From D.K.Jones at soton.ac.uk Fri Jul 1 17:56:40 2011 From: D.K.Jones at soton.ac.uk (Jones D.K.) Date: Fri, 1 Jul 2011 17:56:40 +0100 Subject: [Maths-Education] Job opportunity at University of Southampton, UK Message-ID: <5F338719C0D0DE44BDFDD2B83D3FF7A1CBB0558296@UOS-CL-EX7-L3.soton.ac.uk> Colleagues [with apologies if you receive this more than once] Please see below for details of a job opportunity at University of Southampton. The closing date is 11 July 2011 Please consider forwarding this message to anyone that you think might be interested in this opportunity. And please do contact me if I can help advise in any way. best regards Keith ----------------- Keith Jones University of Southampton Southampton Education School UK e: dkj at soton.ac.uk w: www.crme.soton.ac.uk ---------------- Job opportunity at University of Southampton, UK https://www.jobs.soton.ac.uk/Vacancy.aspx?ref=019511CJ Senior Teaching Fellow in Primary and Lower Secondary Mathematics (0.6fte fixed term) The PGCE programmes at the University of Southampton work with many partner schools to offer postgraduate trainee teachers an excellent start to their teaching careers. Our one year programmes provide thorough preparation for teaching in relation to the QTS standards, while seeking to develop teachers whose independent and creative approaches will bring about high quality learning and inspire young learners. The person appointed to this post will be responsible for teaching and managing elements of our Mathematics Education provision, in partnership with the Mathematics Education lead tutors; this is likely to include monitoring and assessing trainees' Mathematics coursework; marking written assignments; supporting trainees as a professional tutor; supervising trainees on school placement; and participating in other PGCE team activities as required. Recent relevant mathematics teaching experience and familiarity with current priorities in the area of Mathematics Education are essential. Generally, the post holder will work for three days each week although a degree of flexibility is desirable. The University of Southampton is one of the top 15 research universities in the UK. Southampton Education School (SES) is a flourishing centre of research and teaching. Based in new purpose-built facilities, SES has a strong range of programmes, including a new BSc in Education Studies, initial teacher education in primary, secondary and post-compulsory education, and a portfolio of Masters, professional development and doctoral programmes. We contribute to Southampton University's ESRC-funded Doctoral Training Centre (DTC) and are directly involved in the management of the ESRC National Centre for Research Methods in the Social Sciences, hosted by the Faculty. The mathematics education group here at Southampton forms the major part of the Mathematics and Science Education Research Centre: http://www.soton.ac.uk/education/research/centres.page The Southampton Education School is in the Faculty of Social and Human Sciences, as is the University's School of Mathematics. This means that collaboration with our colleagues in Mathematics is a natural part of what we do. This post is currently being advertised. Details and information on how to apply online are at: https://www.jobs.soton.ac.uk/Vacancy.aspx?ref=019511CJ The University of Southampton is a founder member of the Russell Group, an association of the major research-intensive universities of the UK: http://www.russellgroup.ac.uk and a founder member of the Worldwide Universities Network (WUN): http://www.wun.ac.uk From katemackrell at sympatico.ca Thu Jul 7 21:42:36 2011 From: katemackrell at sympatico.ca (Kate Mackrell) Date: Thu, 7 Jul 2011 16:42:36 -0400 Subject: [Maths-Education] patterns using a continuous variable? Message-ID: There seems to be lots and lots of research concerning pattern tasks using tiles or similar, where the total number of tiles of various types has a relationship to the number in the sequence. Does anyone know of any research using similar patterns, but with a continuous variable, where, say, the area of the configuration is related to a particular length in the configuration? Thanks Kate From whiteley at mathstat.yorku.ca Thu Jul 7 23:31:01 2011 From: whiteley at mathstat.yorku.ca (Walter Whiteley) Date: Thu, 7 Jul 2011 18:31:01 -0400 Subject: [Maths-Education] Re: patterns using a continuous variable? In-Reply-To: References: Message-ID: Kate Does my work on working on geometric patterns for rate of change and optimization through the PopCorn Box (paper to appear the Mathematics Teacher) fit this genre? I have worked with that material with groups ranging from Grade 9 students through university students to teachers and mathematics educators. I recently developed a larger sequence (extending the conceptual blending) which I will be piloting in a professional development workshop at the end of August (and hope to collect more data on). Walter Whiteley On 7-Jul-11, at 4:42 PM, Kate Mackrell wrote: > *********************************************************************************************************** > This message has been generated through the Mathematics Education > email discussion list. > Hitting the REPLY key sends a message to all list members. > *********************************************************************************************************** > There seems to be lots and lots of research concerning pattern tasks > using tiles or similar, where the total number of tiles of various > types has a relationship to the number in the sequence. > > Does anyone know of any research using similar patterns, but with a > continuous variable, where, say, the area of the configuration is > related to a particular length in the configuration? > > Thanks > > Kate > > 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 aprice at brookes.ac.uk Fri Jul 8 09:49:36 2011 From: aprice at brookes.ac.uk (Alison Price) Date: Fri, 8 Jul 2011 09:49:36 +0100 Subject: [Maths-Education] Nominal number Message-ID: Can anyone help me with a reference to some work done with young children who thought that the number of a bus must refer to something cardinal about the bus