Spatial approaches to algebra

From anne.watson@educational-studies.oxford.ac.uk Wed, 2 May 2001 02:42:58 +0100 Date: Wed, 2 May 2001 02:42:58 +0100 From: Anne Watson anne.watson@educational-studies.oxford.ac.uk Subject: [Maths-Education] Spatial approaches to algebra --============_-1223354713==_ma============ Content-Type: text/plain; charset="us-ascii" ; format="flowed" Centre for Mathematics Education Research Occasional Papers Occasional Paper Number 2 is Transition from Arithmetic to algebra using two-dimensional representations: a school based research study by Jacqueline Fairchild of King Alfred's Community College, Wantage, Oxfordshire This paper reports on a school-based study to aid the transition from arithmetic to algebra using two-dimensional representations, facilitating students' understanding of the structure of, and ability to solve, linear equations by operating on (transforming) both sides of the equation. It is firmly supported by reference to a wide-range of literature. The author tested her approach in parallel classes on a split-side school and results show a significant difference in achievement. Occasional Paper Number 1 is Discussion in the Mathematics Classroom: developing a teacher's awareness of the issues and characteristics by Clare S. Lee is also still available. Clare Lee's paper reports her TTA-funded project in detail, showing how the quality of pupil-pupil classroom discussion in mathematics can vary with the style of the lesson, even with the same teacher and the same class. She analyses the reasons for this and categorises the pupils' discussion to see what kinds of interaction promote good thinking and learning. The paper would be of interest to teachers who are researching in their own classrooms, as well as anyone who is interested in increasing the quality and power of pupils' discussion. Editors Dr Anne Watson and Dr Barbara Jaworski, University of Oxford Enquiries, orders and proposals for further papers should be sent to Dr Anne Watson, Centre for Mathematics Education Research, Department of Educational Studies, University of Oxford, 15, Norham Gardens, Oxford, OX2 6PY or -- *************************************************** 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 *************************************************** --============_-1223354713==_ma============ Content-Type: text/html; charset="us-ascii" Spatial approaches to algebra

Centre for Mathematics Education Research Occasional Papers

Occasional Paper Number 2 is Transition from Arithmetic to algebra using two-dimensional representations: a school based research study by Jacqueline Fairchild of King Alfred's Community College, Wantage, Oxfordshire

This paper reports on a school-based study to aid the transition from arithmetic to algebra using two-dimensional representations, facilitating students' understanding of the structure of, and ability to solve, linear equations by operating on (transforming) both sides of the equation. It is firmly supported by reference to a wide-range of literature. The author tested her approach in parallel classes on a split-side school and results show a significant difference in achievement.

Occasional Paper Number 1 is Discussion in the Mathematics Classroom: developing a teacher's awareness of the issues and characteristics by Clare S. Lee is also still available.

Clare Lee's paper reports her TTA-funded project in detail, showing how the quality of pupil-pupil classroom discussion in mathematics can vary with the style of the lesson, even with the same teacher and the same class. She analyses the reasons for this and categorises the pupils' discussion to see what kinds of interaction promote good thinking and learning. The paper would be of interest to teachers who are researching in their own classrooms, as well as anyone who is interested in increasing the quality and power of pupils' discussion.

Editors
Dr Anne Watson and Dr Barbara Jaworski, University of Oxford

Enquiries, orders and proposals for further papers should be sent to Dr Anne Watson, Centre for Mathematics Education Research, Department of Educational Studies, University of Oxford, 15, Norham Gardens, Oxford, OX2 6PY or <anne.watson@edstud.ox.ac.uk>

