of
this committee, and am very interested in the subject. Also, you might want
to write to Jodi Cotten (JodiCotten@mail.sunyjcc.edu) who is teaching
several math DL courses this term at her college and is an excellent
resource. I am taking the liberty of cc:ing this message to both Nancy and
Jodi.
I'd be grateful if you spot any math DL courses on the Web that you
think highly of. I'm always on the lookout for same.
Regards,
Geoff Akst
At 05:10 PM 11/1/00 +0100, you wrote:
****************************************************************************
**** This message has been generated through the Mathematics Education email
discussion list. Hitting the REPLY key sends a message to all list members.
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****
I am interested in any research, reports, articles or ongoing research
concerning the use on Internet for distance education in mathematics, or
perhaps combined distance /on campus teaching Perhaps you know of reports
or articles awailable on the Internet? I would be very happy to receive
good advices where to look.
Best wishes
Anne Berit Fuglestad
-------------------------------------------------------------------------
Anne Berit Fuglestad, Institutt for Matematiske fag
Hřgskolen i Agder, Tordenskjoldsgt. 65, Serviceboks 422, 4604
Kristiansand, Norway
Tel. + 47 38 14 15 38 e-mail: Anne.B.Fuglestad@hia.no
Fax. + 47 38 14 10 11 http://home.hia.no/~annebf/
-------------------------------------------------------------------------
_______________________________________________ Maths-Education mailing list
Maths-Education@nottingham.ac.uk
http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
Geoffrey Akst
Title III/Mathematics Department
Room S726
Borough of Manhattan Community College
199 Chambers Street
NY, NY 10007
(e) akst@idt.net
(v) 212/346-8823
(f) 646/349-1901
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I am=20
hoping to come up with a listing of sites that you can examine. I =
will try=20
to stay in touch!
Nancy
&=
nbsp;
Hello,=20
Norway! A committee has been formed by the American =
Mathematical=20
Association of Two-Year Colleges (AMATYC) to focus on the issue of =
DL in=20
math. The contact person is Nancy Sattler =
(nsattler@terra.cc.oh.us,=20
nancy1950@hotmail.com). I'm a humble member of this committee, =
and am=20
very interested in the subject. Also, you might want to write =
to Jodi=20
Cotten (JodiCotten@mail.sunyjcc.edu) who is teaching several math DL =
courses=20
this term at her college and is an excellent resource. I am =
taking the=20
liberty of cc:ing this message to both Nancy and=20
=
Jodi.
I'd=20
be grateful if you spot any math DL courses on the Web that you =
think highly=20
of. I'm always on the lookout for =
same.
Regards,
Geoff=20
Akst
At 05:10 PM 11/1/00 +0100, you wrote:
********************************************************************=
************=20
This message has been generated through the Mathematics =
Education email=20
discussion list. Hitting the REPLY key sends a message to all =
list=20
members.=20
=
*************************************************************************=
*******=20
I am interested in any research, reports, articles or =
ongoing=20
research concerning the use on Internet for distance education =
in=20
mathematics, or perhaps combined distance /on campus=20
teaching Perhaps you know of reports or articles awailable =
on the=20
Internet? I would be very happy to receive good advices =
where to=20
look.
Best wishes
Anne Berit Fuglestad=20
=
---------------------------------------------------------------------=
----=20
Anne Berit Fuglestad, Institutt for Matematiske fag=20
Høgskolen i Agder, Tordenskjoldsgt. 65, =
Serviceboks=20
422, 4604 Kristiansand, Norway
Tel. =
+=20
47 38 14 15 38 =20
=
&nbs=
p; e-mail:=20
Anne.B.Fuglestad@hia.no
Fax. + 47 38 14 10 =
=
11 &=
nbsp; http://home.hia.no/~annebf/=20
=
---------------------------------------------------------------------=
----=20
_______________________________________________ =
Maths-Education=20
mailing list Maths-Education@nottingham.ac.uk h=
ttp://lists.nottingham.ac.uk/mailman/listinfo/maths-education=20
</blockquote></x-html>
Geoffrey Akst
Title III/Mathematics Department
Room S726
Borough of Manhattan Community College
199 Chambers Street
NY, NY 10007
(e) akst@idt.net
(v) 212/346-8823
(f) 646/349-1901 =
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From truranjk@camtech.net.au Tue, 7 Nov 2000 06:56:21 +1030
Date: Tue, 7 Nov 2000 06:56:21 +1030
From: John & Kath Truran truranjk@camtech.net.au
Subject: [Maths-Education] Money Counts
Rosalie Dance has suggested that I seem to be saying that " our teaching
should not suggest to students that mathematics is 'about' anything" and
that such an approach is a great turn-off for many students".
This is almost certainly a very good point, as is her comment that "we need
a wide range of intellectually engaging contexts".
I have been trying not to be too absolute in my statements just because
points like these are also relevant. My specific concrn in comenting on
"Money Counts" was that it could easily become ideologically driven, rather
than mathematically driven, and not provide that "intellectually engaging
context" which I believe is important. I was also concerned to provide a
balance to the current bias away from pure mathematics, even though this
too can provide an intellectually engaging context.
I was certainly producing a conservative response because I am conscious in
my own country of how good mathematics (dare I say accurate mathematics) is
so often disregarded by teachers (at all levels) and by
administrators/politicians. Perhaps the question I have been feeling
towards is really one about whether mathematics knowledge really does make
a difference in this world (at least at the level of ordinary people) and
how it is possible to demonstrate this to students.
This os not very well put, but I would be very interested to read case
studies of where sound mathematical arguments were actually listened to by
people who initially had different agendas from the answers.
John Truran
PO Box 157
Goodwood
South Australia 5034
+618 8373 0490 ph
truranjk@camtech.net.au
From truranjk@camtech.net.au Sun, 5 Nov 2000 16:45:43 +1030
Date: Sun, 5 Nov 2000 16:45:43 +1030
From: John & Kath Truran truranjk@camtech.net.au
Subject: [Maths-Education] Money Counts - and count more than maths.
I did of course know the arguments about paedophiles, 1938, and librarians,
and I'm sure Peter Gates knows the principle that hard cases make bad laws.
What I have trouble understanding, however, is why Peter is angry with me
for suggesting that mathematics can be "good". Of course, the criteria we
use to judge goodness in mathematics are different from those we use to
judge goodness in people or goodness in how people use mathematics. It
seems to me that they are more intrinsic in the case of mathematics, more
se;f-referrent, less concerned with their effects on others. But I'm very
open to suggestions on this. But I would say that one test I would apply
to any arfument put forward is to replace "mathematics" by "music" to see
if the case were still a strong one.
I was aware that Peter was a socialist, and that's not a problem for me. It
is good that we are able to fight for our values systems, and I try to do
my but too, though not as strongly or as often as Peter. But while
conceding that each teacher's values systems will impinge to some extent on
his or her teaching (and I am certainly conscious of some of the ways in
which mine do) I also see it as responsibility of a mathematics teacher to
make the mathematics central. Peter, as I read him, sees the balance as
quite different. I wonder what the consequences of our respective positions
are for the good of mathematics teaching as a whole.
I'm sorry if I've offended by using the word "collaborators". It was not
meant to offend. It was merely e-mail-ese for want of a readily available
better word, and I still can't think of one which doesn't have ovretones
for what I want to convey. Help is welcome.
John Truran
PO Box 157
Goodwood
South Australia 5034
+618 8373 0490 ph
truranjk@camtech.net.au
From P.Ernest@exeter.ac.uk Wed, 8 Nov 2000 16:01:19 +0000 (GMT Standard Time)
Date: Wed, 8 Nov 2000 16:01:19 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: [Maths-Education] CIEAM 2000 conference
--Part10011081619.F
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Dear Colleagues
I attach a copy of the announcement for this conference (in
.pdf ie Acrobat Reader format)
I thought this was a visionary and inspiring manifesto,
which I know Christine Keitel and colleagues struggled hard
to produce, so I though it worth circulating (and
endorsing!)
Paul
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
--Part10011081619.F
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--Part10011081619.F--
From Laurinda.Brown@bristol.ac.uk Thu, 09 Nov 2000 08:37:19 +0000
Date: Thu, 09 Nov 2000 08:37:19 +0000
From: Laurinda Brown Laurinda.Brown@bristol.ac.uk
Subject: [Maths-Education] Money Counts
John Truran wrote:
>
> I was certainly producing a conservative response because I am conscious in
> my own country of how good mathematics (dare I say accurate mathematics) is
> so often disregarded by teachers (at all levels) and by
> administrators/politicians. Perhaps the question I have been feeling
> towards is really one about whether mathematics knowledge really does make
> a difference in this world (at least at the level of ordinary people) and
> how it is possible to demonstrate this to students.
>
> This os not very well put, but I would be very interested to read case
> studies of where sound mathematical arguments were actually listened to by
> people who initially had different agendas from the answers.
>From Laurinda Brown:
If students are not engaged by the mathematics that they do whether
'value for money' or within the mathematics itself then mathematics
certainly will not make a difference in the world of the students and
thence not in the wider world. I see myself as a mathematician and
teacher as well as a person/human being and mathematics makes the most
difference in my own world because of my engagement with it which also
allows me to be numerate in the sense of being aware of how mathematics
is used and using it in the way talked about in the book 'Innumeracy'.
I suppose what I try to do in classrooms is to work with students so
that they are listened to as they discuss mathematically ( and this
means their strong arguments in response to questions like 'why?'
'how?' 'what makes a difference?' 'what happens if?' etc and that they
learn the power of their thinking mathematically so that they can
achieve something they couldn't do without it. David Wheeler's
challenge of all children experiencing 'mathematising at least once in
their lives so they know what they are choosing away in deciding not to
study mathematics has certainly coloured my thinking. The lecture
in which this was said was entitled 'Humanising mathematics education'
and as he talked it started to snow gently - all in all an inspiring
event - a long time ago - but I believe that students will not
necessarily experience this power of mathematics internally for
themselves through someone else's political agenda. This does not mean
that I rule that possibility out. Mathematics makes a difference at the
level of ordinary people when it makes a difference at the level of the
students. This is the challenge I work with.
Laurinda
----------------------
Laurinda Brown
Laurinda.Brown@bristol.ac.uk
0117-9287019
From D.N.Smith@shu.ac.uk Thu, 09 Nov 2000 11:36:29 +0000
Date: Thu, 09 Nov 2000 11:36:29 +0000
From: Jim D.N. SMITH(EDS) D.N.Smith@shu.ac.uk
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching mathematics
In relation to draft Key Stage 3 Framework for Teaching Mathematics.
In broad terms I welcome the introduction of this framework. In my
previous role as head of mathematics department, I might well have found
the framework rather restrictive, and regarded it as undermining my
professional autonomy. However, in my role as subject leader for a PGCE
secondary maths course I can see many benefits for initial trainees in the
framework. For example, two weeks ago I asked the students on our current
course to bring in schemes of work from their placement schools. These
were enormously varied, and some of them were of an exceptionally high
standard. Unfortunately, some of them were not and relied overmuch upon
published textbooks. In one case there simply was no scheme of work
available to student teacher as the department was in the process of
changing from one textbook to another.
I look forward to being able next year to introducing the framework. I
should be able to tell students that host departments in schools will
either be working to the framework very closely, or have developed their
own ideas within the framework, or be elaborating and extending the
framework.
