From Peter.Gates at nottingham.ac.uk Tue Aug 2 21:00:20 2011 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 2 Aug 2011 21:00:20 +0100 Subject: [Maths-Education] Fwd: Integrating Inquiry Seminar Message-ID: <7F6639D9-E514-4CA5-B0A2-48555F55AD4D@nottingham.ac.uk> > Fibonacci is an exciting European project focussing on Inquiry-based Mathematics and Science Education. As part of the work of this project, the University of Leicester School of Education is hosting a four-day seminar for teachers and teacher educators from across Europe on 'Integrating Inquiry across Curricula'. The seminar, which runs 12th - 15th September 2011, is made up of plenary and workshop sessions focussing on integrating aspects of inquiry in mathematics and science teaching with other curriculum subjects. The flyer for the seminar is attached. Places are still available! > > Professor Janet Ainley > Director > School of Education > University of Leicester > 21 University Road > Leicester LE1 7RF > > tel: +44 (0)116 252 3690 > email: janet.ainley at le.ac.uk > webpage: www.le.ac.uk/education/currentstaff/janetainley/ > > -------------- next part -------------- A non-text attachment was scrubbed... Name: Leicester SeminarSept 2011brochurefinal.pdf Type: application/pdf Size: 1523330 bytes Desc: Leicester SeminarSept 2011brochurefinal.pdf URL: -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT00001.txt URL: From Peter.Gates at nottingham.ac.uk Tue Aug 2 21:00:20 2011 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 2 Aug 2011 21:00:20 +0100 Subject: [Maths-Education] Fwd: Integrating Inquiry Seminar Message-ID: <7F6639D9-E514-4CA5-B0A2-48555F55AD4D@nottingham.ac.uk> > Fibonacci is an exciting European project focussing on Inquiry-based Mathematics and Science Education. As part of the work of this project, the University of Leicester School of Education is hosting a four-day seminar for teachers and teacher educators from across Europe on 'Integrating Inquiry across Curricula'. The seminar, which runs 12th - 15th September 2011, is made up of plenary and workshop sessions focussing on integrating aspects of inquiry in mathematics and science teaching with other curriculum subjects. The flyer for the seminar is attached. Places are still available! > > Professor Janet Ainley > Director > School of Education > University of Leicester > 21 University Road > Leicester LE1 7RF > > tel: +44 (0)116 252 3690 > email: janet.ainley at le.ac.uk > webpage: www.le.ac.uk/education/currentstaff/janetainley/ > > -------------- next part -------------- A non-text attachment was scrubbed... Name: Leicester SeminarSept 2011brochurefinal.pdf Type: application/pdf Size: 633258 bytes Desc: Leicester SeminarSept 2011brochurefinal.pdf URL: From p.iannone at uea.ac.uk Thu Aug 4 15:52:55 2011 From: p.iannone at uea.ac.uk (Paola Iannone) Date: Thu, 4 Aug 2011 15:52:55 +0100 Subject: [Maths-Education] Postdoctoral job opportunity - University of East Anglia Message-ID: Please note the following job opportunity: Postdoctoral Job Opportunity - Research Associate to the MU-MAP ? Mapping University Mathematics Assessment Practices Project funded by the National HE STEM Programme and led by Paola Iannone at the School of Education, University of East Anglia and Adrian Simpson at the School of Education, Durham University. The post is available on a fixed term period from 1 October 2011 to 31 May 2012. Closing date: 12 noon on 16 August 2011. Full details are available at http://www.uea.ac.uk/hr/jobs/ra/ra770.htm For informal enquiries about the post please contact Paola Iannone at p.iannone at uea.ac.uk or Adrian Simpson at adrian.simpson at durham.ac.uk From Peter.Gates at nottingham.ac.uk Sat Aug 6 12:27:08 2011 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Sat, 6 Aug 2011 12:27:08 +0100 Subject: [Maths-Education] Leicester seminar Message-ID: Fibonacci is an exciting European project focussing on Inquiry-based Mathematics and Science Education. As part of the work of this project, the University of Leicester School of Education is hosting a four-day seminar for teachers and teacher educators from across Europe on 'Integrating Inquiry across Curricula'. The seminar, which runs 12th - 15th September 2011, is made up of plenary and workshop sessions focussing on integrating aspects of inquiry in mathematics and science teaching with other curriculum subjects. The flyer for the seminar is available from Janet Ainley. Places are still available! > > Professor Janet Ainley > Director > School of Education > University of Leicester > 21 University Road > Leicester LE1 7RF > > tel: +44 (0)116 252 3690 > email: janet.ainley at le.ac.uk > webpage: www.le.ac.uk/education/currentstaff/janetainley/ > Best Wishes, Peter Dr Peter Gates