From zl221 at cam.ac.uk Mon Mar 12 17:36:15 2012 From: zl221 at cam.ac.uk (Zsolt Lavicza) Date: Mon, 12 Mar 2012 18:36:15 +0100 Subject: [Maths-Education] Conferences Organised by the International GeoGebra Institute: pre-ICME, Seoul and Warsaw Message-ID: <1BE38221-3CE0-48BA-A3FB-6C07D5917424@cam.ac.uk> Dear Colleagues, There will be a large number of GeoGebra conferences this year as well. I would like to draw your attention to two upcoming events organised by IGI. 1) We will organise a GeoGebra ICME Pre-conference in Seoul, Korea, just one day before ICME on Sunday, 8 July in the same building (COEX). It would be great if you could join us in Seoul, especially if you are planning to attend ICME. Further details of the conference can be found on this site: http://www.geogebra.org/en/wiki/index.php/GGB_Korea2012 If you plan to attend please register as early as possible, because we can accommodate maximum 100 people in the room. 2) The other IGI organised conference will be held in Warsaw, Poland on 21-23 September. This conference aims to be a platform to discuss issues for the GeoGebra community and software development as well as to share ideas: http://www.geogebra.org/en/wiki/index.php/GeoGebra_Conference_2012 There are a number of other GeoGebra conferences will be organised this year: http://www.geogebra.org/en/wiki/index.php/GeoGebra_Conferences_2012 http://www.geogebra.org/cms/events If you know other events please let us know and we will include them in our lists (events at geogebra.org). We look forward to meeting you at some of these or other events. Kind regards, Zsolt and the GeoGebra Team ps: if you have any questions with regard to GeoGebra Institutes please write a message to institutes at geogebra.org or support at geogebra.org http://www.geogebra.org/en/wiki/index.php/GeoGebra_Insitute_FAQ -------------------------------------------- Dr Zsolt Lavicza -------------------------------------------- University of Cambridge Faculty of Education, Queens' College -------------------------------------------- Phone (UK): +44 7962 488 222 (Hungary): +36 20 587 7847 -------------------------------------------- E-mail: zl221 at cam.ac.uk zsolt at geogebra.org -------------------------------------------- http://www.educ.cam.ac.uk/people/staff/lavicza/ CAS project website: http://people.pwf.cam.ac.uk/zl221/CAS.htm GeoGebra: http://geogebra.org http://www.facebook.com/geogebra IGI: http://geogebra.org/IGI CAME: http://www.lkl.ac.uk/research/came/ -------------------------------------------- From Peter.Gates at nottingham.ac.uk Thu Mar 15 21:31:28 2012 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 15 Mar 2012 21:31:28 +0000 Subject: [Maths-Education] BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Message-ID: This may be of interest to people...... If maths people are interested in attending or participating please contact Howard or myself. Peter Dr Peter Gates Centre for Research in Mathematics Education School of Education University of Nottingham From: Mark Donoghue [mailto:Mark.Donoghue at bera.ac.uk] Sent: 14 March 2012 17:15 Subject: BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Dear Colleagues, The BERA Social Justice, Mathematics Education and Language and Literacy SIGs are joint sponsoring a day conference entitled "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" on Tuesday 3rd July 2012 at Swansea Metropolitan University, Townhill Campus. This is the first call for paper contributions. To express interest in offering a paper please contact either Howard Tanner howard.tanner at smu.ac.uk (Mathematics SIG) or Ruth Boyask ruth.boyask at plymouth.ac.uk (Social Justice SIG). Contributions from early career researchers are especially welcome. SIG members will have priority. We are investigating possibilities for publishing presented papers. More information will follow - but for now, add the date to your diaries. All the best, Ruth Ruth Boyask, PhD Plymouth University School of Education Faculty of Health, Education and Society Nancy Astor Building Drake Circus PLYMOUTH PL4 8AA United Kingdom +44-1752-585368 Email: ruth.boyask at plymouth.ac.uk http://www.plymouth.ac.uk/staff/raboyask [cid:image001.jpg at 01CD0206.0025F7C0] -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4896 bytes Desc: image001.jpg URL: From Peter.Gates at nottingham.ac.uk Thu Mar 15 21:34:31 2012 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 15 Mar 2012 21:34:31 +0000 Subject: [Maths-Education] FW: BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Message-ID: This may be of interest to people...... If maths people are interested in attending or participating please contact Howard or myself. Peter Dr Peter Gates Centre for Research in Mathematics Education School of Education University of Nottingham From: Mark Donoghue [mailto:Mark.Donoghue at bera.ac.uk] Sent: 14 March 2012 17:15 Subject: BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Dear Colleagues, The BERA Social Justice, Mathematics Education and Language and Literacy SIGs are joint sponsoring a day conference entitled "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" on Tuesday 3rd July 2012 at Swansea Metropolitan University, Townhill Campus. This is the first call for paper contributions. To express interest in offering a paper please contact either Howard Tanner howard.tanner at smu.ac.uk (Mathematics SIG) or Ruth Boyask ruth.boyask at plymouth.ac.uk (Social Justice SIG). Contributions from early career researchers are especially welcome. SIG members will have priority. We are investigating possibilities for publishing presented papers. More information will follow - but for now, add the date to your diaries. All the best, Ruth Ruth Boyask, PhD Plymouth University School of Education Faculty of Health, Education and Society Nancy Astor Building Drake Circus PLYMOUTH PL4 8AA United Kingdom +44-1752-585368 