I also welcome the general emphasis on direct teaching, and upon engaging
the class in purposeful discussion and fruitful activity.
My only concern remains the worry that by using the framework to raise
standards of the weakest departments, we may unnecessarily restrict the
professional autonomy of high achieving mathematics teachers. In the
long-term, this may make the job less attractive to high-quality recruits.
Jim D N Smith BSc MEd BA
Mathematics Education Centre
School of Education
Sheffield Hallam University
36 Collegiate Crescent
Sheffield
S10 2BP
http://www.shu.ac.uk/schools/ed/teaching/dns/
http://www.shu.ac.uk/schools/ed/centres/ma.html
0114 225 2349 desk
0114 225 2339 fax
d.n.smith@shu.ac.uk
Common-sense is unexamined theory.
From M.S.Boylan@shu.ac.uk Thu, 09 Nov 2000 13:13:13 +0000
Date: Thu, 09 Nov 2000 13:13:13 +0000
From: Mark S. BOYLAN(EDS) M.S.Boylan@shu.ac.uk
Subject: Re(2): [Maths-Education] Money Counts
I would like to make the following points on the debate around money
counts in response to John Turan and Laurinda Brown.
I believe that the mathematics curriculum is already ideologically driven
both in terms of the content of the curriculum and the way that it is
commonly taught.
Our choices about what to teach, in what way and how to teach are always
choices of value. I think that Peter Gates declaration of his political
position as a socialist is both honest and makes transparent his purposes
in trying to influence the mathematics curriculum. Personally. I find it
hard to put labels on myself nowadays but for me a central concern is
empowering students to udnerstand the ecological, economic and social
forces that mean our current ways of living in the rich nations are
unsusatinable. When people do not say where they are coming form
politically I get mistrustful.
Too often mathematics education is seen as neutral in terms of value. So
we teach children about large numbers, put standard form in the text books
and curriculum but often this is done in neutral contexts and thorugh
repetitive exercises that are very boring. There are an implicit values in
doing this - mathematics as alien and pointless to the vast majority of
students. How about allowing our students to explore their relationship to
the world through number. To realise how incredibly big they are in
relation to the number of cells in their bodies and how incredibly small
they are in relation to the abundance of life on our planet. How about
exploring the relative size of wealth people own in the world. If Bill
Gates' height was proportional to his height how much bigger would he be
than people in the local community or a child sleeping on the streets in
Sao Paulo.
Of course many teachers are already doing this sort of work. I remember
how a class of low attaining, disaffected working class students I taught
came alive when we discussed how much the Director of Direct Line
Insurance and engaged with the intellectual challenge of working our just
how many years their low paid mothers and fathers needed to work to earn
the equivalent of one days pay. "I'm gonna go home and tell my Da' about
this" one said. This may have been the first time he had wanted to talk to
his father about what he did at school.
I am sympathetic to Laurinda's remarks. Not least because I feel strongly
that when students have the experience of 'dreaming' mathematical worlds
into existence for themselves it can help to give the confidence to try to
create similar qualities of beauty, wonder, suprise, order, chaos, rhythm
and pattern in other areas of thier lives.
But given the fact that the Financial Services Industry wants to influence
what is taught in schools surely the main issue is do we want to provide
an alternative perspective which at least gives the possbility of students
making their own minds up. If we don't then the only voice that will be
heard is the corporate voice.
Mark Boylan
School of Education
Sheffield Hallam University
College House
Sheffield
S10 2BP
Tel 0114 2254398
e-mail m.s.boylan@shu.ac.uk
>My specific concrn in comenting on
>"Money Counts" was that it could easily become ideologically driven,
>rather
>than mathematically driven, and not provide that "intellectually engaging
>context" which I believe is important
From Laurinda.Brown@bristol.ac.uk Thu, 09 Nov 2000 13:23:10 +0000
Date: Thu, 09 Nov 2000 13:23:10 +0000
From: Laurinda Brown Laurinda.Brown@bristol.ac.uk
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching
mathematics
Yes, Jim's last point is one of my concerns. We run a course where we
work with these strong, creative students. They gain a lot from
developing curriculum frameworks and planning lessons within a
range of schemes of work - I do not want to see these people offered
less of a challenge and hope to present that view as I go to meetings
etc so that there might be a minimum prescription but that the
procedures be not statutory. This seems to be what we have at the
moment with the framework.
Laurinda
On Thu, 09 Nov 2000 11:36:29 +0000 "Jim D.N. SMITH(EDS)"
wrote:
> ********************************************************************************
> This message has been generated through the Mathematics Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ********************************************************************************
>
> In relation to draft Key Stage 3 Framework for Teaching Mathematics.
>
> In broad terms I welcome the introduction of this framework. In my
> previous role as head of mathematics department, I might well have found
> the framework rather restrictive, and regarded it as undermining my
> professional autonomy. However, in my role as subject leader for a PGCE
> secondary maths course I can see many benefits for initial trainees in the
> framework. For example, two weeks ago I asked the students on our current
> course to bring in schemes of work from their placement schools. These
> were enormously varied, and some of them were of an exceptionally high
> standard. Unfortunately, some of them were not and relied overmuch upon
> published textbooks. In one case there simply was no scheme of work
> available to student teacher as the department was in the process of
> changing from one textbook to another.
>
> I look forward to being able next year to introducing the framework. I
> should be able to tell students that host departments in schools will
> either be working to the framework very closely, or have developed their
> own ideas within the framework, or be elaborating and extending the
> framework.
>
> I also welcome the general emphasis on direct teaching, and upon engaging
> the class in purposeful discussion and fruitful activity.
>
> My only concern remains the worry that by using the framework to raise
> standards of the weakest departments, we may unnecessarily restrict the
> professional autonomy of high achieving mathematics teachers. In the
> long-term, this may make the job less attractive to high-quality recruits.
>
>
> Jim D N Smith BSc MEd BA
> Mathematics Education Centre
> School of Education
> Sheffield Hallam University
> 36 Collegiate Crescent
> Sheffield
> S10 2BP
>
> http://www.shu.ac.uk/schools/ed/teaching/dns/
> http://www.shu.ac.uk/schools/ed/centres/ma.html
>
> 0114 225 2349 desk
> 0114 225 2339 fax
>
> d.n.smith@shu.ac.uk
>
> Common-sense is unexamined theory.
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
----------------------
Laurinda Brown
Laurinda.Brown@bristol.ac.uk
0117-9287019
From Laurinda.Brown@bristol.ac.uk Thu, 09 Nov 2000 13:30:26 +0000
Date: Thu, 09 Nov 2000 13:30:26 +0000
From: Laurinda Brown Laurinda.Brown@bristol.ac.uk
Subject: Re(2): [Maths-Education] Money Counts
I have been asked by one individual for more information on this book -
it is full of the sort of challenges Mark talks about and I found that
I could use a lot of the ideas which did motivate the students I work
with as well as being a good read. Thought I'd send it to the list in
response to Mark's thoughts - the important thing is finding something
in our own lives and teaching that actually works which is one reason
Mark's story is so strong - it worked for him - what works in a
middle-class heartland might be different and for a different person.
Thanks all for the discussion. Laurinda
Innumeracy - mathematical illiteracy and its consequences - John Allen
Paulos ISBN 0 14 01.2255 9 - Penguin books for us, 1988. Try Amazon -
there are now later books but this first one has some really arresting
problems which I have used with students as appropriate - eg how fast
does your hair grow - in km/per/hr. Estimate how much blood there is in
the world and give a visual representation of it. Nice chapter on
Statistics, Trade-offs and society. It's also a book which some
students get a lot out of reading themselves. Quite a motivator.
Hope this is of some use,
Laurinda
On Thu, 09 Nov 2000 13:13:13 +0000 "Mark S. BOYLAN(EDS)"
wrote:
> ********************************************************************************
> This message has been generated through the Mathematics Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ********************************************************************************
>
> I would like to make the following points on the debate around money
> counts in response to John Turan and Laurinda Brown.
>
> I believe that the mathematics curriculum is already ideologically driven
> both in terms of the content of the curriculum and the way that it is
> commonly taught.
> Our choices about what to teach, in what way and how to teach are always
> choices of value. I think that Peter Gates declaration of his political
> position as a socialist is both honest and makes transparent his purposes
> in trying to influence the mathematics curriculum. Personally. I find it
> hard to put labels on myself nowadays but for me a central concern is
> empowering students to udnerstand the ecological, economic and social
> forces that mean our current ways of living in the rich nations are
> unsusatinable. When people do not say where they are coming form
> politically I get mistrustful.
>
> Too often mathematics education is seen as neutral in terms of value. So
> we teach children about large numbers, put standard form in the text books
> and curriculum but often this is done in neutral contexts and thorugh
> repetitive exercises that are very boring. There are an implicit values in
> doing this - mathematics as alien and pointless to the vast majority of
> students. How about allowing our students to explore their relationship to
> the world through number. To realise how incredibly big they are in
> relation to the number of cells in their bodies and how incredibly small
> they are in relation to the abundance of life on our planet. How about
> exploring the relative size of wealth people own in the world. If Bill
> Gates' height was proportional to his height how much bigger would he be
> than people in the local community or a child sleeping on the streets in
> Sao Paulo.
>
> Of course many teachers are already doing this sort of work. I remember
> how a class of low attaining, disaffected working class students I taught
> came alive when we discussed how much the Director of Direct Line
> Insurance and engaged with the intellectual challenge of working our just
> how many years their low paid mothers and fathers needed to work to earn
> the equivalent of one days pay. "I'm gonna go home and tell my Da' about
> this" one said. This may have been the first time he had wanted to talk to
> his father about what he did at school.
>
> I am sympathetic to Laurinda's remarks. Not least because I feel strongly
> that when students have the experience of 'dreaming' mathematical worlds
> into existence for themselves it can help to give the confidence to try to
> create similar qualities of beauty, wonder, suprise, order, chaos, rhythm
> and pattern in other areas of thier lives.
>
> But given the fact that the Financial Services Industry wants to influence
> what is taught in schools surely the main issue is do we want to provide
> an alternative perspective which at least gives the possbility of students
> making their own minds up. If we don't then the only voice that will be
> heard is the corporate voice.
>
> Mark Boylan
> School of Education
> Sheffield Hallam University
> College House
> Sheffield
> S10 2BP
> Tel 0114 2254398
> e-mail m.s.boylan@shu.ac.uk
>
>
>
>
>
> >My specific concrn in comenting on
> >"Money Counts" was that it could easily become ideologically driven,
> >rather
> >than mathematically driven, and not provide that "intellectually engaging
> >context" which I believe is important
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
----------------------
Laurinda Brown
Laurinda.Brown@bristol.ac.uk
0117-9287019
From P.Ernest@exeter.ac.uk Thu, 9 Nov 2000 15:51:48 +0000 (GMT Standard Time)
Date: Thu, 9 Nov 2000 15:51:48 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: REPLY: Re(2): [Maths-Education] Money Counts
I've been fascinated by the controversy over values in
maths ed. An invitation to all the participants: would one
of you - with the permission of the others - like to
collect it all into a dialogue (chronologically I assume)
for me to publish in Philosphy of Maths Ed. Journal next
issue - available to everyone via the web (address below).
A bit of real issues driven controversey is exciting and
valuable and I think it should be shared wider (if you are
willing).