Centre for Research in Mathematics Education School of Education +44 (0)115 951 4432 | peter.gates at nottingham.ac.uk | University web Page | www.petergates.org School of Education | The University of Nottingham | Jubilee Campus | Nottingham NG8 1BB From phillip.kent at gmail.com Mon Aug 8 00:26:50 2011 From: phillip.kent at gmail.com (Phillip Kent) Date: Mon, 08 Aug 2011 00:26:50 +0100 Subject: [Maths-Education] Maths-Art Seminars at London Knowledge Lab, 2011-2012 programme References: Message-ID: <1312759610.1992.391.camel@phillip-macbook-ubuntu> Dear Colleagues, Our seminar programme for 2011-2012 will start in September. The seminar slot remains the same as last year: SECOND THURSDAY OF EACH MONTH from 6.00pm to 7.30pm. We are pleased to announce our first three seminars as follows. ----------------------------------------------------------------------- 8 September: Indu Choraria, 'One Loop ? Endless Possibilities'. In mathematical terms, knitting takes a one dimensional yarn and loops it into fabrics that sit between 2 and 3 dimensions, not necessarily as a fractal object, but via forms such as lace, cables, baubles, layering, pleats - and simultaneously these can be crafted into shapes of complex geometry, from socks to Klein bottles. Indu will touch on some of these possibilities, referencing examples including her own work and reflecting on the more intangible aspects of knitting such as the emotional, personal and cultural. INDU CHORARIA studied fashion design in London and San Francisco, and has worked in fashion houses around the world, including Mumbai, Paris and Hong Kong. Indu launched her own luxury fashion label ?nu? in February 2010, which was exhibited at Paris Fashion Week. To view the collection visit: www.the-nu-space.com . 13 October: Rolf Gelhaar (title TBA) [www.gehlhaar.org] 10 November: Paul Ernest, 'Mathematics in the Art of John Ernest'. And continuing on: 8 December, 12 January 2012, 9 February, 8 March, 12 April, 10 May, 14 June. Please watch out for announcements of additional events during the year. -------------------------------------------------------------------- TIME: 6.00 to 7.30pm PLACE: London Knowledge Lab, 23-29 Emerald St, London, WC1N 3QS [Travel information & maps at: http://bit.ly/LKL-MathsArt-venue ] LKLMathsArt on YouTube: We are creating a YouTube archive of videos from the Maths-Art seminars. http://www.youtube.com/user/LKLMathsArt LKL Maths-Art seminars are free to attend, and All are welcome. No reservation is required, but an email to lkl.maths.art at gmail.com is appreciated for planning purposes. *Visit the website and seminar archive: http://www.lkl.ac.uk/events/maths-art *Join the email list for future seminar announcements: http://www.dcs.bbk.ac.uk/mailman/listinfo/lkl-maths-art Best wishes - Phillip Kent and John Sharp ++++++ Dr Phillip Kent, Visiting Fellow, London Knowledge Lab phillip.kent at gmail.com mobile: 07950 952034 www.phillipkent.net ++++++ From tandiclausenmay at gmail.com Thu Aug 11 10:39:20 2011 From: tandiclausenmay at gmail.com (Tandi Clausen-May) Date: Thu, 11 Aug 2011 10:39:20 +0100 Subject: [Maths-Education] Validity of muliple choice questions Message-ID: I urgently need references to research evidence that 'suggests that open response questions tap higher order skills than multiple choice questions', or that 'the validity of multiple choice questions is less than that of open response questions' in mathematics assessment at school level (Key Stage 2, 3 or 4). Can anybody help? Thanks! Tandi Tandi Clausen-May Independent Consultant Mathematics curriculum and assessment Special education Tel: 01628 776 204 From dylanwiliam at mac.com Thu Aug 11 11:41:34 2011 From: dylanwiliam at mac.com (dylanwiliam at mac.com) Date: Thu, 11 Aug 2011 11:41:34 +0100 Subject: [Maths-Education] Re: Validity of muliple choice questions In-Reply-To: References: Message-ID: <286B16E1-0269-4031-9DB3-7FEF1831BB09@mac.com> Dear Tandi I would be suspicious of anyone who makes such claims, since they seem to me to be essentially meaningless. I would agree that it is generally easier to write constructed-response items that tap higher order skills than it is to do the same with lower order skills, but the overlap between the two types is huge. Multiple choice items can be used to assess higher-order skills and constructed-response items can be used to test lower-order skills. Too often people making such claims compare good constructed-response tests with poor multiple-choice ones. More importantly, it is now widely agreed that validity is a property of inferences based on evidence elicited by assessments, rather than of the assessments themselves. So it doesn't make sense that the validity of one test is less than that of