--
***************************************************

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

***************************************************

--============_-1223354713==_ma============-- From h.f.tanner@swansea.ac.uk Wed, 2 May 2001 14:57:00 +0100 Date: Wed, 2 May 2001 14:57:00 +0100 From: Tanner H.F. h.f.tanner@swansea.ac.uk Subject: [Maths-Education] Spatial approaches to algebra Hi Ann, Please can I have a copy of occasional paper number one? Dr Howard Tanner University of Wales Swansea Department of Education Hendrefoelan Swansea SA2 7NB e-mail: h.f.tanner@swan.ac.uk Fax: 01792 298499 Tel: 01792 518642 "Education relieves you of the burden of having to believe everything you are told." --Robert Leamnson Why not visit my web page on http://www.swan.ac.uk/education/staff/hftanner/index.html Or look at my recent books at: http://www.amazon.co.uk/exec/obidos/ASIN/0415230691/qid=982957393/sr=1-2/202 -7449646-0205428 or http://www.amazon.co.uk/exec/obidos/ASIN/041523512X/qid=983294824/sr=1-4/202 -7449646-0205428 -----Original Message----- From: Anne Watson [mailto:anne.watson@educational-studies.oxford.ac.uk] Sent: 02 May 2001 02:43 To: maths-education@nottingham.ac.uk Subject: [Maths-Education] Spatial approaches to algebra Centre for Mathematics Education Research Occasional Papers Occasional Paper Number 2 is Transition from Arithmetic to algebra using two-dimensional representations: a school based research study by Jacqueline Fairchild of King Alfred's Community College, Wantage, Oxfordshire This paper reports on a school-based study to aid the transition from arithmetic to algebra using two-dimensional representations, facilitating students' understanding of the structure of, and ability to solve, linear equations by operating on (transforming) both sides of the equation. It is firmly supported by reference to a wide-range of literature. The author tested her approach in parallel classes on a split-side school and results show a significant difference in achievement. Occasional Paper Number 1 is Discussion in the Mathematics Classroom: developing a teacher's awareness of the issues and characteristics by Clare S. Lee is also still available. Clare Lee's paper reports her TTA-funded project in detail, showing how the quality of pupil-pupil classroom discussion in mathematics can vary with the style of the lesson, even with the same teacher and the same class. She analyses the reasons for this and categorises the pupils' discussion to see what kinds of interaction promote good thinking and learning. The paper would be of interest to teachers who are researching in their own classrooms, as well as anyone who is interested in increasing the quality and power of pupils' discussion. Editors Dr Anne Watson and Dr Barbara Jaworski, University of Oxford Enquiries, orders and proposals for further papers should be sent to Dr Anne Watson, Centre for Mathematics Education Research, Department of Educational Studies, University of Oxford, 15, Norham Gardens, Oxford, OX2 6PY or -- *************************************************** 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 srhine@willamette.edu Wed, 2 May 2001 08:03:02 -0700 (PDT) Date: Wed, 2 May 2001 08:03:02 -0700 (PDT) From: Steven M Rhine srhine@willamette.edu Subject: [Maths-Education] Spatial approaches to algebra I am very interested in receiving the second paper on the transition from arithmetic to algebra. Thank you. Steve Rhine, Ed. D. Willamette University School of Education 900 State St. Salem, OR 97301 (503) 375-5348 wk (503) 375-5478 fax On Wed, 2 May 2001, Anne Watson wrote: > Centre for Mathematics Education Research Occasional Papers > > Occasional Paper Number 2 is Transition from Arithmetic to algebra > using two-dimensional representations: a school based research study > by Jacqueline Fairchild of King Alfred's Community College, Wantage, > Oxfordshire > > This paper reports on a school-based study to aid the transition from > arithmetic to algebra using two-dimensional representations, > facilitating students' understanding of the structure of, and ability > to solve, linear equations by operating on (transforming) both sides > of the equation. It is firmly supported by reference to a wide-range > of literature. The author tested her approach in parallel classes on > a split-side school and results show a significant difference in > achievement. > > Occasional Paper Number 1 is Discussion in the Mathematics Classroom: > developing a teacher's awareness of the issues and characteristics by > Clare S. Lee is also still available. > > Clare Lee's paper reports her TTA-funded project in detail, showing > how the quality of pupil-pupil classroom discussion in mathematics > can vary with the style of the lesson, even with the same teacher and > the same class. She analyses the reasons for this and categorises > the pupils' discussion to see what kinds of interaction promote good > thinking and learning. The paper would be of interest to teachers > who are researching in their own classrooms, as well as anyone who is > interested in increasing the quality and power of pupils' discussion. > > > Editors > Dr Anne Watson and Dr Barbara Jaworski, University of Oxford > > Enquiries, orders and proposals for further papers should be sent to > Dr Anne Watson, Centre for Mathematics Education Research, Department > of Educational Studies, University of Oxford, 15, Norham Gardens, > Oxford, OX2 6PY or > -- > *************************************************** > > 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 welbeck@zarnet.ac.zw Wed, 2 May 2001 17:28:58 +0200 Date: Wed, 2 May 2001 17:28:58 +0200 From: welbeck welbeck@zarnet.ac.zw Subject: [Maths-Education] Spatial approaches to algebra I am interested in the occassional paper no 1. Kindly sed me a copy -----Original Message----- From: Steven M Rhine To: maths-education@nottingham.ac.uk Date: Wednesday, May 02, 2001 9:19 PM Subject: Re: [Maths-Education] Spatial approaches to algebra >*************************************************************************** ***** >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 very interested in receiving the second paper on the transition from >arithmetic to algebra. >Thank you. > >Steve Rhine, Ed. D. >Willamette University >School of Education >900 State St. >Salem, OR 97301 >(503) 375-5348 wk >(503) 375-5478 fax > >On Wed, 2 May 2001, Anne Watson wrote: > >> Centre for Mathematics Education Research Occasional Papers >> >> Occasional Paper Number 2 is Transition from Arithmetic to algebra >> using two-dimensional representations: a school based research study >> by Jacqueline Fairchild of King Alfred's Community College, Wantage, >> Oxfordshire >> >> This paper reports on a school-based study to aid the transition from >> arithmetic to algebra using two-dimensional representations, >> facilitating students' understanding of the structure of, and ability >> to solve, linear equations by operating on (transforming) both sides >> of the equation. It is firmly supported by reference to a wide-range >> of literature. The author tested her approach in parallel classes on >> a split-side school and results show a significant difference in >> achievement. >> >> Occasional Paper Number 1 is Discussion in the Mathematics Classroom: >> developing a teacher's awareness of the issues and characteristics by >> Clare S. Lee is also still available. >> >> Clare Lee's paper reports her TTA-funded project in detail, showing >> how the quality of pupil-pupil classroom discussion in mathematics >> can vary with the style of the lesson, even with the same teacher and >> the same class. She analyses the reasons for this and categorises >> the pupils' discussion to see what kinds of interaction promote good >> thinking and learning. The paper would be of interest to teachers >> who are researching in their own classrooms, as well as anyone who is >> interested in increasing the quality and power of pupils' discussion. >> >> >> Editors >> Dr Anne Watson and Dr Barbara Jaworski, University of Oxford >> >> Enquiries, orders and proposals for further papers should be sent to >> Dr Anne Watson, Centre for Mathematics Education Research, Department >> of Educational Studies, University of Oxford, 15, Norham Gardens, >> Oxford, OX2 6PY or >> -- >> *************************************************** >> >> 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 >> >> *************************************************** > > > >_______________________________________________ >Maths-Education mailing list >Maths-Education@nottingham.ac.uk >http://lists.nottingham.ac.uk/mailman/listinfo/maths-education > From ak@khi.is Wed, 2 May 2001 16:34:30 +0100 Date: Wed, 2 May 2001 16:34:30 +0100 From: Anna Kristjansdottir ak@khi.is Subject: [Maths-Education] Please consider Could those interested in Anne Watsons offer please send the messages directly to her anne.watson@edstud.ox.ac.uk instead of informing us all about their interest. Please:-) Anna Kristj�nsd�ttir From Bruce.White@unisa.edu.au Thu, 3 May 2001 12:32:02 +0930 Date: Thu, 3 May 2001 12:32:02 +0930 From: Bruce White Bruce.White@unisa.edu.au Subject: [Maths-Education] FW: AAMT's VC 2001 This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01C0D37D.6D211030 Content-Type: text/plain; charset="iso-8859-1" This may be of interest as it is a virtual conference Bruce White Lecturer Mathematics and Science Education. School of Education (Magill) University of South Australia Ph:+61 8 83024504 Fax: +61 8 83024536 -----Original Message----- From: AAMT Inc [mailto:office@aamt.edu.au] Sent: Thursday, 3 May 2001 11:30 To: office@aamt.edu.au Subject: AAMT's VC 2001 ENROL NOW - AAMT's 4th Virtual Conference starts on 18 May Mathematics: What Changes? 18 May - 25 June 2001 What difference has technology really made and will we ever know its true potential? Can research really reflect and hence inform the reality of the classroom? How do developments in the field of numeracy impact on the way we view mathematics teaching and learning? What needs to change in order to move towards social equity in mathematics learning as a tool for life success? You'll find everything you need to know about the conference at http://www.aamt.edu.au/vc. Acting on feedback from VC2000 participants, the conference is now earlier in the year at a more accessible time in your school's timetable. A new interface and different software will make accessing the conference more intuitive and should by-pass technical difficulties experienced by some previous registrants. The site is being regularly updated with abstracts of presentations. Many people in the AAMT have been working hard to bring you a unique PD experience that is bigger, better and brighter than ever before - a great opportunity for you and your colleagues to interact with educators all over the country and the world - at bargain basement rates! You'll find it all at http://www.aamt.edu.au/vc. Apologies if you have already received this message through other lists. Regards VC 2001 Organising Committee -- Australian Association of Mathematics Teachers Inc GPO Box 1729 Adelaide South Australia 5001 Ph: (int+) 61 8 8363 0288 Fax: (int+) 61 8 8362 9288 Email: office@aamt.edu.au Web: http://www.aamt.edu.au ------_=_NextPart_001_01C0D37D.6D211030 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable FW: AAMT's VC 2001

This may be of interest as it is a virtual = conference

Bruce White
Lecturer Mathematics and Science Education.
School of Education (Magill)
University of South Australia
Ph:+61 8 83024504
Fax: +61 8 83024536

-----Original Message-----
From: AAMT Inc [mailto:office@aamt.edu.au]=
Sent: Thursday, 3 May 2001 11:30
To: office@aamt.edu.au
Subject: AAMT's VC 2001

ENROL NOW - AAMT's 4th Virtual Conference starts on = 18 May

Mathematics: What Changes?
18 May - 25 June 2001

What difference has technology really made and will = we ever know its
true potential?
Can research really reflect and hence inform the = reality of the classroom?
How do developments in the field of numeracy impact = on the way we view
mathematics teaching and learning?
What needs to change in order to move towards social = equity in
mathematics learning as a tool for life = success?