Paul
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
From welbeck@africaonline.co.zw Thu, 9 Nov 2000 18:26:45 +0200
Date: Thu, 9 Nov 2000 18:26:45 +0200
From: Maposa welbeck@africaonline.co.zw
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching mathematics
I wonder whether I can have access to the framework. I am in charge of the
methods course for pre-service teachers.
-----Original Message-----
From: Jim D.N. SMITH(EDS)
To: L&N@cfbt-hq.org.uk ;
maths-education@nottingham.ac.uk
Date: Thursday, November 09, 2000 2:11 PM
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching
mathematics
>***************************************************************************
*****
>This message has been generated through the Mathematics Education email
discussion list.
>Hitting the REPLY key sends a message to all list members.
>***************************************************************************
*****
>
>In relation to draft Key Stage 3 Framework for Teaching Mathematics.
>
>In broad terms I welcome the introduction of this framework. In my
>previous role as head of mathematics department, I might well have found
>the framework rather restrictive, and regarded it as undermining my
>professional autonomy. However, in my role as subject leader for a PGCE
>secondary maths course I can see many benefits for initial trainees in the
>framework. For example, two weeks ago I asked the students on our current
>course to bring in schemes of work from their placement schools. These
>were enormously varied, and some of them were of an exceptionally high
>standard. Unfortunately, some of them were not and relied overmuch upon
>published textbooks. In one case there simply was no scheme of work
>available to student teacher as the department was in the process of
>changing from one textbook to another.
>
>I look forward to being able next year to introducing the framework. I
>should be able to tell students that host departments in schools will
>either be working to the framework very closely, or have developed their
>own ideas within the framework, or be elaborating and extending the
>framework.
>
>I also welcome the general emphasis on direct teaching, and upon engaging
>the class in purposeful discussion and fruitful activity.
>
>My only concern remains the worry that by using the framework to raise
>standards of the weakest departments, we may unnecessarily restrict the
>professional autonomy of high achieving mathematics teachers. In the
>long-term, this may make the job less attractive to high-quality recruits.
>
>
>Jim D N Smith BSc MEd BA
>Mathematics Education Centre
>School of Education
>Sheffield Hallam University
>36 Collegiate Crescent
>Sheffield
>S10 2BP
>
>http://www.shu.ac.uk/schools/ed/teaching/dns/
>http://www.shu.ac.uk/schools/ed/centres/ma.html
>
>0114 225 2349 desk
>0114 225 2339 fax
>
>d.n.smith@shu.ac.uk
>
>Common-sense is unexamined theory.
>
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
From aselby@CAM.ORG Thu, 09 Nov 2000 12:10:10 -0500
Date: Thu, 09 Nov 2000 12:10:10 -0500
From: Alan Selby aselby@CAM.ORG
Subject: [Maths-Education] Review Requested
Would someone in this group visit and write a balanced review of the
website
whyslopes.com
with a description of the contributions and its flaws.
Many thanks if you do.
Alan Selby
Montreal, Canada.
From paul@marybj.cix.co.uk Thu, 9 Nov 00 22:12:18 -0000
Date: Thu, 9 Nov 00 22:12:18 -0000
From: marybj paul@marybj.cix.co.uk
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching mathematics
Inter alia, Jim Smith wrote:
>I also welcome the general emphasis on direct teaching, and upon engaging
>the class in purposeful discussion and fruitful activity.
What counts as indirect teaching ? I have for many years taught using an
individualised system (SMILE, if you must know) and all my teaching has
been very direct and fruitful on a one to one or small group basis.
When I have engaged in "whole class direct teaching" (as I must in FE,
since that is what the customers expect) I have found that the appearance
of engagement and understanding is just that: an appearance. It is
certainly the quickest way of telling a class something, but not everyone
can absorb and understand at the same rate. I learned this very early on
during teaching practice when I did a splendid observed session that
earned much praise from the class' teacher and my tutor. I was told that
the whole class discussions, and my questioning and the answers were
excellent and that the pupils had all clearly understood. 3 out of 25
got the homework correct. Thus I learned not to rely on the appearance
of rapt attention and correct answers to questions, however cleverly put.
Why do we have to welcome a "general emphasis on direct teaching" ? What
is wrong with meeting the needs of pupils as individuals ?
Paul
***********************************************
Hoc fama mihi, cursum sinuosum secuta, nuntiat
***********************************************
From jeremy.hodgen@kcl.ac.uk Fri, 10 Nov 2000 10:19:05 +0000
Date: Fri, 10 Nov 2000 10:19:05 +0000
From: Jeremy Hodgen jeremy.hodgen@kcl.ac.uk
Subject: Re(2): [Maths-Education] Money Counts
Hold on a minute. This discussion started from Peter's comments on
the BEAM book 'Money Counts' aimed at primary, but there's also
related curriculum advice at www.dfee.gov.uk/circulars/fcg/index.htm.
Now these materials may be flawed and they may be the result of
various compromises - but I don't accept that they represent only the
corporate voice. Certainly as someone involved in the writing,
several of us fought hard to include wider social, political and
economic issues. And, yes, enabling children to challenge the hidden
inequities in our society is important, but we do also need to
enable them to develop skills to live with the financial system we've
got. It seems to me important that young people know when and whether
they're being ripped off!
Jeremy
>
>
>But given the fact that the Financial Services Industry wants to influence
>what is taught in schools surely the main issue is do we want to provide
>an alternative perspective which at least gives the possbility of students
>making their own minds up. If we don't then the only voice that will be
>heard is the corporate voice.
>
>Mark Boylan
>School of Education
>Sheffield Hallam University
>College House
>Sheffield
>S10 2BP
>Tel 0114 2254398
>e-mail m.s.boylan@shu.ac.uk
>
>
>
>
>
>>My specific concrn in comenting on
>>"Money Counts" was that it could easily become ideologically driven,
>>rather
>>than mathematically driven, and not provide that "intellectually engaging
>>context" which I believe is important
>
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
--
* * * * *
Jeremy Hodgen
jeremy.hodgen@kcl.ac.uk
From peter.gill@kcl.ac.uk Fri, 10 Nov 2000 11:28:00 +0000
Date: Fri, 10 Nov 2000 11:28:00 +0000
From: Peter Gill peter.gill@kcl.ac.uk
Subject: [Maths-Education] Money Counts
May I bring up a different, partly technical, issue? The mathematics and
problem solving styles used in finance/accountancy are rather different to
the sort of thing we do up to GCSE, e.g. as far as I can tell fractions are
not used at all (everything is turned into decimals). On the other hand who
uses non decimal fractions in real life anyway?
I know this as a maths educator married to a tax accountant. On one of the
occasions that we came close to divorce we were arguing whether to pay tax
on the stake when backing a horse or to pay it on the winnings. We produced
opposite conclusions from what turned out to be completely valid but very
different mathematical arguments.
At that time I was teaching at a school close by Newbury Racecourse and I
found that betting on horses was seen by my pupils as a perfectly normal
thing to do and gave me an excellent context for teaching probablitiy but
try as i might i could not get them into discussion of the pros and cons of
gambling. It was seen as the local industry and thus a Good Thing.
Peter Gill School of Education
King's College London
Franklin-Wilkins Building
Waterloo Road
Tel: +44 (0)20 7 848 3188 London SE1 8WA
Fax: +44 (0)20 7 848 3182 United Kingdom
http://www.kcl.ac.uk/education
From peter.gates@nottingham.ac.uk Sun, 12 Nov 2000 23:09:43 +0000
Date: Sun, 12 Nov 2000 23:09:43 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] URGENT - virus alert
This evening on my home machine I received several messages which seem to
have carried with it an infected executable file called NAVIDADE.EXE.
The actual message seems to have been originally one from Paola Valero
about an information leaflet for the third Mathematics education and
Society Conference. However the message actually came from several other
people including Nuria Gorgorio and others - all apparently from the maths
ed world.
Clicking on the NAVDADE.EXE file - which has an icon like a bar code -
seems to quickly open all your email messages and attempts to send a copy
of the file to everyone.
This isn't a hoax! I just got back from the Portuguese maths teachers
conference - a bit tired and - clicked the NAVIDADE>EXE icon without
thinking - luckily I was not actually connected to the phone line so no
messages went out from my machine - although it tried - which is now
infected.
It placed also an icon on my machine which put a button on my desktop
saying - in Spanish - never push this button.
I will quickly change the email lists into moderated list for the time
being. Its probably best not to trust any message with NAVIDADE.icons in
them. Just bin the icons. I will try on Monday to explore further.
Peter
******************************************************************
Peter Gates
School of Education
University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham HG8 1BB
http:\\www.notingham.ac.uk/csme
peter.gates@nottingham.ac.uk
Tel: (+44) (0)115 951 4432
Fax: (+44) (0)115 846 6600
Home: (+44) (0)115 945 2550
Mobile: 0773 0808 353 (peter.gates@genie.co.uk}
****************************************************************
From C.J.Earle@exeter.ac.uk Sun, 12 Nov 2000 23:20:24 +0000
Date: Sun, 12 Nov 2000 23:20:24 +0000
From: John Earle C.J.Earle@exeter.ac.uk
Subject: [Maths-Education] URGENT - virus alert
Peter Gates wrote:
> ********************************************************************************
> This message has been generated through the Mathematics Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ********************************************************************************
>
> This evening on my home machine I received several messages which seem to
> have carried with it an infected executable file called NAVIDADE.EXE.
>
> The actual message seems to have been originally one from Paola Valero
> about an information leaflet for the third Mathematics education and
> Society Conference. However the message actually came from several other
> people including Nuria Gorgorio and others - all apparently from the maths
> ed world.
[rest of message cut]
Thanks for the information.
The only time in recent years that I have received a message with a virus attached was one
where the attachment originated from someone in Maths Educ in Portugal. Is this
co-incidence or is there a local problem there?
John Earle
--
--------------------------------------------------------
John Earle
Honorary Treasurer
The British Society for the History of Mathematics
20 Dunvegan Close
Exeter
Devon
EX4 4AF
email: c.j.earle@exeter.ac.uk
tel: 01392 420219
fax: 01392 662921
--------------------------------------------------------
From anne.watson@educational-studies.oxford.ac.uk Mon, 13 Nov 2000 09:47:29 +0100
Date: Mon, 13 Nov 2000 09:47:29 +0100
From: anne.watson@educational-studies.oxford.ac.uk anne.watson@educational-studies.oxford.ac.uk
Subject: [Maths-Education] Support for Learning
A special issue of Support for Learning will be published early next year
which is mainly about mathematics. I hope the title will be something
about developing mathematical thinking for all.
We would like to have a trail of further articles about mathematics
teaching and learning in subsequent issues. The focus should be about
work in school with low attainers which encourages mathematical thinking,
but I could consider other related matters. The readership is mainly
Special Needs teachers and coordinators in Secondary and Primary schools,
it has a circulation of nearly 10,000, and articles should be
research-based and practical. The journal is properly refereed. Current
hot topics are inclusion and numeracy, but I am open to more or less
anything.
Do get in touch if you, or any of your students, might be able to contribute.
Anne Watson
***************************************************
Dr. Anne Watson
Tutor for Higher Degrees,
University Lecturer in Educational Studies (Mathematics)
University of Oxford
Department of Educational Studies
15 Norham Gardens
Oxford
OX2 6PY
United Kingdom
Tel: 44 01865 274052
Fax: 44 01865 274027
Email: anne.watson@edstud.ox.ac.uk
***************************************************
From peter.gates@nottingham.ac.uk Mon, 13 Nov 2000 13:27:41 +0000
Date: Mon, 13 Nov 2000 13:27:41 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] NAVIDADE Virus update
I have now heard form some other colleagues specifically on the
mes-conference list who are getting the NAVIDADE virus several times over.=
=20
I have just intercepted another message sent to the MES conference list
that appears to have come from Darlinda Moreira in Portugal - but is not
actually from her. This time it is a very old message about the first mes
conference. All messages that are being used seem to have originally had
attachments to them, and the attachment - which were flyers for books or
conferences have been swapped for the NAVIDADE.EXE file.=20
I have now changed the mes and maths education lists to intercept ALL
messages for the time being.
Do please bin the NAVIDADE.EXE files - which look like a bar code icon, and
don t click on it or execute it. *It seems to be trying to send messages to
others who have sent you messages or who are on your address list then
messes up some of your windows files and application.s=20
I am still trying to find out more about it. Let me know if you know more
than I do.
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From peter.gates@nottingham.ac.uk Mon, 13 Nov 2000 13:30:17 +0000
Date: Mon, 13 Nov 2000 13:30:17 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] NAVIDADE Virus update
Can i just add that is it not one of those Microsoft viruses which only
work through Outlook. I use eudora - well at least I did - and if you've
recently sent me as message - its got lost!
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From peter.gates@nottingham.ac.uk Mon, 13 Nov 2000 13:52:51 +0000
Date: Mon, 13 Nov 2000 13:52:51 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] NAVIDADE Virus
I have found out that the NAVIDADE virus is "an Internet worm"!
It affects your registry files and is apparently easy to remove. More
information can be obtained form=20
http://www.f-secure.com/v-descs/navidad.htm
Good luck
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From peter.gates@nottingham.ac.uk Mon, 13 Nov 2000 14:23:09 +0000
Date: Mon, 13 Nov 2000 14:23:09 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] NAVIDAD virus
Sorry to keep on.. but I have just intercepted another message this time
apparently coming from Darlinda morreira again. It is originally a message
form Anna Chronaki about last years ECER conference. In place of the ECER
announcement is the NAVIDADE virus. I stopped it going round the list. but
it was also addressed to some 50 other individuals - all maths Ed people.
If you get one - watch out.
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From peter.gates@nottingham.ac.uk Mon, 13 Nov 2000 22:17:39 +0000
Date: Mon, 13 Nov 2000 22:17:39 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] NAVIDAD... yet again. But probably the last one.
As far as the lists go, we seem to have stemmed the flow of the virus - so
you might not have even noticed the chaos!. Now I have my machine back
again, I can see the extent of the messages that came in on Friday
afternoon. Paradoxically, because the NAVIDADE.EXE file was so long, every
message sent to the list was stopped and referred to me as list
administrator. Hence because my machine went down due to the virus, I was
unable to respond. Hence.. well my sacrifice.....well my own fault really!
However it also became clear that for some of the messages, list addresses
were only one of very many others - many of whom were not connected to
maths ed. at all. I have just deleted messages containing NAVIDADE from my
out box that were queued to be sent (but not actually sent) to everyone who
had sent me a message recently. so if you are able to pass on warnings to
others it might be useful.
The lists will continue to be moderated for a while - which means all
messages will come to me - so it may slow things down a bit.
Best wishes,
Peter
**************************************************
Peter Gates
Centre for the Study of Mathematics Education
University of Nottingham
Nottingham, NG7 2RD
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 115 951 4432
Fax: +44 115 846 6600
Mobile: 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/csme
**************************************************
From paola@dlh.dpu.dk Tue, 14 Nov 2000 09:47:22 +0100
Date: Tue, 14 Nov 2000 09:47:22 +0100
From: Paola Valero paola@dlh.dpu.dk
Subject: [Maths-Education] MES 3 - First Announcement
Dear colleagues:
The First Announcement of the Third International Conference on Mathematcis=
Education and Society (MES 3) is ready and can be read at:
http://www.congress-consult.com/mes3/
Best wishes,
Paola Valero
******************
Paola Valero
Danish University of Education
Emdrupvej 101, 2400 Copenhagen NV, Denmark
Tel. +45 39699933 or 39663232 ext. 2681
Fax +45 39696626
E-mail 1: paola@dpu.dk
E-mail 2: valeropaola@hotmail.com
E-mail 3: pvalero@uniandes.edu.co
******************
Third International Conference on
Mathematics Education and Society (MES 3)
Helsing=F8r, Denmark, April 2-7, 2002
http://www.congress-consult.com/mes3/
******************=20
*******
Paola Valero
The Danish University of Education
Emdrupvej 101,=20
2400 K=F8benhavn NV, Denmark
Tel. +45 39696633
Fax +45 39696626
E-mail1: paola@dpu.dk
E-mail2: pvalero@uniandes.edu.co
E-mail 3: valeropaola@hotmail.com
*******
From CF17U@xmail.stran-ni.ac.uk Wed, 15 Nov 2000 10:24:49 -0000
Date: Wed, 15 Nov 2000 10:24:49 -0000
From: Colin Samuel Fulton CF17U@xmail.stran-ni.ac.uk
Subject: [Maths-Education] Can anyone help me?
I am currently searching the web for additional information on mathematics
and dyslexia. I am researching this area for my fourth year dissertation
and I would very much appreciate any help you could give me.
Many thanks Colin
CF17u@xmail.stran-ni.ac.uk
From petecrawford@breathemail.net Wed, 15 Nov 2000 14:19:14 -0000
Date: Wed, 15 Nov 2000 14:19:14 -0000
From: Pete Crawford petecrawford@breathemail.net
Subject: [Maths-Education] Can anyone help me?
I did a quick search for mathematics and dyslexia using Google
(www.google.com) and came up with:
http://www.resourceroom.net/Sharestrats/ida_math_fall98.html
which conatins an article that seems to appear on lots of sites, so you may
well have found it already.
There were lots of other links, but I didn't have time to trawl them all.
Hope that helps
Pete
> -----Original Message-----
> From: maths-education-admin@nottingham.ac.uk
> [mailto:maths-education-admin@nottingham.ac.uk]On Behalf Of Colin Samuel
> Fulton
> Sent: 15 November 2000 10:25
> To: 'maths-education@nottingham.ac.uk.'
> Subject: [Maths-Education] Can anyone help me?
>
>
> ******************************************************************
> **************
> This message has been generated through the Mathematics Education
> email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ******************************************************************
> **************
>
> I am currently searching the web for additional information on mathematics
> and dyslexia. I am researching this area for my fourth year dissertation
> and I would very much appreciate any help you could give me.
>
> Many thanks Colin
>
> CF17u@xmail.stran-ni.ac.uk
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
From tr202@cus.cam.ac.uk Wed, 15 Nov 2000 22:37:39 +0000 (GMT)
Date: Wed, 15 Nov 2000 22:37:39 +0000 (GMT)
From: Tim Rowland tr202@cus.cam.ac.uk
Subject: [Maths-Education] Can anyone help me?
There's
Dyslexia and mathematics/ edited by T.R. and E. Miles
London; New York: Routledge, 1992
Tim Rowland
On Wed, 15 Nov 2000, Colin Samuel Fulton wrote:
> ********************************************************************************
> This message has been generated through the Mathematics Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ********************************************************************************
>
> I am currently searching the web for additional information on mathematics
> and dyslexia. I am researching this area for my fourth year dissertation
> and I would very much appreciate any help you could give me.
>
> Many thanks Colin
>
> CF17u@xmail.stran-ni.ac.uk
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
________________________
Dr Tim Rowland
Homerton College
Cambridge CB2 2PH
England
Phone [44] [0]1223 507298
Fax [44] [0]1223 300982
email tr202@cam.ac.uk
Membership Secretary
British Society for Research into Learning Mathematics
http://www.warwick.ac.uk/BSRLM/
Membership enquiries:
http://www.warwick.ac.uk/BSRLM/Joining.htm
From cdelpino@pehuenche.secom.utalca.cl Thu, 16 Nov 2000 08:30:03 -0300
Date: Thu, 16 Nov 2000 08:30:03 -0300
From: Claudio del Pino O. cdelpino@pehuenche.secom.utalca.cl
Subject: [Maths-Education] Equivalents problems
Does anyone have an idea about,
how could be an adequate
definition of equivalents problems?
The situation is that a problem could be
formuled (modeled) in differents mathematic's
field (algebra, geometry, etc.). Moreover, in
each fied it is possible to use
differents mathematical technics.
Thanks in advance.
Claudio del-Pino O.
e-mail: cdelpino@pehuenche.utalca.cl
s-mail: Universidad de Talca
Casilla 721
Talca
Chile
Telefonos:
Oficina: (71) (200 344)
Secretaria Depto. (71) (200 313)
Fax: (71) (200 392)
From I.Stevenson@ioe.ac.uk Thu, 16 Nov 2000 13:57:01 +0100
Date: Thu, 16 Nov 2000 13:57:01 +0100
From: Ian Stevenson I.Stevenson@ioe.ac.uk
Subject: [Maths-Education] Money Counts
>***************************************************************************
>*****
>This message has been generated through the Mathematics Education email
>discussion list.
>Hitting the REPLY key sends a message to all list members.
>***************************************************************************
>*****
A site that may be of interest in this context is:
http://equity4.clmer.csulb.edu/netshare/gdeklerk/ConnectingMathto/
--Ian
______________________________________________________________
Dr Ian Stevenson Tel: +44 (020) 7612 6676
Mathematical Sciences Group Fax: +44 (020) 7612 6686
Institute of Education Office:+44 (020) 7612 6651/4
20 Bedford Way Mobile: 07779 657094
London http://www.ioe.ac.uk/ms/
WC1H OAL e-mail:I.Stevenson@ioe.ac.uk
______________________________________________________________
From J.Melrose@lboro.ac.uk Thu, 16 Nov 2000 18:43:09 +0000
Date: Thu, 16 Nov 2000 18:43:09 +0000
From: Jean Melrose J.Melrose@lboro.ac.uk
Subject: [Maths-Education] (no subject)
You are warmly invited to the Midlands Maths Education Seminar at
Loughborough on 29th Nov. Please get in touch if you need travel directions.
Jean Melrose
MIDLANDS MATHEMATICS EDUCATION SEMINARS
Department of Education Loughborough University
Wednesday 29th November 2000
Julia Anghileri (Homerton College, Cambridge)
'The National Numeracy Strategy: Have we got it right?'
The Numeracy Framework is now well established in primary schools and is
being extended to secondary mathematics teaching. There are many positive
aspects of the Numeracy Strategy but nothing is perfect and it is time now
for teachers and researchers to adopt their professional responsibility in
looking for improvements in classroom approaches.
5.15pm (refreshments from 4.45pm)
Jean Melrose
Education Department, Loughborough University
01509 222771
From qed@enterprise.net Mon, 20 Nov 2000 12:30:02 -0000
Date: Mon, 20 Nov 2000 12:30:02 -0000
From: John Bibby, QED/MatheMagic (York, England), maths popularisers qed@enterprise.net
Subject: [Maths-Education] Cryptic QAA problem. Mathematics as a Foreign Language
This is a trick of oracy, not of mathematics i.e. valuable nonetheless.
It "works" only when one of the multiplicands is two.
