[Maths-Education] sorry for messages to all...

[Peter Gates]

I've changed the list settings now so replies only go to the sender.

REPLY goes to the sender only
REPLY ALL goes to al list members.



Dr Peter Gates
Centre for Research in Mathematics Education
School of Education
University of Nottingham


-----Original Message-----
From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Tomalin, Jo
Sent: 16 November 2012 09:54
To: 'Mathematics Education discussion forum'
Subject: [Maths-Education] Re: mathematics education seminar at Sheffield Hallam University

I'm hoping to come, but will need to leave by 5.30.

Jo

-----Original Message-----
From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Jackson, Colin
Sent: 15 November 2012 20:02
To: 'Mathematics Education discussion forum'
Subject: [Maths-Education] Re: mathematics education seminar at Sheffield Hallam University

I will be there

colin

-----Original Message-----
From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Povey, Hilary
Sent: 14 November 2012 17:34
To: 'Mathematics Education discussion forum'
Subject: [Maths-Education] mathematics education seminar at Sheffield Hallam University

Wednesday 12th December, 2012 from 4.30-6.00pm Sheffield Hallam University, City Campus, Owen Building 944

Defining ourselves as mathematics learners: gender, identity and school trajectories

Yvette Solomon, Professor of Education at Manchester Metropolitan University, will be leading the seminar.

Abstract
As learners we develop complex relationships with school subjects which build on experiences both inside and outside the classroom. Beginning with a focus on the primary school years, and then moving on to secondary school and undergraduate learners, this paper will examine the role of classroom interaction patterns, gender and family discourses in the development of learner identities. In the case of mathematics, learner identities play a central role not just in terms of whether individuals see themselves as good or bad at mathematics, but also in terms of whether they feel that they "fit" into the world of the mathematics classroom, and what kinds of contributions they can make to it. Using a variety of data, the paper discusses how we can understand the role of the multiple voices that we use to define ourselves and perhaps influence practice in ways which interrupt the development of negative dispositions towards mathematics.

Refreshments available from 4pm.  Please let me know if you are coming so that I can organise refreshments.

Professor Hilary Povey
Mathematics Education Centre, Sheffield Hallam University City Campus, Sheffield S1 1WB tel +44 114 225 6017 h.povey at shu.ac.uk
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