[Maths-Education] Call for contributions to Micromath (ATM journal)

Tue, 3 Jun 2003 12:00:30 +0100

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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

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<DIV>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">Colleagues, a recent =
survey=20
of&nbsp;Association of Teachers of Mathema=
tics UK=20
(ATM) members provided a ran=
ge of=20
opinions about the ATM journals.&nbsp;=20
Some of the comments could be taken as a request for a wider range o=
f=20
contributions.&nbsp; As editors of=
 Micromath, one of the ATM=20
journals,&nbsp;we can only publish what has been sent to us, althoug=
h we=20
do occasionally commission contributions too.
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><?xml:namespace prefi=
x =3D o=20
ns =3D "urn:schemas-microsoft-com:office:office" /><o:p><SPAN=20
class=3D296395510-03062003>There are not many publications which offer the=
 opportunity to discuss issues in mathematics education at this=20
level.</o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">This is a call for mo=
re=20
contributions to Micromath&nbsp;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.<o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">We understand=20
that&nbsp;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. <o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><o:p>&nbsp;</o:p></SP=
AN>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">As Kenneth Ruthven sa=
ys:=20
<o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">"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<SPAN=20
style=3D"mso-spacerun: yes">&nbsp; F-L. Lin and T. Cooney (eds) Maki=
ng=20
Sense of Mathematics Teacher Education, <?xml:namespace prefix =3D s=
t1 ns =3D=20
"urn:schemas-microsoft-com:office:smarttags" /><st1:City><st1:place><SPAN=
 style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">Dordrecht</st=
1:place></st1:City><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">, Kluwer, p=20
172<o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><SPAN=20
style=3D"mso-spacerun: yes">&nbsp;<o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">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.<o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">Send your contributio=
ns to=20
davidwright@atm.org.uk or J.S.Edwards@soton.ac.uk <o:p></o:p>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">Please also take the=
 opportunity to use the online indexed archive of Micromath articles at <A=
 href=3D"http://www.atm.org.uk/publications/articles/index.html">http://www=
.atm.org.uk/publications/articles/index.html</A>
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'">&nbsp;
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><SPAN=20
class=3D296395510-03062003>Julie-Ann Edwards
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><SPAN=20
class=3D296395510-03062003>David Wright
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><SPAN=20
class=3D296395510-03062003>Editors 
<SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Courier New'"><SPAN=20
class=3D296395510-03062003>Micromath</DIV><CODE> 
 
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