For "divide by 2" is NOT clearly the inverse of "double" whereas "divide by
X" is CLEARLY the inverse of "multiple by X".
JOHN BIBBY
> -----Original Message-----
> From: maths-education-admin@nottingham.ac.uk
> [mailto:maths-education-admin@nottingham.ac.uk]On Behalf Of
> Paul Ernest
> Sent: 02 November 2000 17:28
> To: maths-education@nottingham.ac.uk
> Subject: [Maths-Education] Cryptic QAA problem.
>
> Think of a number between 1-24. Call it X. Add 7. Double
> it. Multiply by three. Add 200. subtract 98. Divide by 6.
> Subtract X. What's the answer? Understand?
>
> PS Thanks for helpful earlier replies!
>
> Paul
>
> PPS Consultancies considered!!
> -------------------------------------------------------------
> Paul Ernest Phone: +44-1392-264857
> University of Exeter Secretary: +44-1392-264877
> School of Education Fax: +44-1392-264736
> Heavitree Road Email: p.ernest@ex.ac.uk
> Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
>
>
> The Philosophy of Mathematics Education Journal
> No. 13 is now available at this website as is the
> chapter "Why Teach Maths?" (cf. Guardian 3-10-00)
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
From Alan.Bishop@education.monash.edu.au Mon, 20 Nov 2000 09:03:04 +1100
Date: Mon, 20 Nov 2000 09:03:04 +1100
From: Alan Bishop Alan.Bishop@education.monash.edu.au
Subject: [Maths-Education] Re: Maths-Education Digest, Vol 1 #169 - 2 msgs
Re: maths and dyslexia,there's a book by Anne Henderson called 'Maths
and Dyslexics" 1989, ISBN 0-9512529-1-7
It contains a reading list and several useful references.
Alan Bishop
--
Professor Alan J. Bishop
Associate Dean International
Faculty of Education
P.O Box 6, Monash University,
Victoria 3800,Australia
Ph. 61(0)399052772 Fax 61(0)399053668
alan.bishop@education.monash.edu.au
From Nicolas.Balacheff@imag.fr Mon, 20 Nov 2000 10:14:00 +0200
Date: Mon, 20 Nov 2000 10:14:00 +0200
From: Nicolas Balacheff Nicolas.Balacheff@imag.fr
Subject: [Maths-Education] A I - E D 2001
-----
A I - E D 2001
10TH INTERNATIONAL CONFERENCE ON ARTIFICIAL INTELLIGENCE IN EDUCATION
ADVANCED MODELS OF LEARNING FOR THE WIRED AND WIRELESS FUTURE
May 19-23, 2001
San Antonio, Texas
Co-sponsored by:
The International AI-ED Society
(http://cbl.leeds.ac.uk/ijaied/aiedsoc.html)
St. Mary's University, San Antonio, Texas
-------------
The 10th International Conference on Artificial Intelligence in
Education (AI-ED 2001) is part of an ongoing series of biennial
international conferences designed to report top quality research in
cognitive science and intelligent systems for educational computing
applications. It provides opportunities for the cross-fertilization
of information and ideas from researchers in the many fields that make
up this interdisciplinary research area, including: computer science,
psychology, linguistics, sociology, and philosophy.
The theme for 2001 is: "Advanced Models of Learning for the Wired and
Wireless Future". Papers that enhance our understanding of the
learning process, providing insight into the design of intelligent
educational technologies that harness advanced telecommunications,
mobile computing, distributed systems or agent technology will be
particularly welcome.
You are invited to submit proposals for research papers, theme papers,
posters, demonstrations, tutorials, workshops, and panels. All
proposals will be peer reviewed in the usual fashion to select those
for inclusion in the technical program.
---------
SCOPE
---------
The technical program focuses on research activities linking theory and
technology from artificial intelligence, cognitive science, and computer
science with educational theory and practice. Areas of interest include
but are not limited to:
Affect and emotion in learning environments
Agent-oriented engineering of learning environments
Animated or personified pedagogical agents
Architectures
Authoring systems and tutoring shells
Case-based systems
Cognitive development
Cognitive diagnosis
Collaboration and collaborative tools
Computer-assisted language learning
Conceptual change
Dialog for instructional systems
Educational games and edutainment
Educational robotics
Epistomology for learning environments
Evaluation of instructional systems
Human factors and interface design
Intelligent multimedia and hypermedia systems
Intelligent tutoring systems
Knowledge and skill acquisition
Knowledge representation for instruction
Learning environments and microworlds
Model-based reasoning
Modeling pedagogical interactions
Motivation
Narrative intelligence in learning environments
Natural language interfaces
Networked learning and teaching systems
Non-standard and innovative interfaces
Principles and tools for instructional design
Professional development for teachers
Social and cultural aspects of learning
Student modeling
Higher-order thinking skills and metacognition
Theories of teaching
Virtual environments for learning
Visual and graphical interfaces
---------------
SUBMISSIONS
---------------
+ In addition to RESEARCH papers and posters in the above areas, SURVEY
papers will also be accepted. A survey paper will offer a coherent and
critical summary of achievements and outstanding problems in an area.
+ To attract young researchers, there will be a Young Researcher's
track, focussed on work in progress being carried out by graduate
students and other young researchers. Submissions will receive
constructive review and feedback.
+ Proposals for Posters and Demonstrations are encouraged. Poster and
demonstration presenters will have an opportunity to describe and show
their work and interact with conference attendees.
+ Proposals are invited for Tutorials and Workshops to enhance the
skills and broaden the perspective of the attendees and forge new
collaborative relationships among them. Workshops should provide
participants the opportunity to meet and discuss selected technical
topics in an informal atmosphere which encourages the active exchange
of ideas and experiences among researchers and practitioners.
+ Proposals for Panels on relevant topics and issues are welcome.
+ Exhibits are expected to be an integral part of the AI-ED 2001
conference. Companies or institutions offering to exhibit AI-ED
products are invited.
-----------------------------
AI-ED 2001 DEADLINES
-----------------------------
Submissions due: December 4, 2000
Authors notified: February 5, 2001
Camera Ready Copy due: March 9, 2001
------------------------
CONFERENCE OFFICIALS
------------------------
Conference Chair: W. Lewis Johnson, USC/Information Sciences
Institute, California, USA
Program Chair: Johanna D. Moore, Human Communication Research Centre,
University of Edinburgh, Scotland, UK
Organization Chair: Carol Redfield, St. Mary's University, USA
Tutorials & Workshops Chair: Dan Suthers, University of Hawai'i at
Manoa, USA
Young Researchers Track Chair: Esma Aimeur, Universite de Montreal,
Quebec, Canada
Demonstration Chair: Tom Murray, Hampshire College, USA
Publicity Chair: Peter Brusilovsky, University of Pittsburgh, USA
Web Site: Valerie Shute, Knowledge Planet, USA
Program Committee Members
Sharon Ainsworth, University of Nottingham, UK
Vincent Aleven, Carnegie Mellon Univeristy, USA
Paul Brna, University of Leeds, UK
Cristina Conati, University of British Columbia, Canada
Richard Cox, University of Sussex, UK
Sharon Derry, University of Wisconsin, USA
Arthur Graesser, University of Memphis, USA
W. Lewis Johnson, USC/Information Sciences Institute, USA
Susanne Lajoie, McGill University, Canada
Chee Kit Looi, National University of Singapore, Singapore
Kristine Lund, Universit=E9 de Lyon 2, France
Gordon McCalla, University of Saskatchewan, Canada
Jean McKendree, University of Edinburgh, UK
Riichiro Mizoguchi, Osaka University, Japan
Tom Murray, University of Massachusetts, USA
Helen Pain, University of Edinburgh, UK
Rolf Ploetzner, University of Freiburg, Germany
Valerie Shute, Knowledge Planet, USA
Daniel D. Suthers, University of Hawai'i, USA
-------------------------------
PAPER SUBMISSION GUIDELINES
-------------------------------
All submissions should describe original and unpublished
work. Research papers should describe results of system development
and/or empirical or theoretical analysis. A small number of Survey
papers and Theme papers will be accepted that synthesize and examine
broad issues in the field. All accepted papers will be included in
the AI-ED 2001 published proceedings and will be candidates for Best
Paper Awards. Authors of award papers will be invited to submit their
paper for publication in the International Journal of Artificial
Intelligence in Education (IJAIED)
(http://www.cbl.leeds.ac.uk/ijaied/home), the official journal of the
International AI-ED Society.
Submission format: Submissions should be no longer than 8 pages,
including all tables, figures, and references but excluding the cover
page. Fonts should be at no smaller than 10 point (12 point pica for
typewriters). Margins should be at least 1 inch all around.
The cover page should include:
- the title of the paper with an abstract of no more than 500 words;
- keywords giving a clear indication of topic and subtopic;
- author names with affiliations, addresses, and phone numbers;
- the E-mail address of the principal author.
Financial support: For people from countries with little or no financial
support for travel, and for Ph.D. students, some amount of financial
support will be available. Contact the Organization Chair for details.
-----------
POSTERS
-----------
Authors are encouraged to submit reports on work in progress to the
poster sessions, which provide an informal forum for introducing work in
its early stages. Poster sessions enable researchers to discuss their
latest results in order to gain feedback and to establish contact with
similar projects. Poster sessions do not involve a formal presentation
but papers are included in the proceedings as short papers.
Submissions: Poster proposals should include an approximately 3-page
written description of the planned poster and should emphasize the
problem; what was done; and why the work is important. The cover page
should include the title of the poster with presenter names,
affiliations, complete addresses, phone numbers, and E-mail address of
the principal presenter. Five copies of the manuscript are also
required.
---------------------------
TUTORIALS AND WORKSHOPS
---------------------------
The AI-ED Program Committee invites proposals for Tutorials and
Workshops to enhance the skills and broaden the perspective of the
attendees and forge new collaborative relationship among them.
Tutorials/Workshops are a half day or a full day in length. Attendees
will be required to register to the main AI-ED conference.
Tutorials should be designed to introduce a new framework for supporting
human learning or to enable participants to use advanced information
technologies for education such as AI, collaborative technologies,
multimedia, hypermedia, networks, virtual reality or multi-lingual
language processing. Tutorials should take a broad perspective on the
topic, and should not be a sales pitch for a single body of work.
Proposals should explicitly identify what participants will be able to
do or know as a result of the tutorial, and describe any supporting
materials to be provided to participants.
Workshops should provide participants the opportunity to meet and
discuss selected technical topics in an informal atmosphere which
encourages the active exchange of ideas and experiences among
researchers and practitioners. Preference will be given to proposals for
activities that can only be undertaken in a workshop format: workshops
consisting solely of paper presentations are discouraged. For example,
workshops might focus on in-depth analyses of sample data or exemplary
designs, present alternate views on a particular issue that is of
concern to AI&ED researchers and practitioners and attempt to resolve
the issue, or identify priorities for new directions of research and
initiate the appropriate collaborations. Ample time must also be
allotted for general discussion. Proposals that include activities
beyond the workshop itself are encouraged.
Proposals should contain:
(1) A cover page including
(a) Session title
(b) Name, affiliation, address, e-mail address for each member
of the organizing committee
(c) Identification of the primary contact person
(d) The proposed length; a half day or a full day
(2) A one page description of the objectives to be addressed.
(3) The intended audience (experience level and prerequisites;
include list of names of potential attendees if you have a
particular community in mind) and a description of review
and selection process for participation.
(4) Format of the session, and how this format will address
the objectives. This may include preliminary and/or
follow-up activities planned, materials to be provided to
participants, etc. as applicable.
(5) A call for participation, written as it would be publicly
distributed
(6) A description of the proposer/instructors' qualifications
related to the topics
Proposers are encouraged to contact the tutorial and workshop chair in
advance to discuss their ideas (email preferred).
Tutorials and Workshops Chair:
Daniel D. Suthers
Information and Computer Sciences
University of Hawai'i at Manoa,
Honolulu, HI 96822
HTTP://lilt.ics.hawaii.edu
Email: suthers@hawaii.edu
Voice: (808) 956-3890
Fax: (808) 956-3548
---------------------------
YOUNG RESEARCHERS TRACK
---------------------------
In conjunction with AIED 2001 a special "Short Papers" track is being
organized for "Young Researchers" (Ph.D. students who have not received
their Ph.D. by the date of the conference).
Our goals are to attract as many young researchers as possible to be
active participants in the conference, and to link young researchers
with their senior colleagues. In particular we want to encourage
presentations of work-in-progress. For those who are interested we will
provide an e-mail link to a senior researcher in order to assist in the
preparation of the short paper/presentation.
Those interested in participating in this program should prepare a short
abstract (less than two pages). These abstracts will be refereed and
published in the conference proceedings.
Separate sessions will be scheduled for these presentations. Each
presenter will be allowed 15 minutes; 10 minutes for the presentation
and 5 minutes for discussion. All presentations must be in English.
A reduced registration fee is offered to participants in these sessions
upon request and with appropriate credentials.
Deadlines:
Short paper submission: 4 December 2000
Notification by: 26 January 2001
Final paper due: 1 March, 2001
For additional information and to submit a short paper to this session
please contact:
Chair: Esma Aimeur, University of Montreal, Canada
(aimeur@iro.umontreal.ca)
-----------------------
CONTACT INFORMATION
-----------------------
The web site for AI-ED 2001 is:
http://www.hcrc.ed.ac.uk/aied2001
For Scientific program and PC matters,
Johanna D. Moore
For Workshops and Tutorials,
Daniel Suthers
For Demonstrations,
Tom Murray
For organisational matters,
Carol Redfield
For other issues,
W. Lewis Johnson
From qed@enterprise.net Mon, 20 Nov 2000 12:29:56 -0000
Date: Mon, 20 Nov 2000 12:29:56 -0000
From: John Bibby, QED/MatheMagic (York, England), maths popularisers qed@enterprise.net
Subject: [Maths-Education] Money counts..or money talks?
(Sorry for delayed reply: I read my Discussion Group emails only rarely.)
Peter: The BEAM materials do aggrandise money to the extent of producing =
BIG
mega-coins. I generally have a lot of time for BEAM products and the poin=
ts
Peter mentions :
> the issues of disadvantage, poverty, social injustice, usury=
,
etc. etc.
are more on Peter's agenda than on BEAM's agenda. I hope he will take it =
up.
(But see Tamara Bibby's email below.)
The other item from
> "4 learning and maths year 20002" (never (never
> heard of them myself).
has an obvious typo.
It comes from Maths Year 2000 and Channel 4 Learning and is called "Your
Family Counts" - part of the MY2000 Family Numeracy Campaign. Peter sugge=
sts
it has a financial emphasis, which is not entirely correct. To judge for
yourself order a free copy (or ten - several millions have been produced!=
).
For details visit www.mathsyear2000.org
I hope Peter's proposal gets developed - indeed earlier on this year I di=
d
arrange funding from Maths Year 2000 for a project aimed at social issues=
of
mathematics, and was sorry it was never taken up. (Other funding
possibilities still exist.)
JOHN BIBBY
Statement of Interest: I have an interest in both BEAM and MY2000 and am =
NOT
related to Tamara Bibby, but I think they all make a lot of sense.
>
> -----Original Message-----
> From: maths-education-admin@nottingham.ac.uk
> [mailto:maths-education-admin@nottingham.ac.uk]On Behalf Of
> Peter Gates
> Sent: 02 November 2000 13:48
> To: maths-education@nottingham.ac.uk
> Subject: [Maths-Education] Money counts..or money talks?
>
> I have just come across two UK publications
>
> "Money counts" by BEAM and the Financial Services authority
> which claims
> to be developing financial capability in the primary school
> linked to the
> numeracy strategy.
>
> Another is a published by the "4 learning and maths year
> 20002" (never
> heard of them myself). this is called "Your family counts".
>
> Both books give classroom resources purporting to develop
> childrens and
> families numeracy by looking at matters financial.
>
> Nothing in these books seems to be developing in children
> the real values
> of money - i.e. the issues of disadvantage, poverty, social
> injustice,
> usury, etc. etc.
>
> I am interested in thinking about whether some of us could
> put something
> together (e.g. "Money Talks" or "It's only being really rich
> that matters")
> that consists of activities, examples etc. that raise the
> critical aspects
> and uses of mathematics. There might of course be a wealth (ooops)=
of
> resources out there of which i am unfamiliar, but it strikes me a=
s
> potentially useful to consider giving teachers some tasks
> that raises real
> social questions about the way in which poverty is both unevenly
> distributed, how poverty is spread, how it costs the poor
> more to live than
> it costs the rich and all that stuff.
>
> Is anyone interested, or does anyone have ideas??
>
>
> Best wishes,
> Peter
>
> **************************************************
> Peter Gates
> Centre for the Study of Mathematics Education
> University of Nottingham
> Nottingham, NG7 2RD
> Great Britain
>
> peter.gates@nottingham.ac.uk
>
> Tel: +44 115 951 4432
> Fax: +44 115 846 6600
>
> Mobile: 0773 080 8353 (pgates@genie.co.uk)
-----Original Message-----
From: maths-education-admin@nottingham.ac.uk
Sent: 02 November 2000 16:34
To: maths-education@nottingham.ac.uk
Subject: Re: [Maths-Education] Money counts..or money talks?
Anyone who chooses to work with financial institutions or government
organisations takes on some important limitations. On the other hand, the
possibilities for getting wide distribution of socialist, revolutionary o=
r
even liberal texts are limited, and as we know teachers attempting to
unsettle the dominant discourse of the maths classroom usually have to
resort to their own, or informal, networked materials.
We would entirely support Peter's proposal for the further development of
such materials, and remind readers of this list that it is not the case, =
as
David Pugalee puts it, that 'mathematics, in general, has not raised the
types of social issues that could be a 'wealth' of conscious raising
activities'. Aside from anything else, our knowledge of 'disadvantage,
poverty, social injustice, usury, etc. etc.', as Peter put it, is often
expressed in terms of mathematical discourses. Indeed, 'mathematics, in
general' is unclear ... Maths education? All classes, all teachers, all a=
ge
groups, all countries, all languages?
A key difficulty for teachers at least in the UK trying to centre
curricula and pedagogy on issues of social justice is the dominance of
official discourses. These limit the possibilities for people attempting =
to
work inside those dominant discourses, including those writing maths book=
s
for school use.
Two of us were involved in producing one of the books Peter refers to -
"Money Counts" from BEAM and the Financial Services Agency. The
introduction to this book certainly refers to issues of poverty and socia=
l
injustice - albeit couched in the language of social inclusion. Activitie=
s
include the Cost of Living which is set in the context of Jaqueline
Wilson's Bed and Breakfast Star - about a homeless family living in hoste=
l
accomodation; Internet Books which raises issues about credit cards and
young people's debt; Gifts, a comparison of different amounts of money
(including the National Health Service budget); Phone a Friend which
explores issues around advertising and confusion marketing; or What will
you buy / Special Offers which explore the different meanings of value (n=
ot
just monetary).
All these activities were a result of compromises and were certainly tone=
d
down. For example, one activity that was edited out was:
Discuss who you might lend money to and for what benefit to yourself
=A310 with a return of =A315 from an arms manufacturer
=A310 with return of =A311 from a clockwork radio maker
=A310 with no return from a medical emergency appeal
We think that books like this need to be set against the plethora of
materials that are produced by banks - little more than propoganda and fr=
ee
advertising targetted at getting young people to consume their products.
It's all very well to produce radical curriculum materials but these are
likely to be used by the teachers who would do this anyway.
Finally, it is important to recognise that these activities are aimed at =
5
to 11 year olds. Whilst young children's thinking can be very
sophisticated, their experience of financial, political and social issues
is necessarily limited.
Tamara Bibby ( tamara.bibby@kcl.ac.uk )
Jeremy Hodgen ( jeremy.hodgen@kcl.ac.uk )
Alison Tomlin ( alison.tomlin@kcl.ac.uk )
Jeremy Hodgen
e-mail: jeremy.hodgen@kcl.ac.uk
From P.A.Perks@bham.ac.uk Mon, 20 Nov 2000 13:48:11 +0000 [GMT]
Date: Mon, 20 Nov 2000 13:48:11 +0000 [GMT]
From: Pat Perks P.A.Perks@bham.ac.uk
Subject: [Maths-Education] Mathematics Education Review
Mathematics Education Review
The Journal of the Association of Mathematics Education Teachers
We hope that this journal will become a much more important source of
sharing reflection on our practice in mathematics education. MER 11 and
MER 12 have included examples which describe and analyse what we do.
We need to build on this, to develop a strong forum for the pedagogy of
mathematics education. Articles could include:
BPRS=96 how are those working in Maths Ed working with teachers.
Modularschemes
FastTrack Pilots
GraduateTeacher routes
Use of ICT
Auditingsubject knowledge
eventhe dreaded numeracy test
We need to build a framework to add to the scholarship of teaching and
learning. We need to write about the practice of Mathematics Education
Teaching in order to analyse that practice.
HMI Cliff Gould stated at UCET meeting that HE had been bad at saying
what is good practice in teacher training =96=96 MER can offer the environ=
ment
to so do!
But we need you to write and share your good practice.
Your first opportunity is December 15th.
Due to the late delivery of MER 12, the copy date for MER 13 is now
December 15th. If you have an article which describes your practice as a
mathematics teacher educator, please send your article to:
Professor Sylvia Johnson
Editor MER
School of Education
Sheffield Hallam University
36 Collegiate Crescent
Sheffield S10 2BQ
Short pieces are also welcome.
Please send 3 printed copies plus an electronic version, details at the ba=
ck
of MER.
Your next opportunity is February 1st 2001
Articles for MER 14 should be submitted by February 1st to
Pat Perks and Stephanie Prestage
School of Education
The University of Birmingham
Edgbaston
Birmingham B15 2TT
Make MER the place to share our good practice =96 let=92s show the TTA, Df=
EE
etc that we know what we are talking about when it comes to teaching
teachers about mathematics.
