From maths-education@nottingham.ac.uk Tue Jun 3 12:00:30 2003 From: maths-education@nottingham.ac.uk (David Wright) Date: Tue, 3 Jun 2003 12:00:30 +0100 Subject: [Maths-Education] Call for contributions to Micromath (ATM journal) Message-ID: <6837F6E3E43DD611A2F200508B55D8B634D487@bramley.becta.org.uk> This is a multi-part message in MIME format. ------_=_NextPart_001_01C329BF.592BA230 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Colleagues, a recent survey of Association of Teachers of Mathematics UK (ATM) members provided a range of opinions about the ATM journals. Some of the comments could be taken as a request for a wider range of contributions. As editors of Micromath, one of the ATM journals, we can only publish what has been sent to us, although we do occasionally commission contributions too. There are not many publications which offer the opportunity to discuss issues in mathematics education at this level. This is a call for more contributions to Micromath about the use of ICT in mathematics education. We would particularly welcome contributions which problematise ICT in mathematics. Many of our contributors (understandably) want to share their successes, but we would also welcome contributions which identify problems in using ICT in mathematics or in the particular way in which ICT resources are presently organised in schools eg computer suites etc. We understand that UK colleagues from Higher Education may need to focus on publications which register for their RAE; however, writing for professional journals plays a crucial role in professional development for both contributors and readers at all stages of their development.=20 =20 As Kenneth Ruthven says:=20 "Of course, none of these publications are research papers in the narrowly conventional sense. However, they represent a form of "popular research," involving careful observation of exemplary cases and systematic reflection on them, drawing on the authors' expertise as teachers, teacher educators and researchers. Such writing is readily accessible to students [and teachers] at this stage in their professional learning, but it also provides a springboard for their proceeding to more demanding material." K. Ruthven (2001) in F-L. Lin and T. Cooney (eds) Making Sense of Mathematics Teacher Education, Dordrecht, Kluwer, p 172 =20 Please encourage your colleagues (and trainees) to consider joining in the 'professional conversation' by writing something for the ATM journals. We will give plenty of editorial support (including recommendations for changes to structure or emphasis of articles) and general feedback to contributors. Send your contributions to davidwright@atm.org.uk or J.S.Edwards@soton.ac.uk=20 Please also take the opportunity to use the online indexed archive of Micromath articles at http://www.atm.org.uk/publications/articles/index.html =20 Julie-Ann Edwards David Wright Editors=20 Micromath ********************************************************************** This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This footnote also confirms that this email message has been swept by MIMEsweeper for the presence of computer viruses. www.mimesweeper.com ********************************************************************** ------_=_NextPart_001_01C329BF.592BA230 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Message

Colleagues, a recent = survey=20 of Association of Teachers of Mathema= tics UK=20 (ATM) members provided a ran= ge of=20 opinions about the ATM journals. =20 Some of the comments could be taken as a request for a wider range o= f=20 contributions.  As editors of= Micromath, one of the ATM=20 journals, we can only publish what has been sent to us, althoug= h we=20 do occasionally commission contributions too.

There are not many publications which offer the= opportunity to discuss issues in mathematics education at this=20 level.

This is a call for mo= re=20 contributions to Micromath abo= ut the=20 use of ICT in mathematics education. We would particularly welcome contribu= tions=20 which problematise ICT in mathematics. Many of our contributors (understand= ably)=20 want to share their successes, but we would also welcome contributions whic= h=20 identify problems in using ICT in mathematics or in the particular way in w= hich=20 ICT resources are presently organised in schools eg computer suites=20 etc.

We understand=20 that UK colleagues from Higher= Education may need to focus on publications which register for their RAE;= however, writing for professional journals plays a crucial role in profess= ional=20 development for both contributors and readers at all stages of their=20 development.

 

As Kenneth Ruthven sa= ys:=20

"Of course, none of t= hese=20 publications are research papers in the narrowly conventional sense. Howeve= r,=20 they represent a form of "popular research," involving careful observation = of=20 exemplary cases and systematic reflection on them, drawing on the authors'= expertise as teachers, teacher educators and researchers. Such writing is= readily accessible to students [and teachers] at this stage in their=20 professional learning, but it also provides a springboard for their proceed= ing=20 to more demanding material." K. Ruthven (2001) in  F-L. Lin and T. Cooney (eds) Maki= ng=20 Sense of Mathematics Teacher Education, Dordrecht, Kluwer, p=20 172

 

Please encourage your= colleagues (and trainees) to consider joining in the 'professional convers= ation'=20 by writing something for the ATM journals. We will give plenty of editorial= support (including recommendations for changes to structure or emphasis of= articles) and general feedback to contributors.

Send your contributio= ns to=20 davidwright@atm.org.uk or J.S.Edwards@soton.ac.uk

Please also take the= opportunity to use the online indexed archive of Micromath articles at http://www= .atm.org.uk/publications/articles/index.html

 

Julie-Ann Edwards

David Wright

Editors

Micromath



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This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they
are addressed. If you have received this email in error please notify
the system manager.
This footnote also confirms that this email message has been swept by
MIMEsweeper for the presence of computer viruses.
www.mimesweeper.com
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 ------_=_NextPart_001_01C329BF.592BA230-- From maths-education@nottingham.ac.uk Thu Jun 5 14:49:01 2003 From: maths-education@nottingham.ac.uk (Paul Ernest) Date: Thu, 5 Jun 2003 14:49:01 +0100 (GMT Daylight Time) Subject: [Maths-Education] PHILOSOPHY OF MATHS ED. JOURNAL no. 17 out now Message-ID: For your infrmation and interest: Now available via http://www.ex.ac.uk/~PErnest/=20 PHILOSOPHY OF MATHEMATICS EDUCATION JOURNAL 17=20 (May 2003) is just out now Contents of the issue Margaret Walshaw Democratic Education under Scrutiny=20 Mohammad Sal Moslehian Postmodern Pedagogy of Mathematics=20 Cristina Frade Polanyi and Theories of Situated Learning=20 Bettina Dahl A Synthesis of Piaget and Vygotsky? Paul Ernest Conversation as a Metaphor Boris Handal Philosophies and Pedagogies of Mathematics=20 Sharon Friesen, Patricia Clifford, David W. Jardine =20 Jenny's Shapes =20 John Gillespie The Numeracy Survey To Date Lim Chap Sam Two Chinese Schools: Drill and Practice Helene Alpert Furani Misconceiving or Misnaming? Mar=EDa del Valle Mina Beliefs about Explaining: A Case Study Luqian Zhou Reflections on Whole-Class Interactive Teaching Lynda Wiest Comprehension of Mathematical text=20 (Please note these titles are shortened titles for=20 brevity).=20 Aim of the Journal =20 The aim is to foster awareness of philosophical aspects of=20 mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection and research in mathematics education; to freely disseminate new thinking=20 and to encourage informal communication, dialogue and=20 international co-operation between teachers, scholars and=20 others engaged in such research and reflections.=20 Editorial policy. =20 The editorial hand is used very lightly. This is an=20 international unrefereed journal which aims to stimulate=20 the sharing of ideas for no reason other than an interest=20 in the ideas and love of discussion among its contributors=20 and readers. Please send any items for inclusion to the=20 editor as a virus-checked E-mail attachment. MS Word for=20 Windows compatible formats preferred. Most items are=20 welcome including papers, short contributions, letters,=20 discussions, provocations, reactions, or reviews. Please=20 use diagrams, figures and other inserted items sparingly=20 because of file size.=20 Graduate students are warmly invited to submit coursework=20 assignments and theses for inclusion in this journal , to=20 make available otherwise inaccessible resources for the=20 benefit of the research community in mathematics education=20 and/or the philosophy of mathematics. =20 Copyright Notice. All materials published herein remain=20 copyright of the named author(s), or of the editor if=20 unattributed. Permission is given to freely copy this=20 journal=92s contents on a not-for-profit basis, provided full=20 credit is given to the author(s) and the journal.=20 Paul _____________________________________________________ Professor Paul Ernest =20 Leader of Masters and Doctoral Degree Programmes in Mathematics Education Phone: +44-1392-264796 University of Exeter Secretary: +44-1392-264877=20 School of Education & LL Fax: +44-1392-264736=20 Heavitree Road Email: p.ernest@ex.ac.uk=20 Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/ From maths-education@nottingham.ac.uk Sun Jun 8 23:43:23 2003 From: maths-education@nottingham.ac.uk (Douglas Butler) Date: Sun, 8 Jun 2003 23:43:23 +0100 Subject: [Maths-Education] CAS course at the Oundle TSM (July 9-11) References: <5.1.0.14.0.20030508162823.03756ea0@edst0005.herald.ox.ac.uk> Message-ID: <02ba01c32e0f$88fa5480$0100a8c0@Doug> This is a multi-part message in MIME format. ------=_NextPart_000_02A7_01C32E17.BFEAD6B0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable To: Maths Education List: Members of this list in the UK may like to know that MARLENE = TORRES-SKOUMAL (Vienna International School), one of the leading = trainers in Computer Algebra Systems in Austria, is one of the tutors at = the second 3-day residential TSM workshop at Oundle School in July. This course will give up to 8 hours of practical hands on with the = Voyage -200, covering this emerging and important aspect of mathematics = technology, in addition to courses on MS Office and dynamic software. Further details are on http://www.argonet.co.uk/oundlesch/tsm-July03.html There are not many spaces left, so anyone interested should make contact = quickly. I am particularly keen to see PGCE students and NQTs attend, = and there are Chartwell-Yorke sponsorship funds available to help pay = their fees. -------------------------------------------------------------------------= ----------------- Douglas Butler debutler@argonet.co.uk iCT Training Centre (Oundle School), PO Box 46, Oundle PE8 4JX, UK Tel: +44 (0)1832 273444 Fax: +44 (0)1832 272760 www.argonet.co.uk/oundlesch Autograph: www.autograph-maths.com -------------------------------------------------------------------------= ----------------- ------=_NextPart_000_02A7_01C32E17.BFEAD6B0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
To: Maths Education List:
 
