From maths-education@nottingham.ac.uk Mon Mar 1 11:55:28 2004 From: maths-education@nottingham.ac.uk (Tim Rowland) Date: Mon, 01 Mar 2004 11:55:28 -0000 Subject: [Maths-Education] Cambridge Mathematics Education Colloquium In-Reply-To: Message-ID: <105337574.1078142128@mab-202-gx01.homerton.cam.ac.uk> Dear Colleague CAMBRIDGE MATHEMATICS EDUCATION COLLOQUIA Next week's seminar is to be given by Janet Ainley, Liz Bills and Kirsty Wilson (University OF Warwick) on Monday, 8th March 2004 at 5.30 p.m., in Room 205 of the Mary Allan Building at the Education Faculty Hills Road (Homerton) Site. PURPOSEFUL ALGEBRAIC ACTIVITY Tea and coffee will be available from about 5 o'clock. For directions see http://www.maths-ed.org.uk/colloquia/ or email me. All are welcome. With best wishes, Tim Rowland Monday 8th March 2004 at 5.30 p.m., Room 205, Mary Allan Building, Hills Road Janet Ainley, Liz Bills and Kirsty Wilson, University of Warwick PURPOSEFUL ALGEBRAIC ACTIVITY Purposeful Algebraic Activity, an ESRC funded project, is a longitudinal study of the development of pupils' algebraic activity in the early years of secondary schooling. The project aims to explore the potential of spreadsheets as tools in the introduction to algebra and algebraic thinking, making links to both the learning and teaching of arithmetic, and the development of traditional school algebra. In collaboration with primary and secondary teachers, we have designed and implemented a teaching programme of purposeful spreadsheet-based tasks. We have used a range of data collection methods to build a picture of pupils' development, including detailed lesson observations and interviews with target groups of pupils. In this seminar, we will discuss our empirical findings and invite feedback from colleagues. Dr Tim Rowland Faculty of Education University of Cambridge Hills Road Site Cambridge CB2 2PH England Phone [44] [0]1223 507298 Fax [44] [0]1223 300982 email tr202@cam.ac.uk Director of Studies in Mathematics Homerton College http://www.educ.cam.ac.uk/staff/rowland.html http://www.maths-ed.org.uk/ From maths-education@nottingham.ac.uk Wed Mar 3 15:18:30 2004 From: maths-education@nottingham.ac.uk (Dave Pratt) Date: Wed, 3 Mar 2004 15:18:30 -0000 Subject: [Maths-Education] PGCE Secondary Maths Post at Warwick University Message-ID: <001c01c40132$c919f290$0200a8c0@itsdefault> This is a multi-part message in MIME format. ------=_NextPart_000_001D_01C40132.C919F290 Content-Type: multipart/alternative; boundary="----=_NextPart_001_001E_01C40132.C919F290" ------=_NextPart_001_001E_01C40132.C919F290 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Hi, We are advertising for a post in the Institute of Education, University of Warwick. The post involves teaching on the PGCE Secondary Maths course, as well as research and contributions to other teaching as appropriate. The advert is attached. Best wishes, Dave Dave Pratt CeNTRE for New Technologies Research in Education Institute of Education University of Warwick Warwick, UK CV32 6BW dave.pratt@warwick.ac.uk +44 (0)24 7652 3813 http://fcis1.wie.warwick.ac.uk/~dave_pratt/ ------=_NextPart_001_001E_01C40132.C919F290 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Hi,

 

We are advertising for a post in the = Institute of Education, University of Warwick. The post involves teaching on the PGCE Secondary Maths course, as well = as research and contributions to other teaching as appropriate. The advert is = attached.

 

Best wishes,

 

Dave

 

Dave Pratt

CeNTRE for New Technologies Research in = Education

Institute of Education

University of Warwick

Warwick, UK = CV32 = 6BW

 

dave.pratt@warwick.ac.uk

+44 (0)24 7652 = 3813

http://fcis1.wie.war= wick.ac.uk/~dave_pratt/

 