Dr Pat Perks email: P.A.Perks@bham.ac.uk
School of Education phone: (+44) 121 414 4814
The University of Birmingham
Birmingham B15 2TT
UK
From M.M.Rodd@education.leeds.ac.uk Mon, 20 Nov 2000 15:40:59 +0000
Date: Mon, 20 Nov 2000 15:40:59 +0000
From: M Melissa Rodd M.M.Rodd@education.leeds.ac.uk
Subject: [Maths-Education] seminar - Barry Cooper 'Assessment, Class and Context'
All are welcome to the following mathematics education seminar:
on Thursday 23rd November,
Leeds University
level 10, E C Stoner building at the Centre for Studies in Science and
mathematics Education):
Professor Barry Cooper, Durham University
will give a seminar on
Assessment, Class and context: Do 'realistic' test items underestimate
working class children's capabilities more than those of children from
other social class backgrounds?
tea from 4pm, seminar starts at 4:30
any queries, please contact melissa (M.M.Rodd@education.leeds.ac.uk) or
John Monaghan (J.D.Monaghan@education.leeds.ac.uk)
From Richard.Barwell@bristol.ac.uk Tue, 21 Nov 2000 15:43:16 +0000
Date: Tue, 21 Nov 2000 15:43:16 +0000
From: Richard Barwell Richard.Barwell@bristol.ac.uk
Subject: [Maths-Education] BCME5 linguistics discussion group
If you met an applied linguistic, what would you discuss?
I am hoping to propose a discussion group for BCME5 at Keele next July
looking at linguistics in mathematics education. THe plan is to invite
some applied linguists to the meeting for a mutually enriching and
productive discussion on language related research and practice in
mathematics education.
I am working on the idea with Constant Leung (Kings College London) and
we feel that the group would be most productive and most likely to
interest applied linguists if we discussed 2 or 3 fairly focussed
questions or issues. These could relate to structure or interaction,
discourse, grammar, vocabulary...
So, any suggestions?
Richard Barwell
richard.barwell@bris.ac.uk
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Richard Barwell
Graduate School of Education
University of Bristol
35 Berkeley Square
Bristol, BS8 1JA
From peter.gates@nottingham.ac.uk Fri, 24 Nov 2000 14:19:31 +0000
Date: Fri, 24 Nov 2000 14:19:31 +0000
From: Peter Gates peter.gates@nottingham.ac.uk
Subject: [Maths-Education] dynamic geomertry software
Colleagues - I'm after advice.=20
I am looking to purchase a Dynamic geometry package for use with out PGCE
ITE students. This is not my immediate area of expertise so i have a
question...
Should I buy a licence for Cabri or for Geometer's sketchpad - or for what?
Which is preferable, which is 'bette'r whatever that means?=20
How should i chose?
Thanks.
Peter.
***********************************************
Peter Gates
School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham=A0=A0 NG8 1BB
Great Britain
peter.gates@nottingham.ac.uk
Tel: +44 0115 951 4432
Fax: +44 0115 846 6600
Mob: +44 0773 080 8353 (pgates@genie.co.uk)
http://www.nottingham.ac.uk/education
http://www.nottingham.ac.uk/csme
********************************************** =20
From temscrm@ioe.ac.uk Thu, 23 Nov 2000 18:09:15 +0000
Date: Thu, 23 Nov 2000 18:09:15 +0000
From: Candia Morgan temscrm@ioe.ac.uk
Subject: [Maths-Education] BCME5 linguistics discussion group
>
>If you met an applied linguistic, what would you discuss?
>
>I am hoping to propose a discussion group for BCME5 at Keele next July
>looking at linguistics in mathematics education. THe plan is to invite
>some applied linguists to the meeting for a mutually enriching and
>productive discussion on language related research and practice in
>mathematics education.
>
>I am working on the idea with Constant Leung (Kings College London) and
>we feel that the group would be most productive and most likely to
>interest applied linguists if we discussed 2 or 3 fairly focussed
>questions or issues. These could relate to structure or interaction,
>discourse, grammar, vocabulary...
>
>So, any suggestions?
>
>
>Richard Barwell
>richard.barwell@bris.ac.uk
>
If, for example, I was interested in studying the ways in which
teachers induct students into using mathematical discourse, it would
be useful to discuss what tools would help me to identify both the
features of the discourse that was being taught and the features of
the interactions through which the 'induction' was achieved. It
would, I should think, be necessary to narrow this down to a specific
type of mathematical discourse - written/spoken? what topic? what
level?
--
****************************************
Dr Candia Morgan tel: (+44) 020 7612 6677
Mathematical Sciences fax: (+44) 020 7612 6686
Institute of Education email: temscrm@ioe.ac.uk
University of London
20 Bedford Way
London WC1H OAL
From D.N.Smith@shu.ac.uk Fri, 24 Nov 2000 14:49:05 +0000
Date: Fri, 24 Nov 2000 14:49:05 +0000
From: Jim D.N. SMITH(EDS) D.N.Smith@shu.ac.uk
Subject: [Maths-Education] New Post Available
This is a multi-part message in MIME format.
----=_--b6443063.02fe8d99.00000024
Content-type: text/plain; charset=ISO-8859-1
Content-Transfer-Encoding: 8bit
The ad for the new senior lecturer post in mathematics education should be
appearing in the Guardian and the THES next week. Please inform anybody
you know who has expressed an interest in the past.
jim
Jim D N Smith BSc MEd BA & 1.8VTi
Mathematics Education Centre
School of Education
Sheffield Hallam University
36 Collegiate Crescent
Sheffield
S10 2BP
http://www.shu.ac.uk/schools/ed/teaching/dns/
http://www.shu.ac.uk/schools/ed/centres/ma.html
0114 225 2349 desk
0114 225 2339 fax
d.n.smith@shu.ac.uk
Common-sense is unexamined theory.
----=_--b6443063.02fe8d99.00000024
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From bjwpccp@ioe.ac.uk Sat, 25 Nov 2000 12:57:01 -0500 (EST)
Date: Sat, 25 Nov 2000 12:57:01 -0500 (EST)
From: Marianthi Papdimitriou bjwpccp@ioe.ac.uk
Subject: [Maths-Education] dynamic geomertry software
On Fri, 24 Nov 2000 14:19:31 +0000 Peter Gates
wrote:
> Colleagues - I'm after advice.
>
> I am looking to purchase a Dynamic geometry package for use with out PGCE
> ITE students. This is not my immediate area of expertise so i have a
> question...
>
> Should I buy a licence for Cabri or for Geometer's sketchpad - or for what?
>
> Which is preferable, which is 'bette'r whatever that means?
>
> How should i chose?
Asking such a question must be one of the quickest ways to bring schism to the
maths ed community.
My preference is for Cabri - but then that's the one I am most used to. I think
it is easy, clear and fast.
Doubtless infidels will recommend Sketchpad or Inventor and try to position the
Cabrists as little more than mountain goats!
I think the message probably is ... buy which ever one you fancy.
Jeremy.
----------------------------------------------------
Jeremy Burke
School of Education tel 020 7607 2789
University of North London
166 - 220 Holloway Road fax 020 7753 5400
LONDON N7 DB
email j.burke@unl.ac.uk
(This message sent from bjwpccp@ioe.ac.uk)Asking
From PRMLMU@aol.com Sun, 26 Nov 2000 17:39:15 EST
Date: Sun, 26 Nov 2000 17:39:15 EST
From: PRMLMU@aol.com PRMLMU@aol.com
Subject: [Maths-Education] dynamic geomertry software
Great question - I can't wait to read the responses. I'm on the fence -
they're both wonderful!
Paul Marshall
From r.zevenbergen@mailbox.gu.edu.au Sat, 25 Nov 2000 07:51:40 +1000
Date: Sat, 25 Nov 2000 07:51:40 +1000
From: Robyn Zevenbergen r.zevenbergen@mailbox.gu.edu.au
Subject: [Maths-Education] computer programs for primary maths
Does anyone know of a program that allows primary presevice students to
undertake questions relating to maths content (at a level for primary school
teaching - probably up to Year 10).
We have a problem with the amount of time that we spend on testing, marking,
resitting of maths content to ensure that students can demonstrate a level
of competence with some basic maths that they will teach. Rather than
reinvent the wheel, I wondered if anyone knew of such a program.
Robyn
Robyn Zevenbergen
Faculty of Education
Griffith University
PMB 50, GCMC
Bundall, QLD 9726, Australia
Ph: + 61 7 5594 8632
Fax + 61 7 5594 8599
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
From barry.blakeley@kcl.ac.uk Tue, 28 Nov 2000 10:42:59 +0000
Date: Tue, 28 Nov 2000 10:42:59 +0000
From: Barry Blakeley barry.blakeley@kcl.ac.uk
Subject: [Maths-Education] dynamic geomertry software
Peter
I would not like to recommend one in preference to the other. However, you
may like to consider which package is used by the majority of your practice
schools and go for that one.
Another issue may be the cost - you may find that your students get
enthused and want to purchase a package for themselves - then you need to
look at the offers from the distributors.
Barry
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Barry Blakeley
School of Education e-mail barry.blakeley@kcl.ac.uk
King's College London
Cornwall House, Waterloo Road Tel: +44 171 872 3135
London SE1 8WA Fax: +44 171 872 3182
Home Tel: +44 181 340 1533
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
From welbeck@africaonline.co.zw Mon, 27 Nov 2000 19:21:21 +0200
Date: Mon, 27 Nov 2000 19:21:21 +0200
From: Maposa welbeck@africaonline.co.zw
Subject: [Maths-Education] computer programs for primary maths
I am intersted in a programme which would test up to 'O' level maths.
Thanks
ruth dube
-----Original Message-----
From: Robyn Zevenbergen
To: maths-education@nottingham.ac.uk
Date: Monday, November 27, 2000 4:23 PM
Subject: [Maths-Education] computer programs for primary maths
>***************************************************************************
*****
>This message has been generated through the Mathematics Education email
discussion list.
>Hitting the REPLY key sends a message to all list members.
>***************************************************************************
*****
>
>Does anyone know of a program that allows primary presevice students to
>undertake questions relating to maths content (at a level for primary
school
>teaching - probably up to Year 10).
>
>We have a problem with the amount of time that we spend on testing,
marking,
>resitting of maths content to ensure that students can demonstrate a level
>of competence with some basic maths that they will teach. Rather than
>reinvent the wheel, I wondered if anyone knew of such a program.
>
>Robyn
>
>Robyn Zevenbergen
>Faculty of Education
>Griffith University
>PMB 50, GCMC
>Bundall, QLD 9726, Australia
>Ph: + 61 7 5594 8632
>Fax + 61 7 5594 8599
>* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
>
>
>
>
>
>_______________________________________________
>Maths-Education mailing list
>Maths-Education@nottingham.ac.uk
>http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
From P.Ernest@exeter.ac.uk Mon, 27 Nov 2000 19:30:54 +0000 (GMT Standard Time)
Date: Mon, 27 Nov 2000 19:30:54 +0000 (GMT Standard Time)
From: Paul Ernest P.Ernest@exeter.ac.uk
Subject: [Maths-Education] Contributions and Info on NNS sought
Dear Colleagues
1. First an invitation. I'm putting together issue number
14 of PHILOSOPHY OF MATHEMATICS EDUCATION JOURNAL
There is no theme (except part theme of teacher as
researcher) and I invite any and all of you to submit some
half baked or fully baked ideas/ papers for inclusion. See
previous issues for editorial policy (web address below). I
would also invite you to encourage any teachers or
teachers on your courses to submit writings developed
for advanced coutrses. See PHILOSOPHY OF MATHEMATICS
EDUCATION JOURNAL no 13 for examples. Don't be shy, there's
much of value to be shared! Materials can be about maths
ed or philosophy of maths or philosophy of maths ed
understood in the broadest possible way, including
virtually anything!