Members of this list in the UK may like to know that = MARLENE=20 TORRES-SKOUMAL (Vienna International School), one of the = leading trainers=20 in Computer Algebra Systems in Austria, is one of the = tutors at=20 the second 3-day residential TSM workshop at = Oundle=20 School in July.
 
This course will give up to 8 hours of practical = hands on with=20 the Voyage -200, covering this emerging and important aspect of = mathematics=20 technology, in addition to courses on MS Office and=20 dynamic software.
 
Further details are on
   http://www.argonet.co.uk/oundlesch/tsm-July03.html
 
There are not many spaces left, so anyone interested = should=20 make contact quickly. I am particularly keen to see = PGCE=20 students and NQTs attend, and there are Chartwell-Yorke = sponsorship funds available to help pay their fees.
 
----------------------------------------------------------------= --------------------------
Douglas=20 Butler  debutler@argonet.co.uk
iCT = Training Centre=20 (Oundle School), PO Box 46, Oundle PE8 4JX, UK
Tel: +44 (0)1832 = 273444 =20 Fax: +44 (0)1832 272760
www.argonet.co.uk/oundlesch  = Autograph:=20 www.autograph-maths.com
----------------------------------------------------------------= --------------------------
 
------=_NextPart_000_02A7_01C32E17.BFEAD6B0-- From maths-education@nottingham.ac.uk Tue Jun 10 22:21:58 2003 From: maths-education@nottingham.ac.uk (Maria Goulding) Date: Tue, 10 Jun 2003 14:21:58 -0700 Subject: [Maths-Education] post Message-ID: <000c01c32f96$54929bc0$6c0dbd50@com> This is a multi-part message in MIME format. ------=_NextPart_000_0009_01C32F5B.A72735C0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Dear All There are two posts going here at York advertised in today's Guardian. = One is full time - lecturer in Quantitative Research Methods. The other = is 0.5 subject co-ordinator for PGCE Sec Maths. They may combine the two = in some way for the right person. Informal enquiries to Prof Richard Andrews rja3@york.ac.uk. We have a nice small department with a good research culture. We have an = ED Studies non QTS degree and a combined Ed Studies/Maths degree. The = PGCE has about 140 students, 20 in maths. The Uni does very well in = league tables. The city is lovely. Good rail links. Handy for the = Yorkshire Dales and the Coast. =20 Maria Goulding ------=_NextPart_000_0009_01C32F5B.A72735C0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
Dear All
There are two posts going here at = York=20 advertised in today's Guardian. One is full time - lecturer in = Quantitative=20 Research Methods. The other is 0.5 subject co-ordinator for PGCE Sec = Maths. They=20 may combine the two in some way for the right person.
Informal enquiries to Prof Richard = Andrews rja3@york.ac.uk.
 
We have a nice small department = with a good=20 research culture. We have an ED Studies non QTS degree and a combined Ed = Studies/Maths degree. The PGCE has about 140 students, 20 in maths. The = Uni does=20 very well in league tables. The city is lovely. Good rail links. = Handy for=20 the Yorkshire Dales and the Coast. 
 
Maria = Goulding
------=_NextPart_000_0009_01C32F5B.A72735C0-- From maths-education@nottingham.ac.uk Thu Jun 12 10:38:37 2003 From: maths-education@nottingham.ac.uk (Derek Woodrow) Date: Thu, 12 Jun 2003 10:38:37 +0100 Subject: [Maths-Education] ICME 10 in Copenhagen Message-ID: <000e01c330c6$66b8f0c0$7d046ad5@base> This is a multi-part message in MIME format. ------=_NextPart_000_000B_01C330CE.C8573320 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable The ICME-10 International Program Committee had its second and final=20 meeting earlier this month in Denmark. Work on the preparation of=20 the congress, both scientifically and locally, is progressing fine=20 and the second announcement should be mailed and posted on the web in=20 September. I remind you that the dates of the congress are=20 July 4-11, 2004, and that updated information AND A FORM FOR REQUESTING = THE SECOND ANNOUNCEMENT can be found on the website = http://www.icme-10.dk/ Details of the JMC travel fund will be announced in October. ------=_NextPart_000_000B_01C330CE.C8573320 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
The ICME-10=20 International Program Committee had its second and final
meeting = earlier=20 this month in Denmark.  Work on the preparation of
the = congress, both=20 scientifically and locally, is progressing fine
and the second = announcement=20 should be mailed and posted on the web in
September.  I remind = you that=20 the dates of the congress are
July 4-11, 2004, and that updated = information=20 AND A FORM FOR REQUESTING THE SECOND ANNOUNCEMENT can be found on the = website=20 http://www.icme-10.dk/
Details of the=20 JMC travel fund will be announced in=20 October.
------=_NextPart_000_000B_01C330CE.C8573320-- From maths-education@nottingham.ac.uk Tue Jun 17 10:33:25 2003 From: maths-education@nottingham.ac.uk (maths-education@nottingham.ac.uk) Date: Tue, 17 Jun 2003 05:33:25 EDT Subject: [Maths-Education] Maths Educators at Northern Universities (MENU) Message-ID: <4f.30606e11.2c203a65@aol.com> Maths Educators in Northern Universities (MENU) > > Please circulate this message to anyone who you may think is interested > > MENU is an informal and open group of Maths educators (and you don't need > to be northern or work at a university to join in). There is no fee. We > haven't met for a while but the next meeting is on Thursday, 10 July, 2003 > at Leeds Metropolitan University. > > Structure of the day > Arrive from 9.30 onwards for a 10.00 start > Please go to the Design Technology block, room G.06 on arrival > > 10 - 12 Doug French > 'Using dynamic geometry software as a focus for interactive lessons in 11 > to 16 geometry teaching' > This will be an interactive session with a hands-on element. Doug will > lead us in some activities and there will be opportunity for discussion. > > 12 - 1 Lunch (bring sandwiches or use the refectory) > > 1 - 3 Christine Farnsworth and Janet Duffin > 'Reflections on the CAN project in Durham and the evaluation of the > project'. > CAN was a very interesting and controversial initiative of the 1980s and > deserves to be kept alive in our thoughts. Janet was the project evaluator > and Christine was involved in the CAN continuation project. They will lead > a discussion with an initial input on the results of a study carried out > of CAN pupils on transfer to secondary schools in Durham Authority and key > points from the evaluation. > > NB There is no need to notify anyone about attending or not - simply turn > up if you can. > > DETAILS ON HOW TO GET TO LMU - go to Beckett Park campus - see website > http://www.lmu.ac.uk/rightcol/bptest.pdf. Head for the Design Technology > building - marked N on the map. Paul. Paul Marshall School of Education and Professional Development Leeds Metropolitan University Beckett Park LEEDS LS6 3QS Tel: +44 (0)113 2832600 ext 3794 Email: work: p.marshall@lmu.ac.uk home: prmlmu@aol.com