Email: ruth.boyask at plymouth.ac.uk http://www.plymouth.ac.uk/staff/raboyask -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 1.jpg Type: image/jpeg Size: 5465 bytes Desc: Picture (Device Independent Bitmap) 1.jpg URL: From Peter.Gates at nottingham.ac.uk Fri Mar 16 09:59:22 2012 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Fri, 16 Mar 2012 09:59:22 +0000 Subject: [Maths-Education] Re: BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Message-ID: Apologies if you get this a few times - there's been a system glitch Dr Peter Gates Centre for Research in Mathematics Education School of Education University of Nottingham From: Mark Donoghue [mailto:Mark.Donoghue at bera.ac.uk] Sent: 14 March 2012 17:15 Subject: BERA Social Justice SIG: Call for papers "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" Dear Colleagues, The BERA Social Justice, Mathematics Education and Language and Literacy SIGs are joint sponsoring a day conference entitled "Developing quantitative and language based literacies: breaking the link between poverty and poor attainment" on Tuesday 3rd July 2012 at Swansea Metropolitan University, Townhill Campus. This is the first call for paper contributions. To express interest in offering a paper please contact either Howard Tanner howard.tanner at smu.ac.uk (Mathematics SIG) or Ruth Boyask ruth.boyask at plymouth.ac.uk (Social Justice SIG). Contributions from early career researchers are especially welcome. SIG members will have priority. We are investigating possibilities for publishing presented papers. More information will follow - but for now, add the date to your diaries. All the best, Ruth Ruth Boyask, PhD Plymouth University School of Education Faculty of Health, Education and Society Nancy Astor Building Drake Circus PLYMOUTH PL4 8AA United Kingdom +44-1752-585368 Email: ruth.boyask at plymouth.ac.uk http://www.plymouth.ac.uk/staff/raboyask From Peter.Gates at nottingham.ac.uk Sun Mar 18 07:59:06 2012 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Sun, 18 Mar 2012 07:59:06 +0000 Subject: [Maths-Education] Fwd: The Khan Academy References: Message-ID: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> An HTML attachment was scrubbed... URL: From debutler at argonet.co.uk Sun Mar 18 09:46:47 2012 From: debutler at argonet.co.uk (Douglas Butler) Date: Sun, 18 Mar 2012 09:46:47 -0000 Subject: [Maths-Education] Re: : The Khan Academy Message-ID: <001b01cd04ec$0b87bb10$22973130$@argonet.co.uk> Yes I have been aware of these for a while now. If you read his biography http://en.wikipedia.org/wiki/Salman_Khan_%28educator%29 he holds three degrees and chanced into making videos while tutoring a young relative. He has made over 3000 videos, and is now funded directly by the Gates Foundation. My worry is that he has never taught classroom mathematics, and it would be a minor miracle if one person could teach all this content effectively. So the quality is very variable and he has yet to embrace any of the advantages of using dynamic software. No doubt that will follow, but meanwhile, for example, his take on the Histogram is laughable: http://www.khanacademy.org/math/algebra/ck12-algebra-1/v/histograms Like so much on the web, this large and influential contribution needs to be taken with a pinch of salt. But who is there to say which videos are any good and which are rubbish? Douglas == from Douglas Butler < debutler at argonet.co.uk > == Director, iCT TRAINING CENTRE (OUNDLE) PO Box 46, Oundle, Peterborough PE8 4EJ, UK T: +44 (0)1832 273444 F: 273529 M: 07860 843462 Tw: douglasbutler1 YouTube channel tsm-resources Autograph: www.autograph-maths.com From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates Sent: 18 March 2012 07:59 To: Maths. Education Subject: [Maths-Education] Fwd: The Khan Academy Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. http://www.khanacademy.org Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? Peter Gates University of Nottingham From tr202 at cam.ac.uk Sun Mar 18 10:59:41 2012 From: tr202 at cam.ac.uk (Tim Rowland) Date: Sun, 18 Mar 2012 10:59:41 +0000 Subject: [Maths-Education] Re: : The Khan Academy In-Reply-To: <001b01cd04ec$0b87bb10$22973130$@argonet.co.uk> References: <001b01cd04ec$0b87bb10$22973130$@argonet.co.uk> Message-ID: --On 18 March 2012 09:46 +0000 Douglas Butler wrote: > and is now funded directly by the Gates Foundation How ironic is that, Peter ... Tim ______________________________ Tim Rowland Faculty of Education University of Cambridge From Hugh.Burkhardt at nottingham.ac.uk Sun Mar 18 12:19:57 2012 From: Hugh.Burkhardt at nottingham.ac.uk (Hugh Burkhardt) Date: Sun, 18 Mar 2012 12:19:57 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> Message-ID: <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> The general view in the US seems to be that the videos are examples of clear expository teaching - greatly needed in a country where that is rare. (Not a problem we have here, of course) Among the more preceptive it is recognised that, for many students, clear expository teaching (+ lots of practice, of course) does not deliver competence. Hugh > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. > > http://www.khanacademy.org > > Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? > > Peter Gates > University of Nottingham > > From dpearcy at stnicholas.com.br Sun Mar 18 12:35:33 2012 From: dpearcy at stnicholas.com.br (Daniel Pearcy) Date: Sun, 18 Mar 2012 12:35:33 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> Message-ID: Take a look at Dan Meyer's blog, he has a lot to say on the matter. http://blog.mrmeyer.com/ Dan Pearcy On 18 March 2012 07:59, Peter Gates wrote: > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" > a website which seems to have hundreds of maths instruction videos on > YouTube. > > http://www.khanacademy.org > > Its been suggested to me as "inspirational " but I've looked at some and > have been quite underwhelmed. Am I missing something here? > > Peter Gates > University of Nottingham > > > > 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 dylanwiliam at mac.com Sun Mar 18 13:01:31 2012 From: dylanwiliam at mac.com (Dylan Wiliam) Date: Sun, 18 Mar 2012 13:01:31 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> Message-ID: Of course the Khan Academy videos will never be as good as the best teaching, but I think the more important question is whether they can be used to improve mathematics teaching on average. I think the idea that students spend time at home (or at a homework club) viewing the presentation, and then spend time in class in discussion of what they learn would be a considerable improvement on much of what happens in mathematics classrooms. That said plausible ideas have turned out to be wrong, so what's really needed is an evaluation... Dylan On 18 Mar 2012, at 12:19, Hugh Burkhardt wrote: > The general view in the US seems to be that the videos are examples of clear expository teaching - greatly needed in a country where that is rare. (Not a problem we have here, of course) > > Among the more preceptive it is recognised that, for many students, clear expository teaching (+ lots of practice, of course) does not deliver competence. > > Hugh > >> Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. >> >> http://www.khanacademy.org >> >> Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? >> >> Peter Gates >> University of Nottingham >> >> > > 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 cbokhove at gmail.com Sun Mar 18 13:05:43 2012 From: cbokhove at gmail.com (Christian Bokhove) Date: Sun, 18 Mar 2012 14:05:43 +0100 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> Message-ID: Dear Peter (not sure if this is posted to everyone), Khan Academy (KA) is often associated with a "pedagogy" denoted as "Flipping the classroom", which denotes that instruction shifts towards "outside the classroom" through the use of videos, freeing up time for useful classroom discussions, making exercises ?n the classroom. Personally I don't see the novelty in that, as many (good) teachers already use many ways to motivate students. However, at least in de US people seem to take up the movies especially in a homeschooling setting, so perhaps this engagement could be seen as a positive thing. It also depends on the math ed culture in a country. The movies vary greatly in quality, both mathematically as esthetically. Khan himself has said that the "ugly" movies often were most succesful. Recently -also see documentary 60 minutes- there have been some indications that the movies aren't watched that well. To improve the content KA has joined up with people like Vi Hart (see http://vihart.com/blog/announcement-khan-academy/) whom we know of the great Pi & Shakespeare movie. As mentioned before, Bill Gates, has taken on Khan as his protege. providing him with ample funds. Because of this backing I think KA probably will have more of a chance to survive the hausse in digital mathematics tools. A second part of the academy is the exercise section. Good learning analytics, and a great visual map for presenting dependencies and progress in a curriculum. Still, this is the part I am underwhelmed with. A bit too "drill and practice" to my taste. Only answers. This interactive part should, imo., be improved much more. So, as with many things, a critical view is necessary, but not without acknowledging the positive things. Regards, Christian Bokhove St. Michael College 2012/3/18 Dylan Wiliam > Of course the Khan Academy videos will never be as good as the best > teaching, but I think the more important question is whether they can be > used to improve mathematics teaching on average. I think the idea that > students spend time at home (or at a homework club) viewing the > presentation, and then spend time in class in discussion of what they learn > would be a considerable improvement on much of what happens in mathematics > classrooms. That said plausible ideas have turned out to be wrong, so > what's really needed is an evaluation... > > Dylan > > > > On 18 Mar 2012, at 12:19, Hugh Burkhardt wrote: > > > The general view in the US seems to be that the videos are examples of > clear expository teaching - greatly needed in a country where that is rare. > (Not a problem we have here, of course) > > > > Among the more preceptive it is recognised that, for many students, > clear expository teaching (+ lots of practice, of course) does not deliver > competence. > > > > Hugh > > > >> Colleagues. I wonder if anyone has an informed view on "The Khan > Academy" a website which seems to have hundreds of maths instruction videos > on YouTube. > >> > >> http://www.khanacademy.org > >> > >> Its been suggested to me as "inspirational " but I've looked at some > and have been quite underwhelmed. Am I missing something here? > >> > >> Peter Gates > >> University of Nottingham > >> > >> > > > > 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 howard.tanner at smu.ac.uk Sun Mar 18 16:48:14 2012 From: howard.tanner at smu.ac.uk (Tanner, Howard) Date: Sun, 18 Mar 2012 16:48:14 +0000 Subject: [Maths-Education] Re: The Khan Academy In-Reply-To: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> References: , <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> Message-ID: Reading some of the blogs, it seems that some pupils are "inspired" to find other ways of learning the maths so that they can avoid watching the videos. This includes forming study groups to find ways to solve the exercise questions. This may be quite helpful and the issue becomes an ethical one. Is being forced to watch the videos a cruel and unusual punishment? Howard ________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates [Peter.Gates at nottingham.ac.uk] Sent: 18 March 