2. I would like to know more about the literature on the
national numeracy strategy etc in the UK. I have the DFEE
documents and the Kings Report (Teachers of Numeracy) but
would love either references or better still, electronic
papers, discussing, exploring, analysing or critiquing
it? I don't mind drafts or work in progress etc. (You could
kill both above birds with 1 stone?)
Anyway, anything wiill be gratefully received!
Thanks
Paul
-----------------------------------------------------------------------
Paul Ernest Phone: +44-1392-264857
University of Exeter Secretary: +44-1392-264877
School of Education Fax: +44-1392-264736
Heavitree Road Email: p.ernest@ex.ac.uk
Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/
From qed@enterprise.net Mon, 27 Nov 2000 15:40:34 -0000
Date: Mon, 27 Nov 2000 15:40:34 -0000
From: John Bibby, QED/MatheMagic (York, England), maths popularisers qed@enterprise.net
Subject: [Maths-Education] York Maths and Science FunFair: Please join us on December 12th for a free buffet dinner: PLEASE COPY TO OTHERS IN YOUR GROUP WHO MIGHT BE INTERESTED
PLEASE COPY TO OTHERS IN YOUR GROUP WHO MIGHT BE INTERESTED
Dear Maths/Science Enthusiast
York Maths and Science FunFair
Please join us on December 12th for a free buffet dinner and to discuss
this exciting concept with opportunities for you and your organisation:
=D8 Build on recent successes e.g. the 4th York Maths FunFair attended =
by
2500 people.
=D8 Link with new local and national projects such as the DfEE Year of Sc=
ience
and Maths Year 2000 continuation project(s).
=D8 Extend local and national partnerships with funding bodies, voluntary
organisations, businesses, funders, schools, colleges etc..
If you or your colleagues are interested in an enjoyable networking event
with congenial people, to explore these funding and learning opportunitie=
s,
then please come along.
When? Tuesday December 12th, 4.30 for 5pm
Where? Priory Street Centre, Priory Street, York (Main Hall).
There will also be opportunities to develop ideas about other aspects of
science learning in York - e.g. the York Interactive Science Museum, and=
a
new York SciMaths Forum for occasional informal meetings to discuss matte=
rs
related to maths and science.
Please copy this letter for your noticeboard(s) and friends, and mention =
it
to anyone who might be interested. Please return the enclosed form for
catering purposes and if you are interested in these ideas, even if you
cannot attend on December 12th, so we can put you on our mailing list.
Thank you and best wishes.
Lewis Pike, John Bibby
P.S. This meeting has support from Peter Dawson and John Sharpe, York
Science and Maths Advisors, and from York Science City, but is independen=
t
of them You may also be interested to know that Simon Singh (presenter o=
f
the TV series "Science of Secrecy") is at Waterstones at 7 pm on Tuesday =
5th
December. His talk is sponsored by Maths Year 2000 and we have tickets if
you are interested (or phone Waterstones on 628740).
MEETING OUTLINE
When? Tuesday December 12th, 4.30 for 5pm
Where? Priory Street Centre, Priory Street, York (Main Hall).
(near Micklegate Bar, nearest car park Nunnery Lane; our mobile phones=
on
the day: 07776 308556 and 07946 373562)
Timetable:
4.30 pm Tea/coffee/informal presentations
5 pm Meeting: discuss York Maths and Science FunFair, proposed York
Science Museum, Year of Science and other items of interest to those
present.
(After four successful FunFairs, we are currently re-thinking all aspec=
ts
including:
=A8 Do we now need different, larger, city-centre venues?
=A8 Should we expand to cover all areas of learning =85 or all areas of
Yorkshire?
=A8 Who else is "out there" who may be interested in working with us?)
6pm Buffet meal/drinks/informal followup
c. 7.30 Followup drinks at The Golden Ball Pub, Cromwell Road, York
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
Please FaxBack to 01904-424381
or post to: David Naylor, Freepost MatheMagic, York YO31 1EB
or email to davidnaylor@mathemagic.org
Name:
Position:
Address:
Postcode:
Phone: Fax:
E-mail:
Please tick the following where applicable:
c I plan to attend the meeting on Tuesday 12th December at Priory Stre=
et
Centre.
c I will also be bringing ____ other people with me. (Please stat=
e
any vegetarian or other options.)
c Please send ____ tickets for Simon Singh's Waterstones talk on 5th
December.
Please send details of:
c How to get to the Priory Street Centre.
c How I can get involved in developing educational FunFairs etc..
c I would/would not like to be a part of the core team organising this
event
c If you have any information you would like disseminated at the meeti=
ng
or via these mailings, then please let us know.
c I would like the meeting to consider the following ideas:
(Continue overleaf if needed):
From Doig@acer.edu.au Tue, 28 Nov 2000 08:10:57 +1000
Date: Tue, 28 Nov 2000 08:10:57 +1000
From: Doig Brian Doig@acer.edu.au
Subject: [Maths-Education] computer programs for primary maths
Dear Robyn
We (ACER) are contemplating putting a version of some TIMSS items 'on-line'
for schools/individuals to 'test' themselves against Australian and other
(some 40 odd) countries results. Would this be of interest?
Also there is a 'beginning year 7 (first year of high school) instrument
being put on-line too. Covers the basics one should know to continue in
maths (successfully!!).
Cheers
Brian
> ----------
> From: Robyn Zevenbergen[SMTP:r.zevenbergen@mailbox.gu.edu.au]
> Reply To: maths-education@nottingham.ac.uk
> Sent: Saturday, 25 November 2000 7:51
> To: maths-education@nottingham.ac.uk
> Subject: [Maths-Education] computer programs for primary maths
>
> **************************************************************************
> ******
> This message has been generated through the Mathematics Education email
> discussion list.
> Hitting the REPLY key sends a message to all list members.
> **************************************************************************
> ******
>
> Does anyone know of a program that allows primary presevice students to
> undertake questions relating to maths content (at a level for primary
> school
> teaching - probably up to Year 10).
>
> We have a problem with the amount of time that we spend on testing,
> marking,
> resitting of maths content to ensure that students can demonstrate a level
> of competence with some basic maths that they will teach. Rather than
> reinvent the wheel, I wondered if anyone knew of such a program.
>
> Robyn
>
> Robyn Zevenbergen
> Faculty of Education
> Griffith University
> PMB 50, GCMC
> Bundall, QLD 9726, Australia
> Ph: + 61 7 5594 8632
> Fax + 61 7 5594 8599
> * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
>
>
>
>
>
> _______________________________________________
> Maths-Education mailing list
> Maths-Education@nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
>
>
>
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From D.Wilson@mmu.ac.uk Tue, 28 Nov 2000 10:18:49 +0000
Date: Tue, 28 Nov 2000 10:18:49 +0000
From: Dave Wilson D.Wilson@mmu.ac.uk
Subject: [Maths-Education] dynamic geomertry software
Peter Gates wrote:
>
>Colleagues - I'm after advice.
>
>I am looking to purchase a Dynamic geometry package for use with out PGCE
>ITE students. This is not my immediate area of expertise so i have a
>question...
>
>
>Should I buy a licence for Cabri or for Geometer's sketchpad - or for what?
>
>Which is preferable, which is 'bette'r whatever that means?
>
How should i chose?
Before I start, I suppose that I ought to say what I usually say -
broadly they both do the same thing and have much the same
functionality, so you buy the one whose user interface you prefer.
However;
You'll find considerable discussion about the UI's on the dynamic
geometry discussion list (see
http://forum.swarthmore.edu follow the Discussion Groups link) GSP
insists you select the objects needed as a basis for a construction
and then the tool (angle bisector, say), whereas Cabri reverses this
- GSP, apparently follows the usual methods in wordprocessors and
drawing packages. I think that the argument that this is better
because more standard is misleading. Cabri seems to me to echo how
people think geometry.
Cabri gives feedback to the user around the pointer (as the mouse
passes near a point a tag appears saying 'this point') - GSP provides
similar feedback in an area at the bottom of the window, precisely
the wrong place it seems to me.
GSP provides a 'snap to grid' menu command which snaps points to
lattice points on a grid - Cabri allows you to construct points lying
on lattice points. Cabri is a defined constraint - with GSP if you
change the grid size by dragging the snapped points do not move with
the grid, and you then have to re-snap. This is an example of an
underlying difference which I want to express by saying that Cabri is
more 'geometrical' than GSP.
I would need to look at GSP to check this out, but Cabri's locus tool
is richer - an extra basic tool is a conic defined by 5 points
(though I guess we don't need this much in secondary - but it is
wonderfully useful when looking at parabolas and linking to
coordinate graphing).
Are Cabri's set of axes more user definable than GSP - they can be at
any angle, different unit spacing?
Both have added a very useful functionality - you can use Java to
view figures constructed in Cabri/GSP within a web browser - CAbri
has implemented this in a far more efficient manner, I think.
What else?
Oh, yeah macros (Cabri) and scripts (GSP). I hate and loathe GSP's
scripts. Both actually offer much the same functionality and power,
but ..
(preamble - these are ways of adding frequently used, demanded
constructions or ones which a teacher wishes to provide for their
students - eg I can provide a group with a 'circumcircle' tool
operating on 3 points, or a tool for the radical axis of a pair of
circles, or whatever)
Cabri user defined macros appear along with the built-in tools in the
button bar and are used in exactly the same manner GSP's are scripts,
distinct from the rest of the tools and need to be 'RUN'
Cabri macros when invoked only produce in the figure the defined
output object/s (a circle around points - GSP scripts when invoked
quickly spin through the full construction
(mid-points/perpendiculars/intersecting point/circle then hide the
construction details if the user has selectd that) but the underlying
details are present in the figure, albeit 'hidden' and can be viewed,
the producer of the GSP sketch has no choice over this, The Cabri
producer has a choice. This means that Cabri can be used to produce
very clean figures with almost no 'hidden' construction details if
that is what you want - GSP sketches quickly become a scab of hidden
opbjects which loses the power of revealing the structure of a
construction. GSp loses sense of synthesis to the user of a sketch,
you see everything rather than being able to see higher level
structure.
GSP does have a useful set of additions - buttons which allow the
producer to place buttons on the screen which do things - eg hide or
show a set of objects (this can help with the scripts issue above),
or animate a point or all sorts of things. This is powerful as a way
of producing a sketch which is easily manipulable without needing to
know how to use GSP or any geometry!
Cabri can do all these things (almost), but the producer needs to use
some slightly clever geometrical constructions so that sliding a
point along a segment 'switches' a construction on and off.
Finally, GSP on a Mac can save an animated sketch as a Quicktime
movie - clever and nice, self contained. Cabri I think can be
persuaded to do this using 3rd party software (Cameraman?)
Clearly, I think that Cabri is much the superior and I use both. We
have a site licence for Cabri of course!
Download the demos from the websites -
http://www.cabri.net
http://www.keypress.com
look at the forum (URL above) discussion lists you can search their archives.
Use the demos to look a the ATM Active Geometry software, but don't
be misled by these - I think that Cabri/GSp are precisely the wrong
media to produce such files - they should have been programmed.
There are many websites with examples of Cabri and GSP figures to
visit, including ours here,
I hope some of the above helps - I have just splurged stuff, I'm afraid, Peter!
cheers
--
Dave
Dave Wilson (D.Wilson@mmu.ac.uk A letter always reaches its
destination Dave@zizek.demon.co.uk) Lacan
http://s13a.math.aca.mmu.ac.uk