[Maths-Education] London Mathematics Education Seminar Series

[Candia Morgan]

correct link to map of location of IoE
http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp? 
cid=4075&4075_0=9083#travelGuide

On 8 Nov 2007, at 15:56, Candia Morgan wrote:

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> 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
> http://ioewebserver.ioe.ac.uk/ioe/cms/ 
> get.aspcid=4075&4075_0=9083#travelGuide
>
> 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.
>
> *********************************************************************** 
> **
> 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
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