You'll find everything you need to know about the = conference at http://www.aamt.edu.au/vc.

Acting on feedback from VC2000 participants, the = conference is now
earlier in the year at a more accessible time in = your school's timetable.

A new interface and different software will make = accessing the
conference more intuitive and should by-pass = technical difficulties
experienced by some previous registrants.

The site is being regularly updated with abstracts of = presentations.

Many people in the AAMT have been working hard to = bring you a unique PD
experience that is bigger, better and brighter than = ever before - a
great opportunity for you and your colleagues to = interact with educators
all over the country and the world - at bargain = basement rates!

You'll find it all at http://www.aamt.edu.au/vc.

Apologies if you have already received this message = through other lists.

Regards

VC 2001 Organising Committee

Australian Association of Mathematics Teachers = Inc
GPO Box 1729
Adelaide
South Australia 5001
Ph:     (int+) 61 8 8363 = 0288
Fax:    (int+) 61 8 8362 = 9288
Email: office@aamt.edu.au
Web:    http://www.aamt.edu.au

------_=_NextPart_001_01C0D37D.6D211030-- From anne.watson@edstud.ox.ac.uk Thu, 3 May 2001 17:10:44 +0100 Date: Thu, 3 May 2001 17:10:44 +0100 From: Anne Watson anne.watson@edstud.ox.ac.uk Subject: [Maths-Education] Ference Marton Seminar Dear colleagues We will be holding a day seminar with Ference Marton at Oxford on November 5th or 6th. If you would like to be kept informed about it when details get finalised please let me know .... BUT DO NOT HIT THE REPLY INSTRUCTION .... REPLY TO ME DIRECTLY. Register your interest now. We will not be publicising it further and numbers will be limited. Anne Watson -- Dr. Anne Watson Lecturer in Mathematics Education, Tutor for Higher Degrees, University of Oxford Department of Educational Studies 15, Norham Gardens Oxford, OX2 6PY 44-1865-274052 From anne.watson@educational-studies.oxford.ac.uk Fri, 4 May 2001 01:29:03 +0100 Date: Fri, 4 May 2001 01:29:03 +0100 From: Anne Watson anne.watson@educational-studies.oxford.ac.uk Subject: [Maths-Education] Spatial approaches to algebra >Anne, >I would like to obtain copies of these papers. Please send information on >ordering. > >Thanks, >David The two together will probably cost around $15, maybe a bit more depending on exchange rate and the demand. We will send them with an invoice which can be paid in US dollars. Is that OK? > >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: Anne Watson >To: maths-education@nottingham.ac.uk >Sent: 5/1/01 9:42 PM >Subject: [Maths-Education] Spatial approaches to algebra > >Centre for Mathematics Education Research Occasional Papers > > >Occasional Paper Number 2 is Transition from Arithmetic to algebra using >two-dimensional representations: a school based research study by >Jacqueline Fairchild of King Alfred's Community College, Wantage, >Oxfordshire > > >This paper reports on a school-based study to aid the transition from >arithmetic to algebra using two-dimensional representations, >facilitating students' understanding of the structure of, and ability to >solve, linear equations by operating on (transforming) both sides of the >equation. It is firmly supported by reference to a wide-range of >literature. The author tested her approach in parallel classes on a >split-side school and results show a significant difference in >achievement. > > >Occasional Paper Number 1 is Discussion in the Mathematics Classroom: >developing a teacher's awareness of the issues and characteristics by >Clare S. Lee is also still available. > > >Clare Lee's paper reports her TTA-funded project in detail, showing how >the quality of pupil-pupil classroom discussion in mathematics can vary >with the style of the lesson, even with the same teacher and the same >class. She analyses the reasons for this and categorises the pupils' >discussion to see what kinds of interaction promote good thinking and >learning. The paper would be of interest to teachers who are >researching in their own classrooms, as well as anyone who is interested >in increasing the quality and power of pupils' discussion. > > >Editors >Dr Anne Watson and Dr Barbara Jaworski, University of Oxford > >Enquiries, orders and proposals for further papers should be sent to Dr >Anne Watson, Centre for Mathematics Education Research, Department of >Educational Studies, University of Oxford, 15, Norham Gardens, Oxford, >OX2 6PY or >-- >*************************************************** > >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 > >*************************************************** -- *************************************************** 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 anne.watson@educational-studies.oxford.ac.uk Fri, 4 May 2001 01:38:01 +0100 Date: Fri, 4 May 2001 01:38:01 +0100 From: Anne Watson anne.watson@educational-studies.oxford.ac.uk Subject: [Maths-Education] Apologies Dear all I apologise for the nuisance caused by people replying to me via the list, and then my replying to them via the list because I haven't noticed where their messages came from. I have managed to avoid doing some, but others have slipped through. I shall try to be more careful and thank you for your tolerance. Anne -- *************************************************** 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 temscrm@ioe.ac.uk Fri, 4 May 2001 14:18:11 +0100 Date: Fri, 4 May 2001 14:18:11 +0100 From: Candia Morgan temscrm@ioe.ac.uk Subject: [Maths-Education] Fwd: --============_-1223140203==_ma============ Content-Type: text/plain; charset="us-ascii" ; format="flowed" Dear all I am pleased to enclose an invitation to a guest Professorial Lecture to be given by Professors Hyman Bass and Deborah Ball (pasted below). The lecture will be preceded by a welcome by Professor Geoffrey Whitty, Director of the Institute of Education, and an introduction by Professor Celia Hoyles, Chair of the Joint Mathematical Council of the UK. Following the lecture will be a response by Professor Martin Taylor, FRS. This promises to be a memorable event at which the important issue of mathematical reasoning is discussed by two professors of international renown; one a mathematician and the other mathematics educator. Please note that the content of this lecture will not be the same as the opening plenary 'Crossing Boundaries in the Study of Mathematics Teaching: An Uneven Odyssey of Learning and Unlearning' that Professor Bass and Professor Ball will deliver at the Fifth British Congress of Mathematics Education later in the week. You are invited to a Guest Professorial Lecture Making Mathematics Reasonable in School to be given by Professor Hyman Bass President of American Mathematical Society and President of the International Commission on Mathematics Instruction & Professor Deborah Loewenberg Ball Arthur F. Thurnau Professor of Mathematics Education and Teacher Education, University of Michigan 5.00pm, Monday July 2nd 2001 Jeffery Hall, Institute of Education, 20 Bedford Way, London WC1 Wine reception at 6.30pm in the Crush Hall RSVP Susan Williams e-mail: susan.williams@ioe.ac.uk tel: 020 7612 6651/6654 --============_-1223140203==_ma============ Content-Type: text/html; charset="us-ascii" Fwd:

Dear all

I am pleased to enclose an invitation to a guest Professorial Lecture to be given by Professors Hyman Bass and Deborah Ball (pasted below). The lecture will be preceded by a welcome by Professor Geoffrey Whitty, Director of the Institute of Education, and an introduction by Professor Celia Hoyles, Chair of the Joint Mathematical Council of the UK. Following the lecture will be a response by Professor Martin Taylor, FRS.