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------=_NextPart_000_001D_01C40132.C919F290-- From maths-education@nottingham.ac.uk Wed Mar 3 20:32:36 2004 From: maths-education@nottingham.ac.uk (Margaret L Brown) Date: Wed, 03 Mar 2004 20:32:36 -0000 Subject: [Maths-Education] (no subject) Message-ID: The 10th International Congress on Mathematics Education (ICME-10), Copenhagen, July 4-11, 2004. Information about Discussion group 8: Quality and relevance in mathematics education research Organisers: Rosetta Zan & Margaret Brown, with Cyril Julie, Frank Lester, Perla Nesher and Ole Aims and Focus Our aim is to share knowledge and experiences in small groups to each deepen our own understanding of how quality and relevance are, and could be, judged in relation to mathematics education research. This will include how, individually and collectively, we can improve the quality of research and make it more relevant to practice. The discussion will enable us to draw on our experience of any mathematics education research studies that we have read about and/or been involved in. We will discuss the criteria we each use for distinguishing outstanding pieces of research from more average research, and also how we recognise weak research. We will consider different views with which we are familiar about the nature, purposes and methods of research, and how these may lead to different criteria, different interpretations or different weightings. We will also look at some criteria lists in the literature and how and why they differ. Who sets these criteria? Do they fairly reflect the views of all stakeholders. Is there a problem of access to journals, conferences etc. because of dominant groups? Can we encourage more agreement and inclusion in the community? In thinking about relevance as a criterion of quality we will try to understand the differing concerns of policymakers, practitioners, other stakeholders (including parents and learners), and researchers. We will discuss, in research we know about, how factors have in practice constrained quality, and thus deepen our knowledge of how conflicts about priorities can be resolved in designing, carrying out and reporting research. Call for papers Almost all the time will be devoted to small group discussion and hence there will be no papers presented. However some relevant existing papers about judging quality and relevance in research will be posted on this site at a later stage that will help to inform our discussions, and further references will be listed. Practical information Everyone is welcome – especially teachers and policymakers who may not engage in research themselves. We will meet together only very briefly at the start of the 2-hour sessions, and then quickly separate into small mixed groups of about 6-8 people to discuss how we judge quality in mathematics education research. (We will expect the groups to be different for each session.) A written set of questions to help focus the group discussion will be put on the web prior to ICME and given to all participants for each of the longer sessions. Team Members will circulate to offer support to the groups. We would like everyone to contribute to their groups, and where some members are concerned about their lack of fluency in English, groups will be asked to encourage communication by helping with translation where possible. We will try to make additional arrangements if there proves to be a real communication problem. We will probably all meet together for the final session to pull together and discuss any key issues that have arisen. There will be no written outcome other than a short summary to the ICME organisers. Programme Session 1: Small group discussion focussing on identifying and comparing possible criteria of quality for research in mathematics education, and on identifying and discussing possible indicators for such criteria. We will also discuss the relation of criteria used to any perceived problems of access to prestigious journals, conferences etc. Session 2: Small group discussion focussing on the criterion of relevance, including differing definitions of relevance reflecting viewpoints of different stakeholders (researchers, practitioners, policymakers, learners, parents…), and on the relationship of relevance to other criteria. Session 3: Full group meeting to gather together issues and decide on any recommendations for action. Papers and discussion questions These will be posted on the relevant part of the conference website by May 31st, 2004. Please pass this on to anyone you think might be interested in this group. Margaret L Brown mailto:margaret.brown@kcl.ac.uk From maths-education@nottingham.ac.uk Thu Mar 4 17:24:52 2004 From: maths-education@nottingham.ac.uk (Mike Askew) Date: Thu, 4 Mar 2004 17:24:52 +0000 Subject: [Maths-Education] King's seminar 15 March In-Reply-To: References: Message-ID: --============_-1133701403==_ma============ Content-Type: text/plain; charset="us-ascii" ; format="flowed" Seminar series Making connections: Bringing together research, policy and practice in mathematics education The King's College Mathematics Education Research Group is mounting a seminar series in which we hope to bring together researchers, practitioners and policy makers to discuss issues of common concern. The second seminar in the series is: Policy, positions and professional development the implementation of the maths strand of the KS3 Strategy Margaret Brown and Hamsa Vencat Professional development was a key aspect of the package of measures that constituted the maths strand of the KS3 Strategy. In this paper we use the results of ATL study to introduce the context of differences between teachers and maths departments in their existing practices, and perceptions of and responses to the Strategy. We then look in more detail at the practices, perceptions and responses of two maths departments implementing the Strategy within one LEA, and use interview data from two contrasting teachers to illustrate these differences. We conclude by examining the ways in which the Strategy, thro' its advocacy of particular practices, 'positions' teachers and departments in relation to the policy and how teachers position themselves also in relation to its demands. The ways in which these aspects impact upon individuals and departments' willingness to take up opportunities for professional development are then discussed. Monday 15 March 2004, 5.30 - 7.00 pm Venue: Room G8 Franklin Wilkins Building Annex, Waterloo Road. The entrance to the School of Education is on Waterloo Road. A map of the locality is available at: http://www.kcl.ac.uk/about/maa/sc.html Tea and coffee will be available from 5.00. You are invited to stay for drinks at 7.00. All are welcome. Please let Mona Turnbull know if you intend to come along (Mona.Turnbull@kcl.ac.uk, telephone 020 7848 3133). -- Mike Askew, Reader in Mathematics Education Department of Education and Professional Studies Waterloo Bridge Wing Franklin-Wilkins Building Waterloo Campus King's College London Waterloo Road London SE1 9NN Tel: +44 (0)20 7848 3178 Fax: +44 (0)20 7848 3182 e-mail: mike.askew@kcl.ac.uk homepage: http://www.kcl.ac.uk/depsta/education/hpages/maskew.html The entrance to the School of Education is on Waterloo Road. A map of the locality is available at: http://www.kcl.ac.uk/about/maa/sc.html For more information about Education at King's see http://www.kcl.ac.uk/depsta/education --============_-1133701403==_ma============ Content-Type: text/html; charset="us-ascii" King's seminar 15 March
Seminar series

Making connections:  Bringing together research, policy and practice in mathematics education

The King's College Mathematics Education Research Group is mounting a seminar series in which we hope to bring together researchers, practitioners and policy makers to discuss issues of common concern.

The second seminar in the series is:

Policy, positions and professional development the implementation of the maths strand of the KS3 Strategy
Margaret Brown and Hamsa Vencat

Professional development was a key aspect of the package of measures that constituted the maths strand of the KS3 Strategy. In this paper we use the results of ATL study to introduce the context of differences between teachers and maths departments in their existing practices, and perceptions of and responses to the Strategy. We then look in more detail at the practices, perceptions and responses of two maths departments implementing the Strategy within one LEA, and use interview data from two contrasting teachers to illustrate these differences. We conclude by examining the ways in which the Strategy, thro' its advocacy of particular practices, 'positions' teachers and departments in relation to the policy and how teachers position themselves also in relation to its demands. The ways in which these aspects impact upon individuals and departments' willingness to take up opportunities for professional development are then discussed.