2012 07:59 To: Maths. Education Subject: [Maths-Education] Fwd: The Khan Academy Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. http://www.khanacademy.org Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? Peter Gates University of Nottingham 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. ________________________________ Email disclaimer This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. Please contact the sender if you believe you have received this email in error. Ymwadiad e-bost Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. From dylanwiliam at mac.com Sun Mar 18 17:00:34 2012 From: dylanwiliam at mac.com (Dylan Wiliam) Date: Sun, 18 Mar 2012 17:00:34 +0000 Subject: [Maths-Education] Re: The Khan Academy In-Reply-To: References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> Message-ID: Not sure whether being forced to watch the videos constitutes cruel and unusual punishment, but many maths lessons I have observed would certainly have qualified... Dylan On 18 Mar 2012, at 16:48, Tanner, Howard wrote: > Reading some of the blogs, it seems that some pupils are "inspired" to find other ways of learning the maths so that they can avoid watching the videos. This includes forming study groups to find ways to solve the exercise questions. > > This may be quite helpful and the issue becomes an ethical one. > > Is being forced to watch the videos a cruel and unusual punishment? > > Howard > > > ________________________________ > From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates [Peter.Gates at nottingham.ac.uk] > Sent: 18 March 2012 07:59 > To: Maths. Education > Subject: [Maths-Education] Fwd: The Khan Academy > > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. > > http://www.khanacademy.org > > Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? > > Peter Gates > University of Nottingham > > > > > 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. > > ________________________________ > Email disclaimer > > This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. > > If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. > > Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. > > Please contact the sender if you believe you have received this email in error. > > > Ymwadiad e-bost > > Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. > > Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. > > Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. > > Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. From howard.tanner at smu.ac.uk Sun Mar 18 17:04:02 2012 From: howard.tanner at smu.ac.uk (Tanner, Howard) Date: Sun, 18 Mar 2012 17:04:02 +0000 Subject: [Maths-Education] Re: The Khan Academy In-Reply-To: References: , <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk>, Message-ID: Inspirational teachers can find ways of making effective use of even the most mundane of resources. Any evaluation would need to take account of the wide range of potential strategies and practices into which such resources could be incorporated. Howard ________________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Tanner, Howard Sent: 18 March 2012 16:48 To: Mathematics Education discussion forum Subject: [Maths-Education] Re: The Khan Academy Reading some of the blogs, it seems that some pupils are "inspired" to find other ways of learning the maths so that they can avoid watching the videos. This includes forming study groups to find ways to solve the exercise questions. This may be quite helpful and the issue becomes an ethical one. Is being forced to watch the videos a cruel and unusual punishment? Howard ________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates [Peter.Gates at nottingham.ac.uk] Sent: 18 March 2012 07:59 To: Maths. Education Subject: [Maths-Education] Fwd: The Khan Academy Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. http://www.khanacademy.org Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? Peter Gates University of Nottingham 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. ________________________________ Email disclaimer This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. Please contact the sender if you believe you have received this email in error. Ymwadiad e-bost Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. Email disclaimer This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. Please contact the sender if you believe you have received this email in error. Ymwadiad e-bost Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. From romlins at rc.unesp.br Sun Mar 18 22:36:24 2012 From: romlins at rc.unesp.br (romlins at rc.unesp.br) Date: Sun, 18 Mar 2012 19:36:24 -0300 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> Message-ID: <7f5afb73261826fe4b4257b68e4ef1a0.squirrel@ms.rc.unesp.br> This has been a current topic of conversation around here, too. For one thing, all the videos I watched are plain ugly, visually. Maybe it is simply a strategy meaning to get 'closer' to the public, rather than using more specialized computational tools. But I am sure he could at least increase the pen's definition... As to the presentation style, it seems the site is to be as a reference elctronic book; as long as no wrong statement is made, there is no major harm done. I believe we all sometimes look for short, direct explanations, say, of formulae or theorems. It would certainly be unwise, in my view, if some teacher decided to use the videos as the basis for his/her teaching. _However_, I regularly get requests from teachers for videos like those 'straight to the point'; it seems there is, here in Brazil, a group planning or already doing translations of Khan's videos, and another group producing their own material. But what is actually intriguing me is why Bill Gates gave Khan a million dollars. all the best Romulo > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" > a website which seems to have hundreds of maths instruction videos on > YouTube. > http://www.khanacademy.org > Its been suggested to me as "inspirational " but I've looked at some and > have been quite underwhelmed. Am I missing something here? > Peter Gates University of Nottingham From alexandre.borovik at gmail.com Mon Mar 19 07:09:26 2012 From: alexandre.borovik at gmail.com (Alexandre Borovik) Date: Mon, 19 Mar 2012 07:09:26 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <7f5afb73261826fe4b4257b68e4ef1a0.squirrel@ms.rc.unesp.br> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk> <7f5afb73261826fe4b4257b68e4ef1a0.squirrel@ms.rc.unesp.br> Message-ID: <4F66DBA6.3020609@gmail.com> Some time ago I posted a post in my blog "Mathematics under he Microscope", "An ?average word problem? in the Khan Academy": http://micromath.wordpress.com/2011/05/28/an-average-word-problem-from-the-khan-academy/ with analysis of randomly chosen problem from the Khan Academy website. It appears to be relevant for the current thread. With best wishes -- Alexandre -- Professor Alexandre Borovik * University of Manchester Web: http://www.maths.manchester.ac.uk/~avb/ Wordpress: http://micromath.wordpress.com/ Academia: http://manchester.academia.edu/AlexandreBorovik On 18/03/2012 22:36, romlins at rc.unesp.br wrote: > This has been a current topic of conversation around here, too. > > For one thing, all the videos I watched are plain ugly, visually. Maybe it > is simply a strategy meaning to get 'closer' to the public, rather than > using more specialized computational tools. But I am sure he could at > least increase the pen's definition... > > As to the presentation style, it seems the site is to be as a reference > elctronic book; as long as no wrong statement is made, there is no major > harm done. I believe we all sometimes look for short, direct explanations, > say, of formulae or theorems. > > It would certainly be unwise, in my view, if some teacher decided to use > the videos as the basis for his/her teaching. _However_, I regularly get > requests from teachers for videos like those 'straight to the point'; it > seems there is, here in Brazil, a group planning or already doing > translations of Khan's videos, and another group producing their own > material. > > But what is actually intriguing me is why Bill Gates gave Khan a million > dollars. > > all the best > Romulo > >> Colleagues. I wonder if anyone has an informed view on "The Khan Academy" >> a website which seems to have hundreds of maths instruction videos on >> YouTube. >> http://www.khanacademy.org >> Its been suggested to me as "inspirational " but I've looked at some and >> have been quite underwhelmed. Am I missing something here? >> Peter Gates University of Nottingham > > > > 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. -- Professor Alexandre Borovik * University of Manchester Web: http://www.maths.manchester.ac.uk/~avb/ Wordpress: http://micromath.wordpress.com/ Academia: http://manchester.academia.edu/AlexandreBorovik From j.r.nicholson at durham.ac.uk Mon Mar 19 13:32:11 2012 From: j.r.nicholson at durham.ac.uk (NICHOLSON J.) Date: Mon, 19 Mar 2012 13:32:11 -0000 Subject: [Maths-Education] Re: Khan Academy References: Message-ID: <0E207218A85DF5428291B9320FF795BB0222534D@DURMAIL3.mds.ad.dur.ac.uk> Peter, I was distinctly underwhelmed when I looked at some of the statistics ones a while back - I felt there was very little insight into what the motivation was for any of the techniques, and quite a long time was spent in doing trivial things e.g. ordering a list of times in order to draw a box and whisker plot took for ever, his description of what graphs could be used to represent the data was weak, and there was nothing about what the shape of the B&W plot told you - or why the restaurant owner might want to represent his data in such a graph (in that particular example). The same sort of criticisms, but more important and more severe would apply to videos on hypothesis testing - tells viewer what to do moderately well but little communication of key ideas of what the principles are. best wishes James ________________________________ From: maths-education-bounces at lists.nottingham.ac.uk on behalf of maths-education-request at lists.nottingham.ac.uk Sent: Mon 19/03/2012 12:00 To: maths-education at lists.nottingham.ac.uk Subject: Maths-Education Digest, Vol 88, Issue 6 Send Maths-Education mailing list submissions to maths-education at lists.nottingham.ac.uk To subscribe or unsubscribe via the World Wide Web, visit http://lists.nottingham.ac.uk/mailman/listinfo/maths-education or, via email, send a message with subject or body 'help' to maths-education-request at lists.nottingham.ac.uk You can reach the person managing the list at maths-education-owner at lists.nottingham.ac.uk When replying, please edit your Subject line so it is more specific than "Re: Contents of Maths-Education digest..." ************************************************* This is the regular digest of all messages sent out on the discussion list Maths-Education. ************************************************* Today's Topics: 1. Re: The Khan Academy (Tanner, Howard) 2. Re: Fwd: The Khan Academy (romlins at rc.unesp.br) 3. Re: Fwd: The Khan Academy (Alexandre Borovik) ---------------------------------------------------------------------- Message: 1 Date: Sun, 18 Mar 2012 17:04:02 +0000 From: "Tanner, Howard" To: Mathematics Education discussion forum Subject: [Maths-Education] Re: The Khan Academy Message-ID: Content-Type: text/plain; charset="iso-8859-1" Inspirational teachers can find ways of making effective use of even the most mundane of resources. Any evaluation would need to take account of the wide range of potential strategies and practices into which such resources could be incorporated. Howard ________________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Tanner, Howard Sent: 18 March 2012 16:48 To: Mathematics Education discussion forum Subject: [Maths-Education] Re: The Khan Academy Reading some of the blogs, it seems that some pupils are "inspired" to find other ways of learning the maths so that they can avoid watching the videos. This includes forming study groups to find ways to solve the exercise questions. This may be quite helpful and the issue becomes an ethical one. Is being forced to watch the videos a cruel and unusual punishment? Howard ________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates [Peter.Gates at nottingham.ac.uk] Sent: 18 March 2012 07:59 To: Maths. Education Subject: [Maths-Education] Fwd: The Khan Academy Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. http://www.khanacademy.org Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? Peter Gates University of Nottingham 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. ________________________________ Email disclaimer This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. Please contact the sender if you believe you have received this email in error. Ymwadiad e-bost Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. Email disclaimer This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. Any views or opinions expressed are solely those of the author and do not necessarily represent those of Swansea Metropolitan University. If you are not the intended recipient of this email, you must neither take any action based upon its contents, nor copy or show it to anyone. Whilst Swansea Metropolitan University has checked this email for viruses, it does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet Communications by any third party, or from the transmission of viruses. Please contact the sender if you believe you have received this email in error. Ymwadiad e-bost Mae'r e-bost hwn ac unrhyw atodiad iddo'n gyfrinachol ac fe'i bwriedir ar gyfer y sawl a enwir arno yn unig ac fe all gynnwys gwybodaeth freintiedig neu'n eithriedig rhag datgeliad o dan y cyfreithiau perthnasol. Eiddo'r awdur yw unrhyw farn neu safbwynt a fynegir ac nid ydynt o reidrwydd yn cynrychioli rhai Prifysgol Fetropolitan Abertawe. Os nad chi yw derbynnydd bwriedig yr e-bost hwn, ni ddylech weithredu'n seiliedig ar ei gynnwys, na'i gop?o na'i ddangos i unrhyw un. Er bod Prifysgol Fetropolitan Abertawe wedi gwirio'r e-bost hwn am firysau, nid yw'n derbyn cyfrifoldeb am unrhyw golled a allai godi o ganlyniad i fynediad anawdurdodedig i, neu ymyrraeth ag unrhyw Gyfathrebu dros y Rhyngrwyd gan unrhyw drydydd parti, neu o ganlyniad i drosglwyddiad firysau. Cysylltwch ?'r anfonwr os ydych chi'n credu eich bod wedi cael yr e-bost hwn trwy gamgymeriad. ------------------------------ Message: 2 Date: Sun, 18 Mar 2012 19:36:24 -0300 From: romlins at rc.unesp.br To: "Mathematics Education discussion forum" Subject: [Maths-Education] Re: Fwd: The Khan Academy Message-ID: <7f5afb73261826fe4b4257b68e4ef1a0.squirrel at ms.rc.unesp.br> Content-Type: text/plain;charset=iso-8859-1 This has been a current topic of conversation around here, too. For one thing, all the videos I watched are plain ugly, visually. Maybe it is simply a strategy meaning to get 'closer' to the public, rather than using more specialized computational tools. But I am sure he could at least increase the pen's definition... As to the presentation style, it seems the site is to be as a reference elctronic book; as long as no wrong statement is made, there is no major harm done. I believe we all sometimes look for short, direct explanations, say, of formulae or theorems. It would certainly be unwise, in my view, if some teacher decided to use the videos as the basis for his/her teaching. _However_, I regularly get requests from teachers for videos like those 'straight to the point'; it seems there is, here in Brazil, a group planning or already doing translations of Khan's videos, and another group producing their own material. But what is actually intriguing me is why Bill Gates gave Khan a million dollars. all the best Romulo > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" > a website which seems to have hundreds of maths instruction videos on > YouTube. > http://www.khanacademy.org > Its been suggested to me as "inspirational " but I've looked at some and > have been quite underwhelmed. Am I missing something here? > Peter Gates University of Nottingham ------------------------------ Message: 3 Date: Mon, 19 Mar 2012 07:09:26 +0000 From: Alexandre Borovik To: Mathematics Education discussion forum Subject: [Maths-Education] Re: Fwd: The Khan Academy Message-ID: <4F66DBA6.3020609 at gmail.com> Content-Type: text/plain; charset=windows-1252; format=flowed Some time ago I posted a post in my blog "Mathematics under he Microscope", "An ?average word problem? in the Khan Academy": http://micromath.wordpress.com/2011/05/28/an-average-word-problem-from-the-khan-academy/ with analysis of randomly chosen problem from the Khan Academy website. It appears to be relevant for the current thread. With best wishes -- Alexandre -- Professor Alexandre Borovik * University of Manchester Web: http://www.maths.manchester.ac.uk/~avb/ Wordpress: http://micromath.wordpress.com/ Academia: http://manchester.academia.edu/AlexandreBorovik On 18/03/2012 22:36, romlins at rc.unesp.br wrote: > This has been a current topic of conversation around here, too. > > For one thing, all the videos I watched are plain ugly, visually. Maybe it > is simply a strategy meaning to get 'closer' to the public, rather than > using more specialized computational tools. But I am sure he could at > least increase the pen's definition... > > As to the presentation style, it seems the site is to be as a reference > elctronic book; as long as no wrong statement is made, there is no major > harm done. I believe we all sometimes look for short, direct explanations, > say, of formulae or theorems. > > It would certainly be unwise, in my view, if some teacher decided to use > the videos as the basis for his/her teaching. _However_, I regularly get > requests from teachers for videos like those 'straight to the point'; it > seems there is, here in Brazil, a group planning or already doing > translations of Khan's videos, and another group producing their own > material. > > But what is actually intriguing me is why Bill Gates gave Khan a million > dollars. > > all the best > Romulo > >> Colleagues. I wonder if anyone has an informed view on "The Khan Academy" >> a website which seems to have hundreds of maths instruction videos on >> YouTube. >> http://www.khanacademy.org >> Its been suggested to me as "inspirational " but I've looked at some and >> have been quite underwhelmed. Am I missing something here? >> Peter Gates University of Nottingham > > > > 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. -- Professor Alexandre Borovik * University of Manchester Web: http://www.maths.manchester.ac.uk/~avb/ Wordpress: http://micromath.wordpress.com/ Academia: http://manchester.academia.edu/AlexandreBorovik ------------------------------ _______________________________________________ Maths-Education mailing list Maths-Education at lists.nottingham.ac.uk http://lists.nottingham.ac.uk/mailman/listinfo/maths-education End of Maths-Education Digest, Vol 88, Issue 6 ********************************************** From S.Trenholm at lboro.ac.uk Mon Mar 19 17:09:54 2012 From: S.Trenholm at lboro.ac.uk (Sven Trenholm) Date: Mon, 19 Mar 2012 17:09:54 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy In-Reply-To: <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> References: <4C4CB61E-EA43-417B-B625-57966D0E98C1@nottingham.ac.uk>, <247D807F-235D-4A50-A97F-0EBF43CCE529@nottingham.ac.uk> Message-ID: <08F47B9518FE3B44840A1D88402C56D216917BE9C1@STAFFMBX-1.lunet.lboro.ac.uk> If it is of any interest... we recently conducted a comprehensive review of research articles on mathematics lecturing. Our focus was on e-lecturing at the tertiary level but I think the findings are also relevant to this discussion. Sven Mathematics Lecturing in the Digital Age http://www.tandfonline.com/doi/abs/10.1080/0020739X.2011.646325 Abstract: In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed. Sven Trenholm Mathematics Education Centre Loughborough University Loughborough, Leicestershire LE11 3TU, UK S.Trenholm at lboro.ac.uk mathelearning at gmail.com +44 (0) 1509 22 8212 The Mathematics Education Centre is a recognized UK centre for research into Mathematics Education in the Higher Education sector. ________________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Hugh Burkhardt [Hugh.Burkhardt at nottingham.ac.uk] Sent: 18 March 2012 12:19 To: Mathematics Education discussion forum Subject: [Maths-Education] Re: Fwd: The Khan Academy The general view in the US seems to be that the videos are examples of clear expository teaching - greatly needed in a country where that is rare. (Not a problem we have here, of course) Among the more preceptive it is recognised that, for many students, clear expository teaching (+ lots of practice, of course) does not deliver competence. Hugh > Colleagues. I wonder if anyone has an informed view on "The Khan Academy" a website which seems to have hundreds of maths instruction videos on YouTube. > > http://www.khanacademy.org > > Its been suggested to me as "inspirational " but I've looked at some and have been quite underwhelmed. Am I missing something here? > > Peter Gates > University of Nottingham > > 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.Bokhove at uu.nl Tue Mar 20 09:55:27 2012 From: C.Bokhove at uu.nl (Bokhove, C.) Date: Tue, 20 Mar 2012 09:55:27 +0000 Subject: [Maths-Education] Re: Fwd: The Khan Academy Message-ID: Dear all, Khan Academy (KA) is often associated with a "pedagogy" denoted as "Flipping the classroom", which denotes that instruction shifts towards "outside the classroom" through the use of videos, freeing up time for useful classroom discussions, making exercises ?n the classroom. Personally I don't see the novelty in that, as many (good) teachers already use many ways to motivate students. However, at least in de US people seem to take up the movies especially in a homeschooling setting, so perhaps this engagement could be seen as a positive thing. It also depends on the math ed culture in a country. The movies vary greatly in quality, both mathematically as esthetically. Khan himself has said that the "ugly" movies often were most succesful. Recently -also see documentary 60 minutes- there have been some indications that the movies aren't watched that well. To improve the content KA has joined up with people like Vi Hart (see http://vihart.com/blog/announcement-khan-academy/) whom we know of the great Pi & Shakespeare movie. As mentioned before, Bill Gates, has taken on Khan as his protege. providing him with ample funds. Because of this backing I think KA probably will have more of a chance to survive the hausse in digital mathematics tools. A second part of the academy is the exercise section. Good learning analytics, and a great visual map for presenting dependencies and progress in a curriculum. Still, this is the part I am underwhelmed with. A bit too "drill and practice" to my taste. Only answers. This interactive part should, imo., be improved much more. So, as with many things, a critical view is necessary, but not without acknowledging the positive things. Regards, Christian Bokhove From Peter.Gates at nottingham.ac.uk Thu Mar 22 14:49:02 2012 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 22 Mar 2012 14:49:02 +0000 Subject: [Maths-Education] 9 Positions in Mathematics/Science Education at King's Message-ID: A significant investment in mathematics and science education has been made at King's College London, with 9 posts on offer. King's is in the top 30 universities in the world rankings, and has a strong history of leading research and practice in mathematics and science education. Details are in the attached leaflet. There will be some flexibilty in the timescales. Many thanks Margaret Margaret Brown Emeritus Professor of Mathematics Education King's College London -------------- next part -------------- A non-text attachment was scrubbed... Name: CRESTEM A5 Leaflet_For online use only-1.pdf Type: application/pdf Size: 313957 bytes Desc: CRESTEM A5 Leaflet_For online use only-1.pdf URL: From k.e.wilson at bham.ac.uk Thu Mar 22 19:16:47 2012 From: k.e.wilson at bham.ac.uk (Kirsty Wilson) Date: Thu, 22 Mar 2012 19:16:47 -0000 Subject: [Maths-Education] Primary/Early Years vacancies at University of Birmingham Message-ID: <006a01cd0860$542c89a0$fc859ce0$@bham.ac.uk> We have two vacancies in Primary/Early Years at the University of Birmingham, and would welcome a mathematics specialism (see the link below and the 'Advert' at the bottom of the page). http://bit.ly/xIdbsK Many thanks, Kirsty _________________________ Dr Kirsty Wilson School of Education University of Birmingham Email: k.e.wilson at bham.ac.uk From anne.b.fuglestad at uia.no Fri Mar 23 15:50:09 2012 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Fri, 23 Mar 2012 15:50:09 +0000 Subject: [Maths-Education] Thinking of a PhD degree ? Message-ID: Two positions as research fellows aiming for PhD degree in mathematics education within three years are just announced, with deadline 23 April. See http://www.uia.no/no/content/view/full/23452 The announcement presents the requirements and possible areas for research. It is important to present a preliminary project description and information about your interests. http://www.uia.no/en/portals/about_the_university/engineering_and_science/phd/phd Or perhaps it is good to start with a course that can later be part of a degree to find out if you like this work? The PhD education in mathematics education at the University of Agder will run two courses in the autumn 2012: http://www.uia.no/en/portals/about_the_university/engineering_and_science/phd/phd/doctoral_courses_in_mathematics_education Autumn 2012: MA-601 og MA-602. Course weeks are weeks 37, 42 and 47 (Monday to Friday). The teaching is concentrated these weeks and work on literature and writing of essays in between. So it is possible to work at home most of the time. The teaching and literature is in English. More about the coursses can be found in the Study handbook for UiA Please contact us if you are interested. Administrativ consultant Victoria Belous, professor Simon Goodchild or Anne Berit Fuglestad. Best wishes Anne Berit Fuglestad leader of the PhD programme ------------------------------------------------------------------------ Anne Berit Fuglestad, Universitetet i Agder, Postboks 422, 4604 Kristiansand, Norway e-mail: anne.b.fuglestad at uia.no Tel +47 38141538 From kr18 at cam.ac.uk Thu Mar 29 10:01:09 2012 From: kr18 at cam.ac.uk (Kenneth Ruthven) Date: Thu, 29 Mar 2012 10:01:09 +0100 Subject: [Maths-Education] University of Cambridge: Lectureships in Mathematics Education Message-ID: <97B05E70-7C63-4C6C-B20D-8D7337CC30DE@cam.ac.uk> University of Cambridge: Lectureships in Mathematics Education The University of Cambridge is currently advertising two University Lectureships in Mathematics Education to play lead roles in mathematics provision on our primary and secondary PGCE courses, and to contribute to other areas of Faculty activity. Fuller information about the positions is available in the Further Particulars downloadable from . Successful candidates will have relevant school experience in the teaching of mathematics, have good knowledge of the context of schooling in England, be research active in mathematics education, and be willing to develop their research profile in subject pedagogy and teacher education. Further information about the Science, Technology and Mathematics Education group at Cambridge can be found at . Kenneth Ruthven From d.g.wright at newcastle.ac.uk Thu Mar 29 16:16:48 2012 From: d.g.wright at newcastle.ac.uk (D G Wright) Date: Thu, 29 Mar 2012 16:16:48 +0100 Subject: [Maths-Education] Part-time (0.6 FTE) Secondary Mathematics Teaching Fellow Message-ID: Part-time (0.6 FTE) Secondary PGCE Mathematics Teaching Fellow Ref B491A (ECLS) Faculty/Services Humanities, Arts & Social Sciences Department School of Education, Communication & Language Science Job Type Academic (non-clinical) Hours of Work Part time Salary: ?27,578 - ?35,938 (pro rata) per annum Closing Date: 18 April 2012 Newcastle University is seeking to appoint a Secondary PGCE Mathematics Teaching Fellow, based in the Education Section of the School of Education, Communication & Language Sciences. An opportunity to be part of a successful provider of initial and continuing teacher education and development. You will shape the Secondary Mathematics subject provision and work individually with student teachers on their journey to Qualified Teacher Status. We are seeking to appoint someone with recent successful experience of the teaching of Mathematics in the secondary school context as well as involvement in the mentoring of student or beginning teachers. An interest in or evidence of writing for an academic or professional audience would also be integral to this position. Informal enquiries may be made to Sue Robson, Head of School (tel: 0191 222 6553) sue.robson at ncl.ac.uk), or to Karl Cain, Head of the Education Section (tel:0191 2226398) karl.cain at ncl.ac.uk This post is part-time (0.6 FTE) Additional Website Links http://www.ncl.ac.uk/ecls/ David Wright Programme leader, Secondary Mathematics Education School of Education, Communication and Language Sciences Newcastle University NE1 7RU Tel 0191 222 3431