This promises to be a memorable event at which the important issue of mathematical reasoning is discussed by two professors of international renown; one a mathematician and the other mathematics educator.

Please note that the content of this lecture will not be the same as the opening plenary 'Crossing Boundaries in the Study of Mathematics Teaching: An Uneven Odyssey of Learning and Unlearning' that Professor Bass and Professor Ball will deliver at the Fifth British Congress of Mathematics Education later in the week.

You are invited to a Guest Professorial Lecture

Making Mathematics Reasonable in School

to be given by

Professor Hyman Bass

President of American Mathematical Society and President of the International Commission on Mathematics Instruction

Professor Deborah Loewenberg Ball

Arthur F. Thurnau Professor of Mathematics Education and Teacher Education, University of Michigan

5.00pm, Monday July 2nd 2001

Jeffery Hall, Institute of Education, 20 Bedford Way, London WC1

Wine reception at 6.30pm in the Crush Hall RSVP Susan Williams

e-mail: susan.williams@ioe.ac.uk

tel: 020 7612 6651/6654

--============_-1223140203==_ma============-- From Cappetta@cdnet.cod.edu Mon, 7 May 2001 15:59:31 -0500 Date: Mon, 7 May 2001 15:59:31 -0500 From: Cappetta, Robert W. Cappetta@cdnet.cod.edu Subject: [Maths-Education] Reflection I request assistance in finding relevant research. 1. What is the relationship between reflection and understanding? 2. What factors encourage reflection? Thank you. Robert Cappetta Associate Professor of Mathematics College of DuPage Glen Ellyn (Chicago), IL USA cappetta@cdnet.cod.edu From temscrm@ioe.ac.uk Fri, 11 May 2001 10:34:42 +0100 Date: Fri, 11 May 2001 10:34:42 +0100 From: Candia Morgan temscrm@ioe.ac.uk Subject: [Maths-Education] Research Seminars Mathematical Sciences Group Research Seminar Wednesday 30 May 2001 5pm - 6.30pm in room 677, Institute of Education, 20 Bedford Way, London WC1H OAL Actual Meanings, Possible Uses: secondary mathematics teachers and Cabri-Geometre Bibi Lins, Bristol University "In the field of Sociology of Technology some authors treat technology as text and users as readers (Grint and Woolgar, 1997) to discuss technology from an anti-essentialist viewpoint. From a perspective of treating software package as text and secondary mathematics teacher as reader, I shall discuss in this seminar some analysis of part of the data of my ongoing PhD project that involves interviews and classroom observations of two teachers from a secondary school in Bristol. The teachers were interviewed both in front of and not in front of a computer, describing "their" Cabri and tackling a problem with it. Some of their mathematics lessons within a Cabri environment were observed, focusing on how the teachers presented their Cabri to the students, aiming to investigate to what extent meanings being produced (Lins, 1992) by teachers for Cabri are linked to their use and to their teaching approaches. My interest is to develop an approach to research which allows for a reading of meanings being produced by individual teachers to a software package as a way of making mathematics teacher education more effective". Wine and soft drinks will be served after the seminar ALL WELCOME =46or further information please contact Susan Williams - e-mail: susan.williams@ioe.ac.uk _________________________ Mathematical Sciences Group Research Seminar Thursday 14 June 2001 5pm - 6.30pm in room 677, Institute of Education, 20 Bedford Way, London WC1H OAL 'Project Mathematical Thinking' Susana Carreira, New University of Lisbon, Portugal, Jeff Evans, Middlesex University, Steve Lerman, South Bank University, Jo=E3o =46ilipe Matos, University of Lisbon, Portugal, Candia Morgan, Institute of Education, University of London, Madalena Santos, CIEFCUL, Portugal, Anna Tsatsaroni, University of Patras, Greece The seminar will report some of the work of this project, funded by the Portuguese Foundation of Sciences, which has drawn on a range of theoretical approaches, such as situated learning, discursive and semiotic approaches, and Bernstein's structural approach, to address key issues relevant to how mathematical thinking is developed, recognised and legitimated in school mathematics practices. We shall discuss the ways in which we address a particular corpus of data using different theoretical approaches. Our focus will be on the issue of 'emotion', considering how this my be conceptualised and identified as well as its significance within an episode of mathematics learning and teaching. Wine and soft drinks will be served after the seminar ALL WELCOME =46or further information please contact Susan Williams - e-mail: susan.williams@ioe.ac.uk _________________________________ Mathematical Sciences Group Research Seminar Wednesday 20 June 2001 5pm - 6.30pm in room 677, Institute of Education, 20 Bedford Way, London WC1H OAL 'Untaught Mental Calculation Strategies Used by 11-year-olds in Different Ability Bands' Derek Foxman (Institute of Education, University of London) and Meindert Beishuizen (Leiden University, The Netherlands) The Assessment of Performance Unit (APU) at the then DES carried out six mathematics surveys of 11- and 15-year olds in the schools of England, Wales and Northern Ireland between 1979 and 1987. All the children in the survey samples took a written test of concepts and skills, and subsamples took other assessments as well. The final surveys included some one-to-one interviews asking children to work out calculations mentally, and then how they obtained their answers. The interviews were conducted by experienced teachers who were trained by the NFER research team, commissioned by the APU to carry out the surveys, to record the children's responses. We can be confident that the strategies used were untaught, for the data were obtained at a time that mental calculation had not yet returned to classrooms as the Cockcroft Report had recommended in 1982. Since the 1980s a considerable amount of research on children's mental strategies has taken place and classifications of strategies been compiled, particularly by researchers in the Netherlands and the US, and, more recently, in England. In the light of these researches we are carrying out a re-analysis of the APU data on the sample of 256 11-year-olds who took the mental skills test in 1987. This draws particularly on the research of Beishuizen, who worked in co-operation with the Freudenthal Institute, in the Netherlands. The APU sample has been split into 3 ability bands on the basis of the children's scores in the written test of concepts and skills and the mental strategies used within bands contrasted. There were ten questions in the test, some in context and others purely numerical. The results from these will be considered, and their possible implications for the teaching of mental calculation in the numeracy strategy discussed. Wine and soft drinks will be served after the seminar ALL WELCOME =46or further information please contact Susan Williams - e-mail: susan.williams@ioe.ac.uk -- **************************************** 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 M.M.Rodd@education.leeds.ac.uk Fri, 11 May 2001 11:53:42 +0100 Date: Fri, 11 May 2001 11:53:42 +0100 From: M Melissa Rodd M.M.Rodd@education.leeds.ac.uk Subject: [Maths-Education] workshop and seminar on undergraduate mathematics ON JUNE 7TH also elect to come to a WORKSHOP and SEMINAR on UNDERGRADUATE MATHEMATICS EDUCATION at LEEDS UNIVERSITY. At 4:30, Dr Elena Nardi and Dr Paola Iannone will be giving a seminar paper on their recent Nuffield Foundation funded project concerned with first year mathematics undergraduates' formal mathematical writing: NECESSITY OR CONVENTION? ADJUSTING TO THE NORMS OF FORMAL MATHEMATICAL REASONING This is a seminar hosted by the Centre for Studies in Science and Mathematics Education - all are welcome, tea and biscuits from 4pm in the Centre on level 10 of the EC Stoner building. Prior to the seminar, at 3pm, we would like to invite anyone working with undergraduates in mathematics (lecturers, tutors, researchers) to join Elena and Paola in a round table discussion of students' written work. In particular, we will examine samples of the students' written responses to mathematical tasks that involve the use of Proof by Contradiction and Proof by Mathematical Induction. We will then discuss a number of student difficulties that relate to the mechanics of these proving techniques and embed these difficulties into the wider context of the students' problematic transition to formal mathematical reasoning. After the seminar we intend to have an early supper at a restaurant (to finish by 8pm, near the station). If you would like to come to the 3 o'clock workshop, or supper, it would be helpful if you could email Melissa Rodd (local contact). The workshop and seminar will be held in the Mathematics Education suite, room 8.90 in E C Stoner building (no. 69 on the campus map attached) http://www.leeds.ac.uk/campus_map/map_sec2.htm#69 *=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=* Dr Melissa Rodd Lecturer in Mathematics Education University of Leeds Leeds LS2 9JT 0113 2 33 4613/messages 4611/fax 4683 From grovesac@deakin.edu.au Tue, 15 May 2001 12:24:19 +1000 Date: Tue, 15 May 2001 12:24:19 +1000 From: Susie Groves grovesac@deakin.edu.au Subject: [Maths-Education] LOOKING FOR A STUNNING TEXTBOOK Does anyone know of a STUNNINGLY GOOD TEXTBOOK which covers as many as possible of the following topics for use with first year university students planning to become primary teachers? o The natural numbers, divisibility, factorisation and primes; rational and irrational numbers; cryptography and bar codes; o the nature of chance and expectation, random events, "fair" and "unfair" games, the connection between probability and statistics (eg. insurance); o independent and related events; o the nature of a statistical investigation: posing the question, collecting the data, summarising, analysing and presenting the data; interpreting the results. o regular polygons; regular and homogeneous tessellations, symmetries and transformations in the plane; reflections, rotations, translations and glide reflections and their combinations; creating and identifying finite and infinite patterns in the plane; o an analysis of some of the work of MC Escher; creating Escher-type tessellations in the plane; o the Platonic solids and their duals; examples in art and nature; construction of solids from nets; o linear, quadratic, exponential and logarithmic functions; and o graphs, directed graphs, spanning trees and networks. Susie Groves Associate Professor Susie Groves Head, School of Scientific and Developmental Studies Faculty of Education Deakin University 221 Burwood Highway Burwood 3125 Australia +61 3 9244 6068 (phone) +61 3 9244 6112 (fax) grovesac@deakin.edu.au From sfng@nie.edu.sg Tue, 15 May 2001 10:38:16 +0800 Date: Tue, 15 May 2001 10:38:16 +0800 From: NG Swee Fong (MME) sfng@nie.edu.sg Subject: [Maths-Education] LOOKING FOR A STUNNING TEXTBOOK You could try looking at Charles D Miller, Vern E Heeren and E. John Hornsby Jr's "Mathematical Ideas" published by Addison-Wesley. ISBN 0-673-99893-2 Swee Fong Ng National Institute of Education Maths and Maths Education Academic Group 1 Nanyang Walk Singapore 637 616 E-mail: sfng@nie.edu.sg > -----Original Message----- > From: Susie Groves [mailto:grovesac@deakin.edu.au] > Sent: 15 May 2001 10:24 > To: maths-education@nottingham.ac.uk > Subject: [Maths-Education] LOOKING FOR A STUNNING TEXTBOOK > > > ************************************************************** > ****************** > 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 STUNNINGLY GOOD TEXTBOOK which covers as many as > possible of the following topics for use with first year university > students planning to become primary teachers? > > o The natural numbers, divisibility, factorisation and primes; > rational and irrational numbers; cryptography and bar codes; > o the nature of chance and expectation, random events, "fair" and > "unfair" games, the connection between probability and statistics (eg. > insurance); > o independent and related events; > o the nature of a statistical investigation: posing the question, > collecting the data, summarising, analysing and presenting the data; > interpreting the results. > o regular polygons; regular and homogeneous > tessellations, symmetries > and transformations in the plane; reflections, rotations, > translations and > glide reflections and their combinations; creating and > identifying finite > and infinite patterns in the plane; > o an analysis of some of the work of MC Escher; creating > Escher-type > tessellations in the plane; > o the Platonic solids and their duals; examples in art and nature; > construction of solids from nets; > o linear, quadratic, exponential and logarithmic functions; and > o graphs, directed graphs, spanning trees and networks. > > > Susie Groves > Associate Professor Susie Groves > Head, School of Scientific and Developmental Studies > Faculty of Education > Deakin University > 221 Burwood Highway > Burwood 3125 > Australia > +61 3 9244 6068 (phone) > +61 3 9244 6112 (fax) > grovesac@deakin.edu.au > > > _______________________________________________ > Maths-Education mailing list > Maths-Education@nottingham.ac.uk > http://lists.nottingham.ac.uk/mailman/listinfo/maths-education > From vmesa@umich.edu Wed, 16 May 2001 08:58:42 -0400 Date: Wed, 16 May 2001 08:58:42 -0400 From: Vilma Mesa vmesa@umich.edu Subject: [Maths-Education] Fwd: [HM] John Fauvel >Date: Tue, 15 May 2001 22:37:57 +0000 >To: dhf@maths.warwick.ac.uk >Cc: >From: David Fowler >Subject: [HM] John Fauvel >Sender: owner-historia-matematica@chasque.apc.org >Reply-To: historia-matematica@chasque.apc.org >Status: > > >John Fauvel died at 6.20pm in the evening of Saturday May 12th in a >good friend's family house in Leamington Spa. It was a glorious >summer day, a true celebration of his too short life; he was only 54. >He was loved, befriended, respected, and admired by people all over >the world, and in case anyone would like to send any message about >and for him, you can if you want email it to dhf-fauvel@warwick.ac.uk >with the subject 'For John Fauvel', and we will try to bring them all >together in some appropriate place. > >He died quickly of a disfunctional liver and kidney, arising from a >condition he has had for the last 10 years and perhaps more. He had >recently been put on the list for a liver transplant, but his own >deteriorated more quickly than anticipated, with a kidney failure >that made the operation impossible. > >He will be remembered with joy by all who knew him. > >His funeral has been arranged for Wednesday morning, 23 May, > >David Fowler > > >Please circulate this to people who may like to know > >[The original idea of recording from the telephone couldn't work, so >has been changed to emails to dhf-fauvel. I will also add to the >collection what has already been sent to HM and to me. And do please >keep a copy of what you send in case there is any problem with this.] -- =========================== Vilma M. Mesa 2614 School of Education University of Michigan 610 East University Ann Arbor, MI, 48109-1259 Tel: (734) 647 9392 Fax: (734) 936 1606 Email: vmesa@umich.edu From D.N.Smith@shu.ac.uk Fri, 18 May 2001 08:47:41 +0100 Date: Fri, 18 May 2001 08:47:41 +0100 From: Jim D.N. SMITH(EDS) D.N.Smith@shu.ac.uk Subject: [Maths-Education] Fwd: New listserver There is now a list server for secondary mentors anywhere. The purpose is to exchange ideas on problems and good practices. In order to join the list you will need to send a message as indicated below, paying attention to the spaces as well as the text. Your message should end with, and include, the two minus signs. If all goes well you receive a welcome message a few minutes later. To: jiscmail@jiscmail.ac.uk Subject: Body of Message: join ITTSECMENTOR yourfirstname yoursecondname -- Once you have received your welcome message you will be able to email the entire list by sending a message to ITTSECMENTOR@jiscmail.ac.uk Please promote the use of this list with mentors and providers. Many thanks, jim 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 paul@marybj.cix.co.uk Fri, 18 May 2001 09:50:14 +0100 Date: Fri, 18 May 2001 09:50:14 +0100 From: Paul Garcia paul@marybj.cix.co.uk Subject: [Maths-Education] John Fauvel Dear All, John's funeral will be on Wednesday 23rd May at the Oakley Wood Crematorium in Leamington Spa at 11:30 You can get a map from Multimap.com by typing in the postcode CV33 9QP -- Best wishes Paul =========================== 24 Rowan Drive Turnford Herts EN10 6HH UK 01992 461517 From p.kent@ioe.ac.uk Fri, 18 May 2001 13:35:52 +0100 Date: Fri, 18 May 2001 13:35:52 +0100 From: Dr Phillip Kent p.kent@ioe.ac.uk Subject: [Maths-Education] Post-PME event: Computer Algebra in Mathematics Education If you are currently filling in your PME registration forms you may like to know that a 2-day symposium on 'computer algebra in mathematics education' is being held at the Freudenthal Institute directly after PME. We have an excellent lineup of speakers (Michele Artigue, Neil Challis, Koeno Gravemeijer, Kathy Heid, Ken Ruthven, Kaye Stacey, Michal Yerushalmy, Rose Zbiek) and there will be plenty of opportunity for group discussions around the four themes of 'CAS and techniques', 'CAS and teachers', 'Theoretical frameworks' and 'Explicitness and expressiveness'. For more information, see the web site: http://ltsn.mathstore.ac.uk/came/events/freudenthal . There are only a few places left, so please respond soon to ensure a place. - Phillip Kent (on behalf of the organising committee) ++++++++ Dr Phillip Kent MCEE Project, Mathematical Sciences, Institute of Education, London WC1H 0AL p.kent@ioe.ac.uk tel 020 7612 6417 mobile 07950 952034 www.ioe.ac.uk/rnoss/MCEE ++++++++ From qed@enterprise.net Mon, 21 May 2001 19:41:54 +0100 Date: Mon, 21 May 2001 19:41:54 +0100 From: John Bibby, MatheMagic/Count On - visit www.counton.org qed@enterprise.net Subject: [Maths-Education] =?iso-8859-1?Q?=93Best_of_British=94_=28apologies_for_cross-posting=29?= Dear All This is to invite you to submit your =93Best of British=94 maths ed mater= ials for a database of innovative ideas, to be used in creating =93new and bet= ter courses for students around the world=94 - further details below. Please copy this message to the manufacturers of any materials which you think should be included in our =93Best of British=94 list. I can take these materials with me next month when I go to Poland for an =93International Supercourse=94 meeting which will begin such a database.= The organiser, Alan Rogerson (Australia), is nothing if not visionary - furth= er details below and on the web. (Please note that I am doing this in a personal capacity: I am not involved in the SuperCourse organisation and accept no liability other than to try to get your materials to the conference in Poland for you.) If you would like me to take your materials, please send them before 10 J= une to John Bibby (SuperCourse meeting) 1 Straylands Grove York YO31 1EB (England). Alternatively you can send them direct to Poland (address and other detai= ls below). If any queries about this, please email joe.campbell@mathemagic.o= rg, or fax him on 01904-424381 as I shall be away quite a lot between now and mid-June. Over 80 people will be at the meeting in Poland, including ~50 from Polan= d, and ~30 from some 15 other countries. I will take as much material as you care to send, but if it weighs over 1 kilo please will you enclose a smal= l contribution to expenses - I suggest =A32-=A35 per kilo (cheque payable t= o =93MatheMagic=94 please). I=92m afraid I don=92t know a lot more about the meeting, except that Joh= n Gillespie, Alison Clark-Jeavons and Mike Spooner may also be attending. JOHN BIBBY =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3DFurther details received = from Alan Rogerson These courses would be written by independent but cooperative teams of writers in different countries. Each national team will be able to select from the database what is best for their country to produce a state-of-the-art Super Course =85 (This) could be a series of text-books,= or resource materials, or books/ideas for teachers, or provide good models o= f text books for centralised systems of education. The overall objective fo= r each group in each country would be to make available for the first time = the very best materials/ideas that have already been developed, often in isolation, in all parts of the world. He writes: =93We are looking for the very best from your country - except= ional ideas that others can learn from! Supercourse is about creating the very best, not just making the ordinary a little better. =93 Some further details are below and on He explains the idea of the Super Course as follows: Our Project can =85 create a large database of innovative ideas and usefu= l materials that have already been found successful in schools to create ne= w and better courses for students around the world. These courses would be written by independent but cooperative teams of writers in different countries. Each national team will be able to select from the database wh= at is best for their country to produce a state-of-the-art Super Course =85 (This) could be a series of text-books, or resource materials, or books/ideas for teachers, or provide good models of text books for centralised systems of education. The overall objective for each group in each country would be to make available for the first time the very best materials/ideas that have already been developed, often in isolation, in = all parts of the world. The Educational aim of Super Course is to help students learn mathematics better and to enjoy and to find more interesting and relevant the mathematics they learn. The humanistic/political aim is to help eliminate barriers and prejudices based on gender, race or social class and to empo= wer our students to change for the better the world they live in. The pragmat= ic aim is to produce a course and/or ideas and materials for students and teachers that will be successful in terms of school adoption because it i= s the best course available in each country. With the now familiar miracle = of email and internet, it will be possible to communicate much of this datab= ase of ideas/material quickly and easily. We can also set up a network of writing teams working in different countries, each designing a course adapted for their own cultural context, but each having access to the variety of ideas and materials developed so far by the world's best projects. Our three years experience with the world's first and only virt= ual school the VSG will be invaluable in our incorporating in Super Course th= e very best and most recent technological innovations as they develop. The role of new technology will be crucial in future educational innovation. =85 Of special importance for the whole meeting will be the "Open Forum o= f Ideas" on Day 1, during which as much and as many ideas, materials, software, will be displayed and demonstrated in all parts of the house. W= e have 10 computers available in the new computer room, all linked to Inter= net to showcase the very best software we know of from all over the world - t= he other rooms and hallways will be festooned with posters, information, boo= ks, booklets, worksheets and all kinds of materials for the teaching of mathematics. Would YOU please help us by bringing with you from YOUR country as many innovative ideas and as much material/software as you can that is of the HIGHEST quality - we are looking for the very best from your country - exceptional ideas that others can learn from! Supercourse is about creati= ng the very best, not just making the ordinary a little better. If you are N= OT coming could you please send me any new and exciting things and we will exhibit them - post them to this address: Alan Rogerson, ul LISTOPADOWA 1/45, 60-153 POZNAN, Poland From mcassel@mwfree.net Wed, 23 May 2001 15:16:31 +0100 Date: Wed, 23 May 2001 15:16:31 +0100 From: Mike Cassell mcassel@mwfree.net Subject: [Maths-Education] Re: locating authors I am trying to locate an address for any of these authors: Monique Boekaerts, Gerard Seegers or Harriet Vermeer who wrote an article _ Solving Math problems: Where and Why does the solution process go astray? Written in 1995, the authors were at the time at Leiden univ, Netherlands. I am doing an MA in Maths Education at the Institute of ed in London and want some info from the authors for my dissertation. Many thanks for your help Regards Mike Cassell London ---------- From qed@enterprise.net Sun, 27 May 2001 08:27:41 +0100 Date: Sun, 27 May 2001 08:27:41 +0100 From: John Bibby, MatheMagic/Count On - visit www.counton.org qed@enterprise.net Subject: [Maths-Education] Maths Year 2000 merchandise: please reply to Joe.Campbell@mathemagic.org NB: please reply to Joe.Campbell@mathemagic.org ............................................... We have LARGE amounts of MY2000 merchandise to dispose of, including: 1. "The Centurion" - a humourously illustrated 15-foot frieze summarising maths history, 1000 - 2100 (GREAT wallpaper!) 2. Stickers that children LOVE to wear saying "I am a Mathemagician", "I love Maths" and other charming oxymorons 3. "Event packs" - these include bunting, balloons, posters of Carol Vorderman and Alan Shearer AND a letter from David Blunkett 4. some t-shirts, hats etc, all with the delightful Maths Year 2000 "Arithmakid" logo - now being re-branded as "Count On" - see http:\\www.counton.org 5. Sheets of A3 and A4 paper, blank except for the MY2000 logo in the corner. These are available on request to Joe.Campbell@mathemagic.org Please specify how many of each you require. Any surplus is likely to be pulped by the end of June. We would prefer to send merchandise in LARGE quantities to Teacher Centres and other locations which could then circulate to schools in the vicinity. This way we get maximum distribution for minimum labour and distribution costs. If you know of any charities or others who could use these materials, please forward this information to them. Thank you JOHN BIBBY Director: COUNT ON From qed@enterprise.net Sun, 27 May 2001 08:27:45 +0100 Date: Sun, 27 May 2001 08:27:45 +0100 From: John Bibby, MatheMagic/Count On - visit www.counton.org qed@enterprise.net Subject: [Maths-Education] =?iso-8859-1?Q?FW:_=93Best_of_British=94_-_further_information_=28apologi?= =?iso-8859-1?Q?es_for_cross-posting=29?= There seems to have been some confusion due to my copying Alan Rogerson's use of the word "database" to mean a resource bank of physical books, software and other materials (i.e. NOT a computerised database). To summarise: Alan Rogerson has asked for samples of the best mathematica= l resources for consideration at a "World Supercourse" planning meeting in Poland which will have representatives from some 20 countries around the world. If you have materials you would like to send, I can arrange this. The logistical details are below: If you would like me to take your materials, please send them before 10 J= une to John Bibby (SuperCourse meeting) 1 Straylands Grove York YO31 1EB (England). Alternatively you can send them direct to Poland (address and other detai= ls below). If any queries about this, please email joe.campbell@mathemagic.o= rg, or fax him on 01904-424381 as I shall be away quite a lot between now and mid-June. Thank you, and apologies for any confusion JOHN BIBBY (writing in a personal capacity) -----Original Message----- From: John Bibby, MatheMagic/Count On - visit www.counton.org Sent: 21 May 2001 19:42 Subject: =93Best of British=94 (apologies for cross-posting) Dear All This is to invite you to submit your =93Best of British=94 maths ed mater= ials for a database of innovative ideas, to be used in creating =93new and bet= ter courses for students around the world=94 - further details below. Please copy this message to the manufacturers of any materials which you think should be included in our =93Best of British=94 list. I can take these materials with me next month when I go to Poland for an =93International Supercourse=94 meeting which will begin such a database.= The organiser, Alan Rogerson (Australia), is nothing if not visionary - furth= er details below and on the web. (Please note that I am doing this in a personal capacity: I am not involved in the SuperCourse organisation and accept no liability other than to try to get your materials to the conference in Poland for you.) If you would like me to take your materials, please send them before 10 J= une to John Bibby (SuperCourse meeting) 1 Straylands Grove York YO31 1EB (England). Alternatively you can send them direct to Poland (address and other detai= ls below). If any queries about this, please email joe.campbell@mathemagic.o= rg, or fax him on 01904-424381 as I shall be away quite a lot between now and mid-June. Over 80 people will be at the meeting in Poland, including ~50 from Polan= d, and ~30 from some 15 other countries. I will take as much material as you care to send, but if it weighs over 1 kilo please will you enclose a smal= l contribution to expenses - I suggest =A32-=A35 per kilo (cheque payable t= o =93MatheMagic=94 please). I=92m afraid I don=92t know a lot more about the meeting, except that Joh= n Gillespie, Alison Clark-Jeavons and Mike Spooner may also be attending. JOHN BIBBY =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3DFurther details received = from Alan Rogerson These courses would be written by independent but cooperative teams of writers in different countries. Each national team will be able to select from the database what is best for their country to produce a state-of-the-art Super Course =85 (This) could be a series of text-books,= or resource materials, or books/ideas for teachers, or provide good models o= f text books for centralised systems of education. The overall objective fo= r each group in each country would be to make available for the first time = the very best materials/ideas that have already been developed, often in isolation, in all parts of the world. He writes: =93We are looking for the very best from your country - except= ional ideas that others can learn from! Supercourse is about creating the very best, not just making the ordinary a little better. =93 Some further details are below and on He explains the idea of the Super Course as follows: Our Project can =85 create a large database of innovative ideas and usefu= l materials that have already been found successful in schools to create ne= w and better courses for students around the world. These courses would be written by independent but cooperative teams of writers in different countries. Each national team will be able to select from the database wh= at is best for their country to produce a state-of-the-art Super Course =85 (This) could be a series of text-books, or resource materials, or books/ideas for teachers, or provide good models of text books for centralised systems of education. The overall objective for each group in each country would be to make available for the first time the very best materials/ideas that have already been