Monday 15 March 2004, 5.30  - 7.00 pm

Venue:
Room G8
Franklin Wilkins Building Annex, Waterloo Road.
The entrance to the School of Education is on Waterloo Road.
A map of the locality is available at:
http://www.kcl.ac.uk/about/maa/sc.html

Tea and coffee will be available from 5.00. You are invited to stay for drinks at 7.00.

All are welcome.

Please let Mona Turnbull know if you intend to come along (Mona.Turnbull@kcl.ac.uk, telephone 020 7848 3133).

--
Mike Askew, Reader in Mathematics Education
Department of Education and Professional Studies
Waterloo Bridge Wing
Franklin-Wilkins Building
Waterloo Campus
King's College London
Waterloo Road
London SE1 9NN

Tel:         +44 (0)20 7848 3178
Fax:        +44 (0)20 7848 3182
e-mail:       mike.askew@kcl.ac.uk
homepage:       http://www.kcl.ac.uk/depsta/education/hpages/maskew.html

The entrance to the School of Education is on Waterloo Road.
A map of the locality is available at:
http://www.kcl.ac.uk/about/maa/sc.html

For more information about Education at King's see
http://www.kcl.ac.uk/depsta/education
--============_-1133701403==_ma============-- From maths-education@nottingham.ac.uk Fri Mar 5 15:28:57 2004 From: maths-education@nottingham.ac.uk (Pedro Palhares) Date: Fri, 05 Mar 2004 15:28:57 +0000 Subject: [Maths-Education] Elementary mathematics education meeting Message-ID: EME 2004 Elementary Mathematics Education Meeting To be held in Braga, Portugal At the Institute of Child Studies of the University of Minho June 3 to June 6 =20 First Announcement and call for proposals =20 Invitation=20 We cordially invite you to participate in the first Elementary Mathematics Education Meeting, which will be held from June 3rd to June 6th in Braga, Portugal. The programme will be directed to the teaching and learning of mathematics of children in the age range of 4 to 12 years old. =20 The main focus of this first meeting will be =8Cpatterns in the teaching and learning of elementary mathematics education=B9. =20 A second focus will be about the use of technologies in elementary mathematics education. =20 Organization: Department of Integrated Sciences and Mother Tongue (DCILM) =AD Institute of Child Studies =AD University of Minho EME 2004 Organizing Committee: Pedro Palhares; Alexandra Gomes; Ant=F3nio Os=F3rio. =20 Meeting Registration: When: Tuesday 9.00-13.00 Where: Institute of Child Studies Avenida Central 100 Braga =AD Portugal =20 Submission of presentations: The deadline for submitting presentations is April, 3, 2004. Presentations can be either oral communications- 20 minutes time allowed poster =AD 100cm height; 75cm width. Send an abstract of no more than 250 words to eme2004@iec.uminho.pt in Times New Roman, size 12. Communication of acceptance of presentations will be sent no later than April, 20, 2004 =20 Meeting fee:=20 Before May, 3: 140 euros After May, 3: 240 euros The meeting fee will cover the proceedings, lunch on the 4th and 5th, and one of the dinners. Please send a cheque of the amount due payable to DCILM. Your registration will be confirmed by e-mail upon receipt of your registration form and payment (or proof of payment). =20 Cancellations All cancellations must be sent in writing and addressed to DCILM - Universidade do Minho. For cancellations received: - before the 18th May payment will be refunded minus an administrative fee of 50 Euro; - no refund will be given after the 18th May; - the refunds will be paid after the Meeting. =20 Accommodation (all prices in euros) =20 Residencial Avenida (less than 5 minutes walking distance); Tel: +351 253 616 363 Fax: +351 253 275 722 Single- 27,00=20 Double-37,00 =20 Hotel Ibis ** (5 minutes walking distance) Tel: +351 253 610 860 Fax: +351 253 610 863 e-mail: h1802@accor-hotels.com Single or double, breakfast not included: 52,00 Breakfast: 5,00 =20 Hotel D. Sofia*** (5 minutes walking distance) Tel: +351 253 263 160 Fax: +351 253 611 245 e-mail: hotel.D.Sofia@sapo.pt Single: 45,00 Double: 55,00 =20 Hotel Turismo **** (12 minutes walking distance) Tel: +351 253 206 000 Fax reception: +351 253 206 010 Fax dep. Commercial: +351 253 206 060 e-mail: htb@hotelturismobraga.com (Sunday to Thursday) =AD 48,50 (Friday and Saturday) =AD 40,00 Double=20 (Sunday to Thursday) =AD59,50 (Friday and Saturday) =AD52,50 =20 Hotel Caranda *** (15 minutes walking distance) Tel: +351 253 614 500 Fax reception: +351 253 614 550 Fax dep. Commercial: +351 253 206 060 e-mail: hc@hotelcaranda.com site: www.hotelcaranda.com Single=20 (Sunday to Thursday) =AD 30,90 (Friday and Saturday) =AD 29,00 Double=20 (Sunday to Thursday) =AD38,90 (Friday and Saturday) =AD36,00 =20 The reservation and payment should be organized directly with the hotels. T= o take advantage of the special rate it is absolutely necessary to mention in your booking order the name of the meeting (First Elementary Mathematics Education =AD EME 2004). =20 We advise the participants to register early the accommodation, indicating clearly the arrival and departure dates (the number of nights) as well as room category (single or double/twin room). If the case, name of accompanying person or special requests, should be provided. =20 =20 Invited speakers and/or workshop organizers, so far, are: Bernd Wollring (Kassel University - Germany) David Benzie (Plymouth University =AD U. K.) Joao Pedro da Ponte (Lisbon University =AD Portugal) Joaquim Gimenez (Barcelona University - Spain) Keith Hirst (Southampton University =AD U. K.) Mike Askew (King=B9s College =AD London =AD U. K.) Peter Applebaum (Arcadia University =AD Philadelphia - USA) Peter Bryant (Oxford University - UK) Terezinha Nunes (Oxford-Brookes University =AD UK) =20 More information, including the programme, will be available soon on the site http://www.iec.uminho.pt/eme2004.htm =20 Any particular information can be asked through the e-mail address eme2004@iec.uminho.pt From maths-education@nottingham.ac.uk Fri Mar 26 11:31:25 2004 From: maths-education@nottingham.ac.uk (Dave Wilson) Date: Fri, 26 Mar 2004 11:31:25 +0000 Subject: [Maths-Education] Has the National Strategy for KS 3 changed teaching? In-Reply-To: References: Message-ID: What research has been done into changes in classroom practices with the introduction of the NS at KS3? Can anyone point me at any references? thanks, -- Dave Dave Wilson mailto:D.Wilson@mmu.ac.uk A letter always reaches its destination mailto:Dave@zizek.demon.co.uk Lacan http://s13a.math.aca.mmu.ac.uk From maths-education@nottingham.ac.uk Fri Mar 26 21:16:12 2004 From: maths-education@nottingham.ac.uk (PErnest) Date: Fri, 26 Mar 2004 21:16:12 +0000 Subject: [Maths-Education] FWD: ICME DG 4: Philosophy of Mathematics Education Message-ID: <4061570B@minerva2.ex.ac.uk> This is the preamble of a multipart MIME formatted message. If you are reading this text your mail system is most likely not capable of properly decoding MIME messages. To extract the contents of this message, save it to a file and then use an external MIME decoding utility. --mime-boundary-interchange-4061570a Content-Type: text/html; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable Message From "Susanne Prediger" via Paul ERnest we would like to re-advertise our Discussion Group 4 "Philosophy of Mathematics Education" on ICME 10. Best wishes, Susanne Prediger on behalf of the Organization Team of DG 4 ------=3D_NextPart_001_002F_01C41200.42FEEEC0 Content-Type: text/html; =09charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable
Dear Joop,
=A0
we would like to re-advertise our Discussion Group 4 "Philosophy of Mathematics Education" on ICME 10. Would you please send around this clal for paper an the PME-Email-List?
=A0
Thank You!
=A0
Best wishes,
=A0
=A0
Susanne Prediger
=A0
on behalf of the Organization Team of DG 4
------=3D_NextPart_001_002F_01C41200.42FEEEC0-- Paul _____________________________________________________ Professor Paul Ernest Phone: +44-1392-264796 University of Exeter Secretary: +44-1392-264877 School of Education and LL Fax: +44-1392-264736 Heavitree Road Email: p.ernest@ex.ac.uk Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/ --mime-boundary-interchange-4061570a Content-Type: application/octet-stream; name="Call-for-Papers-DG4.doc" Content-disposition: attachment; filename="Call-for-Papers-DG4.doc" Content-Transfer-Encoding: BASE64 0M8R4KGxGuEAAAAAAAAAAAAAAAAAAAAAPgADAP7/CQAGAAAAAAAAAAAAAAAB AAAAMAAAAAAAAAAAEAAAMgAAAAEAAAD+////AAAAAC8AAAD///////////// //////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////// 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AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AA== --mime-boundary-interchange-4061570a-- From maths-education@nottingham.ac.uk Fri Mar 26 21:11:32 2004 From: maths-education@nottingham.ac.uk (PErnest) Date: Fri, 26 Mar 2004 21:11:32 +0000 Subject: [Maths-Education] Has the National Strategy for KS 3 changed teaching? Message-ID: <406156B1@minerva2.ex.ac.uk> Paul Wilson did his doctoral thesis on this topic. His thesis will appear in the next issue of POMEJ on my web page but contact him directly if you can't wait! Paul >===== Original Message From maths-education@nottingham.ac.uk ===== >***************************************************************************** ****************************** >This message has been generated through the Mathematics Education email discussion list. >Hitting the REPLY key sends a message to all list members. >***************************************************************************** ****************************** >What research has been done into changes in classroom practices with >the introduction of the NS at KS3? > >Can anyone point me at any references? > >thanks, >-- >Dave >Dave Wilson >mailto:D.Wilson@mmu.ac.uk A letter always reaches its >destination mailto:Dave@zizek.demon.co.uk > Lacan >http://s13a.math.aca.mmu.ac.uk > > > >+++++++++++++++++++++++++++++++++++++++++++++++++++++++ >An international directory of mathematics educators is available on the web at www.nottingham.ac.uk/csme/directory/main.html >______________________________________________ >Maths-Education mailing list >Maths-Education@nottingham.ac.uk >http://lists.nottingham.ac.uk/mailman/listinfo/maths-education Paul _____________________________________________________ Professor Paul Ernest Phone: +44-1392-264796 University of Exeter Secretary: +44-1392-264877 School of Education and LL Fax: +44-1392-264736 Heavitree Road Email: p.ernest@ex.ac.uk Exeter EX1 2LU, UK Web: http://www.ex.ac.uk/~PErnest/ From maths-education@nottingham.ac.uk Sat Mar 27 10:13:10 2004 From: maths-education@nottingham.ac.uk (Hamsa Venkat) Date: Sat, 27 Mar 2004 10:13:10 -0000 Subject: [Maths-Education] Has the National Strategy for KS 3 changed teaching? References: Message-ID: <000001c4140a$fdaf2940$a3257ad5@VENKATS> Ofsted have carried out annual evaluations of the KS3 Strategy including a focus on maths and English. The link for the latest press release and evaluation is below: http://www.ofsted.gov.uk/news/index.cfm?fuseaction=news.details&id=1538 Stoll, Stobart et al did the official evaluation of the pilots of the KS3 Strategy: Preparing for Change: Evaluation of the Implementation of the Key Stage 3 Strategy Pilot Dfes, Feb 2003 The ATL commissioned a study of the maths and English pilots of the KS3 Strategy. The refs are below: Furlong,T., Venkatakrishnan,H. & Brown.M Key Stage 3 National Strategy: An evaluation of the strategies for literacy and mathematics - An interim report, ATL, 2001 and: Barnes,A., Venkatakrishnan,H. & Brown.M Strategy or Straitjacket? Teachers' views on the English and mathematics strands of the Key Stage 3 National Strategy: Final Report, ATL, 2003 Hamsa Venkat ----- Original Message ----- From: "Dave Wilson" To: Sent: Friday, March 26, 2004 11:31 AM Subject: [Maths-Education] Has the National Strategy for KS 3 changed teaching? > **************************************************************************** ******************************* > This message has been generated through the Mathematics Education email discussion list. > Hitting the REPLY key sends a message to all list members. > **************************************************************************** ******************************* > What research has been done into changes in classroom practices with > the introduction of the NS at KS3? > > Can anyone point me at any references? > > thanks, > -- > Dave > Dave Wilson > mailto:D.Wilson@mmu.ac.uk A letter always reaches its > destination mailto:Dave@zizek.demon.co.uk > Lacan > http://s13a.math.aca.mmu.ac.uk > > > > +++++++++++++++++++++++++++++++++++++++++++++++++++++++ > An international directory of mathematics educators is available on the web at www.nottingham.ac.uk/csme/directory/main.html > ______________________________________________ > Maths-Education mailing list > Maths-Education@nottingham.ac.uk > http://lists.nottingham.ac.uk/mailman/listinfo/maths-education From maths-education@nottingham.ac.uk Sun Mar 28 12:12:49 2004 From: maths-education@nottingham.ac.uk (dfalmeid) Date: Sun, 28 Mar 2004 12:12:49 +0100 Subject: [Maths-Education] Maths Sci Ed conference, Goa, 2004 Message-ID: <4061D21B@minerva2.ex.ac.uk> Colleagues, I bring the following conference to your attention. I need not say anything to commend Goa in December! Dennis Almeida Lecturer in Mathematics Education University of Exeter ============================================================== First Announcement and Call for Presentations epiSTEME - 1 An international conference to review