[Maths-Education] Midlands Mathematics Education Seminars

[Johnston-Wilder, Peter]

Please find below details of two forthcoming seminars.
All welcome.

25th April 2007, University of Leicester 

Speaker: Professor Ken Ruthven (Faculty of Education, University of Cambridge) 

Title: Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice 

Abstract: The idea of 'interpretative flexibility' underpins new approaches to studying technological artefacts and curricular resources in use. This talk will start by reviewing the evolving design of dynamic geometry, its pioneering use within classroom projects, and early sketches of its mainstream use in ordinary classrooms. The main part of the talk will report a study of teacher-nominated examples of the successful use of dynamic geometry, conducted in professionally well-regarded mathematics departments in English secondary schools. It will place the interpretative flexibility surrounding emergent classroom practice of dynamic geometry use in a wider curricular and instrumental context.

Time: 5.30pm

Location: School of Education, 21 University Road, Leicester. (Follow the signs from the door).

Further details: http://www.nottingham.ac.uk/lsri/mmes/ 

 

8th May 2007, University of Nottingham

Speaker: Professor Dave Pratt (Institute of Education, University of London) 

Title: Connecting design to theory and theory to design

Abstract: I will propose that the perspective of knowledge-in-pieces, as formulated by Andy diSessa, can lead the designer to deep consideration of what the sense-maker already knows and how that might be mobilised in order to promote tuning towards expertise. Such an approach leads to the design of tools which (i) enable the sense-maker to appreciate the lack of explanatory power in their current understanding, and (ii) promise to build on current pieces of knowledge by mobilising and reinventing them in the pursuit of more sophisticated explanations. Examples from recent design research with 11-16 year olds in the field of stochastics will be used to illustrate these ideas. I will argue that whereas we have many examples of theoretical ideas emerging out of students' use of designed artefacts, we have few carefully articulated cases of how theoretical frameworks inform design. Work in this field is only now beginning to develop theory that elaborates designing for abstraction.

Time: 4.30pm

Location: C42, Dearing (Education) Building, Jubilee Campus, University of Nottingham.

Further details: http://www.nottingham.ac.uk/lsri/mmes/

 

Peter Johnston-Wilder, MA, MSc, PhD

Associate Professor, Mathematics Education
PGCE Secondary Mathematics Subject Co-ordinator
 
Institute of Education
University of Warwick
Coventry CV4 7AL
 
Tel (Office):  02476522702 
Tel (Home):  02476412726
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