developed, often in isolation, in = all parts of the world. The Educational aim of Super Course is to help students learn mathematics better and to enjoy and to find more interesting and relevant the mathematics they learn. The humanistic/political aim is to help eliminate barriers and prejudices based on gender, race or social class and to empo= wer our students to change for the better the world they live in. The pragmat= ic aim is to produce a course and/or ideas and materials for students and teachers that will be successful in terms of school adoption because it i= s the best course available in each country. With the now familiar miracle = of email and internet, it will be possible to communicate much of this datab= ase of ideas/material quickly and easily. We can also set up a network of writing teams working in different countries, each designing a course adapted for their own cultural context, but each having access to the variety of ideas and materials developed so far by the world's best projects. Our three years experience with the world's first and only virt= ual school the VSG will be invaluable in our incorporating in Super Course th= e very best and most recent technological innovations as they develop. The role of new technology will be crucial in future educational innovation. =85 Of special importance for the whole meeting will be the "Open Forum o= f Ideas" on Day 1, during which as much and as many ideas, materials, software, will be displayed and demonstrated in all parts of the house. W= e have 10 computers available in the new computer room, all linked to Inter= net to showcase the very best software we know of from all over the world - t= he other rooms and hallways will be festooned with posters, information, boo= ks, booklets, worksheets and all kinds of materials for the teaching of mathematics. Would YOU please help us by bringing with you from YOUR country as many innovative ideas and as much material/software as you can that is of the HIGHEST quality - we are looking for the very best from your country - exceptional ideas that others can learn from! Supercourse is about creati= ng the very best, not just making the ordinary a little better. If you are N= OT coming could you please send me any new and exciting things and we will exhibit them - post them to this address: Alan Rogerson, ul LISTOPADOWA 1/45, 60-153 POZNAN, Poland From welbeck@zarnet.ac.zw Mon, 28 May 2001 19:32:52 +0200 Date: Mon, 28 May 2001 19:32:52 +0200 From: welbeck welbeck@zarnet.ac.zw Subject: [Maths-Education] Maths Year 2000 merchandise: please reply to Joe.Campbell@mathemagic.org Would you like to send some of these to places outside the UK. Zimbabwe schools woul be quite happy to receive some of these. -----Original Message----- From: John Bibby, MatheMagic/Count On - visit www.counton.org To: Ucam-Nrich-Primath-Request@Lists. Cam. Ac. Uk ; Ucam-Nrich-Support@Lists. Cam. Ac. Uk ; Maths-Gcse-A@Felsted. Essex. Sch. Uk ; Greig Fratus ; learning-maths@jiscmail.ac.uk ; Maths-Education@Nottingham. Ac. Uk ; Radstats@jiscmail.ac.uk ; derive-news@jiscmail.ac.uk ; allstat@jiscmail.ac.uk Date: Sunday, May 27, 2001 1:50 PM Subject: [Maths-Education] Maths Year 2000 merchandise: please reply to Joe.Campbell@mathemagic.org >*************************************************************************** ***** >This message has been generated through the Mathematics Education email discussion list. >Hitting the REPLY key sends a message to all list members. >*************************************************************************** ***** > >NB: please reply to Joe.Campbell@mathemagic.org >............................................... > >We have LARGE amounts of MY2000 merchandise to dispose of, including: > 1. "The Centurion" - a humourously illustrated 15-foot frieze summarising >maths history, 1000 - 2100 (GREAT wallpaper!) > 2. Stickers that children LOVE to wear saying "I am a Mathemagician", "I >love Maths" and other charming oxymorons > 3. "Event packs" - these include bunting, balloons, posters of Carol >Vorderman and Alan Shearer AND a letter from David Blunkett > 4. some t-shirts, hats etc, all with the delightful Maths Year 2000 >"Arithmakid" logo - now being re-branded as "Count On" - see >http:\\www.counton.org > 5. Sheets of A3 and A4 paper, blank except for the MY2000 logo in the >corner. > >These are available on request to Joe.Campbell@mathemagic.org > >Please specify how many of each you require. Any surplus is likely to be >pulped by the end of June. > >We would prefer to send merchandise in LARGE quantities to Teacher Centres >and other locations which could then circulate to schools in the vicinity. >This way we get maximum distribution for minimum labour and distribution >costs. > >If you know of any charities or others who could use these materials, please >forward this information to them. > >Thank you > >JOHN BIBBY >Director: COUNT ON > > > >_______________________________________________ >Maths-Education mailing list >Maths-Education@nottingham.ac.uk >http://lists.nottingham.ac.uk/mailman/listinfo/maths-education > From O.McNamara@mmu.ac.uk Tue, 29 May 2001 15:02:52 +0100 Date: Tue, 29 May 2001 15:02:52 +0100 From: Olwen McNamara O.McNamara@mmu.ac.uk Subject: [Maths-Education] Models of ITE CAN YOU HELP? We are currently reviewing research into ITE as part of a document on 'teachers' professional development' - originally a strand of the FRAME initiative - and we are looking for descriptions of research into 'different' models of ITE (over say the last 20 years). We are particularly interested in research which has, at least in part, a mathematical focus. We would really appreciate any references or just ideas of things that might be worth following up. Olwen McNamara and Barbara Jaworski Dr Olwen McNamara Senior Research Fellow Institute of Education Manchester Metropolitan University 799 Wilmslow Road Manchester M20 2RR Tel: 0161 247 2321 Fax: 0161 247 6353 From D.A.Baker@bton.ac.uk Tue, 29 May 2001 15:34:29 +0100 Date: Tue, 29 May 2001 15:34:29 +0100 From: D.A.Baker@bton.ac.uk D.A.Baker@bton.ac.uk Subject: [Maths-Education] Models of ITE A quick reference to something I was involved with: Miller K & Baker D, 2001 "Mathematics and science as social practices: investigating primary student teacher responses to a critical epistemology" Ways of Knowing Journal Vol. 1 No 1; University of Brighton Dave > ---------- > From: Olwen McNamara > Reply To: maths-education@nottingham.ac.uk > Sent: Tuesday, May 29, 2001 3:02 pm > To: maths-education@nottingham.ac.uk > Subject: [Maths-Education] Models of ITE > > ************************************************************************** > ****** > This message has been generated through the Mathematics Education email > discussion list. > Hitting the REPLY key sends a message to all list members. > ************************************************************************** > ****** > > CAN YOU HELP? > > We are currently reviewing research into ITE as part of a document > on 'teachers' professional development' - originally a strand of the > FRAME initiative - and we are looking for descriptions of research > into 'different' models of ITE (over say the last 20 years). We are > particularly interested in research which has, at least in part, a > mathematical focus. > > We would really appreciate any references or just ideas of things > that might be worth following up. > > Olwen McNamara and Barbara Jaworski > > Dr Olwen McNamara > Senior Research Fellow > Institute of Education > Manchester Metropolitan University > 799 Wilmslow Road > Manchester M20 2RR > > Tel: 0161 247 2321 > Fax: 0161 247 6353 > > > _______________________________________________ > Maths-Education mailing list > Maths-Education@nottingham.ac.uk > http://lists.nottingham.ac.uk/mailman/listinfo/maths-education >