e.g. number of seats, stops it stopped at etc. ? Many thanks Alison Price Oxford Brookes University From katemackrell at sympatico.ca Fri Jul 8 14:36:30 2011 From: katemackrell at sympatico.ca (Kate Mackrell) Date: Fri, 8 Jul 2011 09:36:30 -0400 Subject: [Maths-Education] Re: patterns using a continuous variable? In-Reply-To: References: Message-ID: Thanks, Walter. Yes, that might be connected - would love to see your data when you get it. The sort of thing I'm looking for I imagined might appear in simple modelling tasks (or more complex modelling tasks such as the Popcorn box - or Maxbox to the Brits) as a focus on the formulation phase - but, to my surprise, I haven't been able to locate anything in the modelling literature. Kate On 2011-07-07, at 6:31 PM, Walter Whiteley wrote: > *********************************************************************************************************** > This message has been generated through the Mathematics Education email discussion list. > Hitting the REPLY key sends a message to all list members. > *********************************************************************************************************** > Kate > Does my work on working on geometric patterns for rate of change and optimization through the PopCorn Box (paper to appear the Mathematics Teacher) fit this genre? > I have worked with that material with groups ranging from Grade 9 students through university students to teachers and mathematics educators. I recently developed a larger sequence (extending the conceptual blending) which I will be piloting in a professional development workshop at the end of August (and hope to collect more data on). > > Walter Whiteley > > On 7-Jul-11, at 4:42 PM, Kate Mackrell wrote: > >> *********************************************************************************************************** >> This message has been generated through the Mathematics Education email discussion list. >> Hitting the REPLY key sends a message to all list members. >> *********************************************************************************************************** >> There seems to be lots and lots of research concerning pattern tasks using tiles or similar, where the total number of tiles of various types has a relationship to the number in the sequence. >> >> Does anyone know of any research using similar patterns, but with a continuous variable, where, say, the area of the configuration is related to a particular length in the configuration? >> >> Thanks >> >> Kate >> >> 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 C.Angier at shu.ac.uk Wed Jul 13 15:15:34 2011 From: C.Angier at shu.ac.uk (Angier, Corinne) Date: Wed, 13 Jul 2011 15:15:34 +0100 Subject: [Maths-Education] Mathematics Education post at Sheffield Hallam Message-ID: Would you like to work in a city of trees set in the glorious scenery of the Peak district, with fast rail links to London and Edinburgh? We are a team of 12 who teach on a wide range of mathematics and mathematics education programmes including Undergraduate routes leading to QTS PGCE Teach first SKE courses of varying length MaST for primary teachers Masters in mathematics Education Colleagues in the team co-ordinate the ATM all attainment teaching group which meets three times a year. The Mathematics Education Centre includes people who are new to mathematics education research and those who are renowned in the field. Please see: http://www.shu.ac.uk/jobs/Vacancies/AdminVacancies/Admin%20Adverts/ds57310.html Corinne Angier Senior lecturer Mathematics Education Faculty of Development and Society Sheffield Hallam University 945 Owen Building City Campus Howard Street S1 1WB c.angier at shu.ac.uk 0114 225 3691 From C.Angier at shu.ac.uk Wed Jul 13 15:41:50 2011 From: C.Angier at shu.ac.uk (Angier, Corinne) Date: Wed, 13 Jul 2011 15:41:50 +0100 Subject: [Maths-Education] Re: Mathematics Education post at Sheffield Hallam In-Reply-To: References: Message-ID: Apologies a % slipped into the link which should be - http://www.shu.ac.uk/jobs/vacancies/admin-vacancies/admin-adverts/ds57310.html Corinne -----Original Message----- From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Angier, Corinne Sent: 13 July 2011 15:16 To: 'maths-education at lists.nottingham.ac.uk' Subject: [Maths-Education] Mathematics Education post at Sheffield Hallam *********************************************************************************************************** This message has been generated through the Mathematics Education email discussion list. Hitting the REPLY key sends a message to all list members. *********************************************************************************************************** Would you like to work in a city of trees set in the glorious scenery of the Peak district, with fast rail links to London and Edinburgh? We are a team of 12 who teach on a wide range of mathematics and mathematics education programmes including Undergraduate routes leading to QTS PGCE Teach first SKE courses of varying length MaST for primary teachers Masters in mathematics Education Colleagues in the team co-ordinate the ATM all attainment teaching group which meets three times a year. The Mathematics Education Centre includes people who are new to mathematics education research and those who are renowned in the field. Please see: http://www.shu.ac.uk/jobs/Vacancies/AdminVacancies/Admin%20Adverts/ds57310.html Corinne Angier Senior lecturer Mathematics Education Faculty of Development and Society Sheffield Hallam University 945 Owen Building City Campus Howard Street S1 1WB c.angier at shu.ac.uk 0114 225 3691 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 M.F.Dabbs at shu.ac.uk Thu Jul 14 08:41:14 2011 From: M.F.Dabbs at shu.ac.uk (Dabbs, Mark F) Date: Thu, 14 Jul 2011 08:41:14 +0100 Subject: [Maths-Education] Re: Skew cone net Message-ID: Latest version of GeoGebra (v4 beta) may be needed... http://geogebra.googlecode.com/files/GeoGebra_Installer_3_9_280_0.exe Mark -------------- next part -------------- A non-text attachment was scrubbed... Name: Skew Cone Net.ggb Type: application/vnd.geogebra.file Size: 10567 bytes Desc: Skew Cone Net.ggb URL: