[Maths-Education] Conference in Brunei c2k1
Martyn A. Quigley
martyn@shbie.ubd.edu.bn
Thu, 14 Sep 2000 09:04:25 +0800
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>I am e-mailing you with the dates of the Mathematical Sciences Group
>Autumn Term Research Seminars.
>
>All Seminars take place in Room 677, at the Institute of Education,
>20 Bedford Way, London WC1H OAL from 5.00 - 6.30 pm and provide a
>forum for ongoing debate where established researchers and research
>students present their work.
>
>Updates to this programme can be found on the World Wide Web at the
>following address:
>http://www.ioe.ac.uk/ms/seminars.html
>
>Wednesday 25 October 2000
>
>Adult Numeracy in a Development Context
>
>Kate Newman,
>International Education Unit, ActionAid
>
>This seminar will offer a practical introduction to the latest
>understandings on numeracy in REFLECT (ActionAid's adult education
>programme). Drawing on experiences in El Salvador the seminar will
>examine how REFLECT uses the skills that adults with no or little
>formal education have devised or inherited within an educational
>setting. Using mainly group work the emphasis will be on how the
>ideas of ethnomathematics can be used in order to help people
>reflect on and critically analyse their own reality and act to
>change their situation
>
>
>Wednesday 15 November 2000
>
>Why is Analysis hard?
>
>Lara Alcock
>Warwick University
>
>In 1997 Warwick university mathematics department radically changed
>its presentation of first year first term Analysis. Instead of a
>attending a lecture course, the 253 students were divided into
>smaller classes and required to work in groups through a structured
>series of problems leading them to prove the majority of the results
>of the course for themselves. This talk will include:
>
>1. An overview of the course logistics and of my research project.
>
>2. An explanation of my position on what exactly it means to make
>the transition to formal mathematics, and why Analysis should
>prove particularly difficult.
>
>3. A discussion of findings from interview data with students from
>this course and from a parallel standard lecture course, focussing
>on their developing understanding of formal work.
>
>4. A short summary on how the results of this research might be
>used practically in developing both innovative and standard-style
>courses.
>
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--></style><title>Autumn Term Research Seminars</title></head><body>
<blockquote type="cite" cite>I am e-mailing you with the dates of the
Mathematical Sciences Group Autumn Term Research
Seminars.</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>All Seminars take place in Room 677, at
the Institute of Education, 20 Bedford Way, London WC1H OAL from 5.00
- 6.30 pm and provide a forum for ongoing debate where established
researchers and research students present their work.</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>Updates to this programme can be found
on the World Wide Web at the following address:</blockquote>
<blockquote type="cite"
cite>http://www.ioe.ac.uk/ms/seminars.html</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>Wednesday 25 October 2000</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite><i>Adult Numeracy in a Development
Context</i></blockquote>
<blockquote type="cite" cite><i><br></i></blockquote>
<blockquote type="cite" cite>Kate Newman,</blockquote>
<blockquote type="cite" cite>International Education Unit,
ActionAid</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>This seminar will offer a practical
introduction to the latest understandings on numeracy in REFLECT
(ActionAid's adult education programme). Drawing on experiences in El
Salvador the seminar will examine how REFLECT uses the skills that
adults with no or little formal education have devised or inherited
within an educational setting. Using mainly group work the emphasis
will be on how the ideas of ethnomathematics can be used in order to
help people reflect on and critically analyse their own reality and
act to change their situation</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>Wednesday 15 November 2000</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite><i>Why is Analysis hard?</i></blockquote>
<blockquote type="cite" cite><i><br></i></blockquote>
<blockquote type="cite" cite>Lara Alcock</blockquote>
<blockquote type="cite" cite>Warwick University</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>In 1997 Warwick university mathematics
department radically changed its presentation of first year first
term Analysis. Instead of a attending a lecture course, the 253
students were divided into smaller classes and required to work in
groups through a structured series of problems leading them to prove
the majority of the results of the course for themselves. This talk
will include:</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>1. An overview of the course
logistics and of my research project.</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>2. An explanation of my position
on what exactly it means to make the transition
to<x-tab> </x-tab>formal mathematics, and why
Analysis should prove particularly difficult.</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>3. A discussion of findings from
interview data with students from this course and from a parallel
standard lecture course, focussing on their developing understanding
of formal work.</blockquote>
<blockquote type="cite" cite><br></blockquote>
<blockquote type="cite" cite>4. A short summary on how the
results of this research might be used practically in developing both
innovative and standard-style courses.</blockquote>
<blockquote type="cite" cite><br></blockquote>
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