[Maths-Education] London Mathematics Education Seminar Series

[Candia Morgan]

All welcome

London Mathematics Education Seminar Series
Seminar No.2
5.30 - 7.00 pm Tuesday 4th December
Institute of Education, University of London
Bedford Way Room 736
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The Relationship between Mathematics and Mathematics Teacher Education  
- a panel discussion
Each of the three panel members will present a different perspective on  
this issue. We hope that this will stimulate a fruitful discussion,  
involving all participants in the seminar.

Teresa Smart/ Dietmar Küchemann/ Melissa Rodd
Institute of Education, University of London
There are many relationships teachers and prospective teachers have  
with mathematics. In our course on geometry - Learning Geometry for  
Teaching - we shall be asking teachers to develop different ways of  
reasoning about geometric propositions. The rationale for this is not  
only to conceptualise geometry as a site for visual reasoning,  
deductive reasoning and practical reasoning but to stimulate teachers'  
understanding of learners' different potential entry to geometric  
experience. Thus we are developing philosophical, cognitive and  
pedagogical relationships with geometry in education.

Jill Adler
King’s College, London and University of Witwatersrand
In South Africa there are new mathematics teacher education programmes  
aimed at teacher ‘upgrading’ or ‘retraining’, and contain mathematics  
courses specifically designed for teachers. These provide an  
interesting empirical context through which to explore the mathematics  
– mathematics teacher education relationship. I will do this with a  
focus on assessments in these courses – working with the assumption  
that changes in educational systems bring contestation, inevitable  
contradictions and dilemmas, and reflected in assessment practices.

Clive Kanes
King’s College, London
In this brief presentation I want to consider, using an historical  
approach, to what extent ‘mathematics’ is already  
pedagogical-mathematics.  The significance of this issue is around  
where mathematics subject knowledge stands in relation to what Lave &  
Wenger refer to as the (mathematics) teaching curriculum.

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Dr Candia Morgan
Reader in Mathematics Education
Department of Geography, Enterprise, Mathematics and Science
Institute of Education, University of London
20 Bedford Way
London WC1H 0AL
United Kingdom

tel.	+44 (0)20 7612 6677		fax.	+44 (0)20 7612 6792

c.morgan at ioe.ac.uk

http://www.ioe.ac.uk