another. Typically, multiple-choice tests cover more content, and so can better support inferences related to the breadth of knowledge, whereas inferences relating to the ability to construct proofs, or to communicate mathematically would probably be better supported by constructed response items. Differences in perceptions of validity are often differences in construct definition?the dispute arises in the context of the assessment, but are really dispute about what mathematics is. I have written about this in the following chapter in AERA's "Review of Research in Education" last year Wiliam, D. (2010). What counts as evidence of educational achievement? The role of constructs in the pursuit of equity in assessment. In A. Luke, J. Green & G. Kelly (Eds.), What counts as evidence in educational settings? Rethinking equity, diversity and reform in the 21st century (Vol. 34, pp. 254-284). Washington, DC: American Educational Research Association. Dylan On 11 Aug 2011, at 10:39, Tandi Clausen-May wrote: > *********************************************************************************************************** > This message has been generated through the Mathematics Education email discussion list. > Hitting the REPLY key sends a message to all list members. > *********************************************************************************************************** > I urgently need references to research evidence that 'suggests that open > response questions tap higher order skills than multiple choice questions', > or that 'the validity of multiple choice questions is less than that of open > response questions' in mathematics assessment at school level (Key Stage 2, > 3 or 4). Can anybody help? > > Thanks! > > Tandi > > Tandi Clausen-May > Independent Consultant > Mathematics curriculum and assessment > Special education > > Tel: 01628 776 204 > > > > > This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of the University of Nottingham. > > This message has been checked for viruses but the contents of an attachment > may still contain software viruses which could damage your computer system: > you are advised to perform your own checks. Email communications with the > University of Nottingham may be monitored as permitted by UK legislation. > From julian at d-and-j.net Thu Aug 11 17:28:56 2011 From: julian at d-and-j.net (Julian Gilbey) Date: Thu, 11 Aug 2011 17:28:56 +0100 Subject: [Maths-Education] Re: Validity of muliple choice questions In-Reply-To: References: Message-ID: <20110811162856.GA3094@d-and-j.net> On Thu, Aug 11, 2011 at 10:39:20AM +0100, Tandi Clausen-May wrote: > I urgently need references to research evidence that 'suggests that open > response questions tap higher order skills than multiple choice questions', > or that 'the validity of multiple choice questions is less than that of open > response questions' in mathematics assessment at school level (Key Stage 2, > 3 or 4). Can anybody help? I could not improve on what Dylan wrote, but as a thought: the level of skills tested by the UKMT Mathematics Challenges (and international equivalents), especially by the follow-on stages such as the European Kangaroos (all of which are multiple choice) or the American AIME tests (which ask for three-digit answers only), is far in excess of that demanded by any GCSE or SATS paper. Julian From Sinead.Breen at spd.dcu.ie Sat Aug 27 14:32:08 2011 From: Sinead.Breen at spd.dcu.ie (Sinead Breen) Date: Sat, 27 Aug 2011 14:32:08 +0100 Subject: [Maths-Education] Reminder: Fourth Conference on Research in Mathematics Education, Dublin 22nd-23rd Sept Message-ID: <003c01cc64bd$b820b6d0$28622470$@Breen@spd.dcu.ie> Fourth Conference on Research in Mathematics Education MEI 4 Theme: Mathematics Teaching Matters St Patrick's College, Drumcondra, Dublin 9 Thursday 22nd and Friday 23rd September 2011 Registration is now open: see http://www.spd.dcu.ie/mei Confirmed Keynote Speakers . Dr Paul Andrews, University of Cambridge . Dr Therese Dooley, St Patrick's College . Dr Aki Murata, Stanford University . Professor Ron Tzur, University of Colorado Conference Goals The conference aims to bring together those interested in mathematics education to: . address current issues in relation to mathematics education both in Ireland and internationally; . review and discuss mathematics education research in Ireland in the light of international trends and practices; . consider ways of improving linkages and developing research collaborations with teachers and mathematics education communities. --------------------------------- Dr Sinead Breen Department of Mathematics, St Patrick's College, Drumcondra, Dublin 9, Ireland. Tel: +353 1 884 2158 email: sinead.breen at spd.dcu.ie ---------------------------------