research on Science, TEchnology and Mathematics Education International Centre Dona Paula, Goa, India December 13-17, 2004 This event is organised by the Homi Bhabha Centre for Science Education, a National Centre of the Tata Institute of Fundamental Research, Mumbai, India. It is the first in a proposed series of biennial conferences meant to review research world-wide in science, technology and mathematics education. Topic of the conference: Over the last thirty years science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education. Aim of the conference: The conference will survey the global progress of research in science, technology and mathematics education by inviting leading scholars in the field to give overviews of notable areas of current work. Paper and poster sessions will complement the reviews and will aim to identify promising directions for future research. In the Indian context this series of conferences will strive to nurture a research community in the country while fostering interaction between academic research, teaching and curriculum development. The conference should strengthen academic linkages among research groups in this field across the world. Areas: * History and philosophy of science: implications for STME * Knowledge representation * Models of cognition * Language and cognition * Culture and cognition * Affect in learning * Gender issues in STME * Assessment and measurement of learning * Methodological issues in STME research * Trends in Science Education research * Trends in Maths Education research * Trends in Technology Education research The conference will include about 10 review talks, 20 papers and 20 poster presentations. Format of daily sessions: Session 1: 09:30 - 12:30 - Review talks Session 2: 14:00 - 15:30 - Paper or Poster presentations Session 3: 16:00 - 17:30 - Paper presentations Expected number of participants: 120 Venue: Goa is well-known for its fine beaches, historic churches and temples and fun-loving people. The International Centre Goa has a beautiful campus on the Dona Paula plateau. Dona Paula is a site of cultural and historical significance and a popular tourist destination. Conference fees: Participants from Institutions outside India Regular USD 300 Student USD 200 Participants from Institutions within India Regular INR 3000 Student INR 2000 Conference fees will cover: accomodation for 5 nights (December 12-16), food from December 12 (dinner) to December 17 (lunch), conference materials and proceedings. Financial support: * A fifty-percent waiver of conference fees may be available to a limited number of participants, especially from developing countries. * Partial support for travel may be available to a limited number of Indian participants. * Interested persons may write to us by April 30, 2004. Note: Foreign participants require a visa and other clearances for visiting India; they are encouraged to apply well in advance. Dates to remember: Receipt of form F1 April 30, 2004 Notification of acceptance and of financial support June 30, 2004 Registration with payment July 31, 2004 Dates of conference December 13-17, 2004 If you wish to participate, please fill the online form F1 at http://www.hbcse.tifr.res.in/episteme Alternatively you may mail or fax the form to: Conference epiSTEME-1 Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research V. N. Purav Marg, Mankhurd Mumbai 400 088, India. email: episteme@hbcse.tifr.res.in fax: 91-22-2556 6803, 2558 5660 Jayashree Ramadas, Convener Local Organising Committee, epiSTEME-1 http://www.hbcse.tifr.res.in/episteme From maths-education@nottingham.ac.uk Mon Mar 29 09:45:46 2004 From: maths-education@nottingham.ac.uk (Dave Wilson) Date: Mon, 29 Mar 2004 09:45:46 +0100 Subject: [Maths-Education] Has the National Strategy for KS 3 changed teaching? In-Reply-To: References: Message-ID: Dave Wilson wrote: >What research has been done into changes in classroom practices with >the introduction of the NS at KS3? > >Can anyone point me at any references? I received several useful replies, many thanks. As some may not have reached the list I'll summarise the references, in part because I also had emails asking for any refs I got and to say thanks: Paul Ernest tells us that At 21:11 +0000 26/3/04, PErnest wrote: >Paul Wilson did his doctoral thesis on this >topic. His thesis will appear in the next issue of POMEJ on my web page but >contact him directly if you can't wait! > Hamsa Venkat says: At 10:13 +0000 27/3/04, Hamsa Venkat wrote: >Ofsted have carried out annual evaluations of the KS3 Strategy including a >focus on maths and English. The link for the latest press release and >evaluation is below: > > http://www.ofsted.gov.uk/news/index.cfm?fuseaction=news.details&id=1538 > >Stoll, Stobart et al did the official evaluation of the pilots of the KS3 >Strategy: >Preparing for Change: Evaluation of the Implementation of the Key Stage 3 >Strategy Pilot >Dfes, Feb 2003 > >The ATL commissioned a study of the maths and English pilots of the KS3 >Strategy. The refs are below: > >Furlong,T., Venkatakrishnan,H. & Brown.M Key Stage 3 National Strategy: An >evaluation of the strategies for literacy and mathematics - An interim >report, ATL, 2001 >and: >Barnes,A., Venkatakrishnan,H. & Brown.M Strategy or Straitjacket? Teachers' >views on the English and mathematics strands of the Key Stage 3 National >Strategy: Final Report, ATL, 2003 > Howard Tanner write: At 14:15 +0000 26/3/04, Tanner H.F. wrote: >The official evaluation of the strategy was done by Earl, Fullan et al. > >They are based in Canada, Montreal I think, but I don't have the full >reference. Margaret Brown offered me: At 15:50 +0000 26/3/04, Margaret L Brown wrote: >There's the recent Ofsted report downloadable from www.ofsted.gov.uk, >and a report we did for ATL available from them : >Barnes, A, Venkatakrishnan, H & Brown, M (2002) Strategy or >Straitjacket? Teachers' views on the English and mathematics starnds >of the Key Stage 3 National Strategy. London: ATL. >There's also the DfES evaluation of the pilot but not much in that's >specific to maths: >Stoll, L et al. (2003) Preparing for Change: Evaluation of the >Implementation of the Key Stage 3 Strategy Pilot. London: DfES >I expect there are some articles too. > thanks to everybody -- Dave Dave Wilson mailto:D.Wilson@mmu.ac.uk A letter always reaches its destination mailto:Dave@zizek.demon.co.uk Lacan http://s13a.math.aca.mmu.ac.uk From maths-education@nottingham.ac.uk Wed Mar 31 09:04:00 2004 From: maths-education@nottingham.ac.uk (Peter Gates) Date: Wed, 31 Mar 2004 09:04:00 +0100 Subject: [Maths-Education] Fwd: SARA / International Journal of Mathematical Education in Science & Technology Message-ID:
Colleagues might find the following useful.


>Dear Sir/Madam
>
>I am in charge of the table of contents email alerting system provided by Taylor & Francis - publishers of over 850 academic peer-reviewed journals.
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>This FREE service provided by Taylor & Francis is called SARA - Scholarly Articles Research Alerting.
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>This is an email service that has been designed to deliver tables of contents, for any Taylor & Francis, Carfax, CRC Press, Frank Cass, Routledge, Spon Press, Parthenon or Psychology Press journal, to anyone who has requested the information and I genuinely believe that it will be positively welcomed by your members.
>
>Registering for the service is simple and once subscribed you will receive contents pages of your chosen journal(s) in advance of publication. You can select to receive alerts by keyword or by title and you may unsubscribe at any time. KeyWord SARA enables you to register your personal or research interest by keyword and to receive regular updates about articles which have been published in this area
>
>With your permission, I would like to e-mail members of MATHS-EDUCATION to inform them of this free of charge service. If this is not possible, please could you email the information to your members? Below is a copy of the email we would like to distribute.
>
>Many thanks and I look forward to hearing from you.
>
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>
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>Taylor & Francis Limited
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>Dear Colleague
>
>Taylor & Francis currently publishes over 850 academic peer-reviewed journals across a variety of disciplines. In response to the changing needs of the academic community, we are using the Internet actively to disseminate information about journals in advance of publication.
>
>SARA - Scholarly Articles Research Alerting, is an email service designed to deliver tables of contents, for any Taylor & Francis, Carfax, CRC Press, Frank Cass, Routledge, Spon Press,  or Psychology Press journal, to anyone who has requested the information. This service is completely free of charge.
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>International Journal of Mathematical Education in Science & Technology
>International Journal of Science Education
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****************************************************************************************
Dr Peter Gates
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Senior Lecturer
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email
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************************************************************************************** From maths-education@nottingham.ac.uk Wed Mar 31 11:43:17 2004 From: maths-education@nottingham.ac.uk (Appleton, Nigel) Date: Wed, 31 Mar 2004 11:43:17 +0100 Subject: [Maths-Education] vacancies Message-ID: <238C3261CD6E534A98A5A7383A9A381B9C0D80@lanmail.ucsm.ac.uk> 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_01C4170C.F9FAB4E0 Content-Type: text/plain Dear List Members We have a number of posts in mathematics education currently advertised, distributed across our campuses at Ambleside, Carlisle, Lancaster and London (all UK!). For details please see http://www.ucsm.ac.uk/vacancies/current-vacancies.php . We are one of the largest providers of initial teacher education in the UK and are looking to expand our team of mathematics educators. Regards Nigel Appleton Head of Mathematics Education St Martin's College Lancaster LA1 3JD UK Tel:01524 384470 Fax:01524 384327 ***** CONFIDENTIALITY & SECURITY DISCLAIMER ***** Please note the contents of this e-mail do not necessarily represent the policies or views of St Martins College. This e-mail message and any attachments may contain confidential information and should only be accessed by the intended recipient. If they have come to you in error please advise the sender by replying to this email and copy your reply to postmaster@ucsm.ac.uk. In this circumstance you must not disclose, copy, distribute, use or rely on this email and you should permanently delete it. Security Warning: Please note that this e-mail has been created in the knowledge that Internet e-mail is not a 100% secure communications medium. It is advised that you understand and observe this lack of security when emailing us. Viruses: Although we have taken steps to ensure that this email and attachments are free from any virus, we cannot accept responsibility for email once it has left us. You should ensure that you have a suitable anti virus system in place and check the email upon receipt. ------_=_NextPart_001_01C4170C.F9FAB4E0 Content-Type: text/html Content-Transfer-Encoding: quoted-printable vacancies

Dear List Members

We have a number of posts in = mathematics education currently advertised, distributed across our = campuses at Ambleside, Carlisle, Lancaster and London (all UK!). For = details please see http://www.ucsm.ac.uk/vacancies/current-vacancies.php. We are one of the largest = providers of initial teacher education in the UK and are looking to = expand our team of mathematics educators.

Regards
Nigel Appleton
Head of Mathematics Education
St Martin's College
Lancaster LA1 3JD
UK
Tel:01524 384470
Fax:01524 384327




*****  CONFIDENTIALITY & = SECURITY DISCLAIMER  *****
Please note the contents of this = e-mail do not necessarily represent the policies or views of St Martins = College. This e-mail message and any attachments may contain = confidential information and should only be accessed by the intended = recipient. If they have come to you in error please advise the sender = by replying to this email and copy your reply to postmaster@ucsm.ac.uk. = In this circumstance you must not disclose, copy, distribute, use or = rely on this email and you should permanently delete it.

Security Warning: Please note that = this e-mail has been created in the knowledge that Internet e-mail is = not a 100% secure communications medium. It is advised that you = understand and observe this lack of security when emailing us. =

Viruses: Although we have taken steps = to ensure that this email and attachments are free from any virus, we = cannot accept responsibility for email once it has left us. You should = ensure that you have a suitable anti virus system in place and check = the email upon receipt.

------_=_NextPart_001_01C4170C.F9FAB4E0-- From maths-education@nottingham.ac.uk Wed Mar 31 17:35:14 2004 From: maths-education@nottingham.ac.uk (Laurinda Brown) Date: Wed, 31 Mar 2004 17:35:14 +0100 Subject: [Maths-Education] Re: flm subscription In-Reply-To: Message-ID: Reply to me personally a flm-editor@bris.ac.uk not to the whole list: Dear All, it is almost a year to the day that I wrote the message below to this list. In that year I thought that I had negotiated payment by Visa for the journal and notification to this effect appeared in one issue. There are still problems unfortunately with this system being implemented through the FLM managing office. However, for those of you who want to subscribe personally (NB institutional would be more - ask and I'll do the calculation) to volume 24 (the current issue 1 is the March issue and is already published) instructions follow: Subscription including postage from Canada to the UK will be 25 GB pounds for the three issues of Volume 24. Send a cheque made out to the University of Bristol for this amount and send it to me, Laurinda Brown at the University of Bristol, Graduate School of Education, 35 Berkeley Square, Bristol BS8 1JA. Send me an e-mail, preferably to flm-editor@bris.ac.uk, to tell me that you have done this and include in the e-mail your full postal address so that, when the cheque arrives, I can forward your message to the office and they will post you a copy of the journal. Wouldn't harm to include your postal address in your envelope just in case I need it later and I do tend to delete e-messages when they've been actioned. This process will save us all having to raise those very expensive money orders and I will ofset the money against expenses as editor and account for those with the office in Canada. With very best wishes for the coming Easter break, Laurinda Brown flm-editor@bris.ac.uk On Sun, 30 Mar 2003 17:41:13 +0100 Laurinda Brown wrote: > John Fauvel used to support personal subscriptions to 'for the learning > of mathematics' by saving individuals having to raise money orders in > Canadian dollars from their banks at great expense by acting as a > place to send cheques in pounds sterling. I am looking into setting up > a similar arrangement when I visit the flm office at Queens University, > Canada in my new role as editor in late July. After this visit I will > send instructions to those people who have asked for them by e-mail > indicating what to do and how much etc. This should mean that you will > pay in time for the new Volume 24. You will need to tell me in your > request whether you also want to be a member of the Canadian > Mathematics Education Study Group. This might also be a time to see if > your library subscribes and whether this system might also help them? > > Please reply to me alone - NOT the rest of the list:) - at the address > below. > > > Best wishes, Laurinda > ---------------------- > Laurinda Brown > flm-editor@bris.ac.uk > ---------------------- Laurinda Brown laurinda.brown@bristol.ac.uk From maths-education@nottingham.ac.uk Wed Mar 24 21:49:02 2004 From: maths-education@nottingham.ac.uk (leone burton) Date: Wed, 24 Mar 2004 21:49:02 +0000 Subject: [Maths-Education] book announcement Message-ID: <5.2.0.9.0.20040324214802.02a21ba0@pop.virgin.net> --=======7731168A======= Content-Type: multipart/related; x-avg-checked=avg-ok-11F749C8; type="multipart/alternative"; boundary="=====================_55668==.REL" --=====================_55668==.REL Content-Type: multipart/alternative; x-avg-checked=avg-ok-11F749C8; boundary="=====================_55668==.ALT" --=====================_55668==.ALT Content-Type: text/plain; x-avg-checked=avg-ok-11F749C8; charset=us-ascii; format=flowed Content-Transfer-Encoding: 8bit Peter: Hope you are willing to circulate the following on the list. Thanks. leone Mathematicians as Enquirers Learning about Learning Mathematics by Leone Burton School of Education, The University of Birmingham, UK Book Series: MATHEMATICS EDUCATION LIBRARY : Volume 34 3217a4.jpg This volume reports on an empirical study with 70 research mathematicians, 35 females and 35 males. The purpose of the study was to explore how these mathematicians came to know mathematics and to match their descriptions against a theoretical model of coming to know mathematics derived from the literature of the history, philosophy and sociology of science and mathematics. The assumption underlying the research was that, when researching, mathematicians are learning and, consequently, their experiences are valid for less sophisticated learners in classrooms. The study provided major surprises particularly with respect to the mathematical thinking of the mathematicians and to the ways in which they organised their practices. It also contradicted long-standing stereotypes. This book applies the learning from the study to learning and teaching mathematics. It offers a rationale, based on the practices of research mathematicians, to support and encourage recent school-based developments in the learning of mathematics through enquiry. The book will be of interest to mathematicians, mathematics educators, teacher educators (mathematics), and higher degree students of mathematics education. 3217b0.jpg Kluwer Academic Publishers, Dordrecht Hardbound, ISBN 1-4020-7853-6 April 2004, 264 pp. EUR 96.00 / USD 105.00 / GBP 67.00 Paperback, ISBN 1-4020-7859-5 April 2004, 264 pp. EUR 46.00 / USD 50.00 / GBP 32.00 eBook, ISBN 1-4020-7908-7 April 2004, EUR 96.00 / USD 105.00 / GBP 67.00 Prof. Leone Burton 8 Grange Walk London SE1 3DT Tel: 44 (0)20 7394 2929 email: leone.burton@virgin.net --=====================_55668==.ALT Content-Type: text/html; x-avg-checked=avg-ok-11F749C8; charset=us-ascii Content-Transfer-Encoding: 8bit Peter:  Hope you are willing to circulate the following on the list.  Thanks.  leone

Mathematicians as Enquirers
Learning about Learning Mathematics
 

by
Leone Burton
School of Education, The University of Birmingham, UK

Book Series: MATHEMATICS EDUCATION LIBRARY : Volume 34
3217a4.jpg 




This volume reports on an empirical study with 70 research mathematicians, 35 females and 35 males. The purpose of the study was to explore how these mathematicians came to know mathematics and to match their descriptions against a theoretical model of coming to know mathematics derived from the literature of the history, philosophy and sociology of science and mathematics. The assumption underlying the research was that, when researching, mathematicians are learning and, consequently, their experiences are valid for less sophisticated learners in classrooms. The study provided major surprises particularly with respect to the mathematical thinking of the mathematicians and to the ways in which they organised their practices. It also contradicted long-standing stereotypes.

This book applies the learning from the study to learning and teaching mathematics. It offers a rationale, based on the practices of research mathematicians, to support and encourage recent school-based developments in the learning of mathematics through enquiry. The book will be of interest to mathematicians, mathematics educators, teacher educators (mathematics), and higher degree students of mathematics education.
 
3217b0.jpg
Kluwer Academic Publishers, Dordrecht
Hardbound, ISBN 1-4020-7853-6
April 2004,  264 pp.
EUR 96.00 /  USD 105.00 /  GBP 67.00
Paperback, ISBN 1-4020-7859-5
April 2004,  264 pp.
EUR 46.00 /  USD 50.00 /  GBP 32.00
eBook, ISBN 1-4020-7908-7
April 2004,
EUR 96.00 /  USD 105.00 /  GBP 67.00

Prof. Leone Burton
8 Grange Walk
London  SE1 3DT
Tel:  44 (0)20 7394 2929
email:  leone.burton@virgin.net
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Checked by AVG anti-virus system (http://www.grisoft.com). Version: 6.0.624 / Virus Database: 401 - Release Date: 15/03/2004 --=======7731168A=======--