From Peter.Gates at nottingham.ac.uk Tue Jan 7 15:59:00 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 7 Jan 2014 15:59:00 +0000 Subject: [Maths-Education] Mathematics Education Day Event at ESRI, MMU, Didsbury February 19th 2014 Message-ID: Sent on behalf of Tony Brown. Mathematics Education Day Event at ESRI, MMU, Didsbury Behrens 0.3. February 19th 2014 Research into maths teaching won't go, so what's the remainder? We are holding a discussion-based day event for researchers into mathematics education and mathematics teacher education who are interested in discussing the ways in which research connects with practice. We will approach this issue from two directions: first, in terms of some specific examples of practice which are being researched here at MMU, and second in terms of the sorts of assumptions that published research makes about mathematics teaching. At the end of the day Anna Llewelyn of Durham University will be speaking at the ESRI seminar series about the production of 'truths' of the mathematics classroom and the mathematical child within student teachers' talk. PLAN FOR THE DAY: >From 10.30: Coffee and arrival (we are flexible about when you arrive - or leave - during the day) Session 1: 11.15am-1pm New models of school-based teacher education are focusing attention on how universities redefine their role. A team of MMU teacher educators have been involved in exploring how research can be built into their practice with trainees in school contexts. They will present their reflections on how classroom mathematics is variously generated in this work. Yvonne Barnes will discuss her work with a School Direct PCGE trainee who is using video materials as a resource to research his own practice in the teaching of early mathematics. Fiona Cockerham has piloted a research based collaborative approach to teacher training involving "University schools", towards bridging the gap between theory and application to the classroom. Meanwhile Sue Hough will discuss some of the issues associated with preparing trainee teachers to develop an approach to teaching based on Realistic Mathematics Education. This work will be discussed in relation to wider issues concerning teacher educators' and trainees' understandings of research, and the appropriation of these ideas in government rhetoric and policy ambitions. 1pm - 2pm: Lunch Session 2: 2pm- 3.45pm Alexandre Pais and Tony Brown are currently exploring how articles in Educational Studies in Mathematics highlight different aspects of mathematics education. They have a particular interest in considering how research sees itself 'making things better'. They have been asking questions about the sorts of change that the various articles set out to promote, and the assumptions that are made about the people involved in such changes. Do the articles assume that teachers/teacher educators will change their practice, or governments will change practice through the regulative apparatus and tell teachers what to do? How do the articles deal with these issues across different countries, social class, curriculums, teacher education models and so on? What does mathematics education research hope to achieve? 3.45pm - 4pm: Tea Session 3: 4pm - 5.30 Anna Llewellyn of Durham University will be leading a session for MMU's Educational and Social Research Institute's seminar series - title and abstract below Anna Llewellyn, Durham University >From functional automata to romantic inquisitor: an exploration of the production of the mathematical classroom and the mathematical child within the becoming of primary school student-teachers in England It is a truth universally acknowledged that a child in possession of education must be in want of a 'good' mathematics grade. However whilst this, or any, universal 'truth' appears to be real it is instead, a constitution of a particular time and context in society. In this presentation I use a Foucauldian discourse analysis to explore 'truths' of the mathematics classroom and the mathematical child. To do this I use a longitudinal case study of primary school student-teachers' talk, in relation to two authoritative sites of analysis: mathematics education research and New Labour neoliberal educational policy documents. >From this I argue that there are certain versions of the mathematical classroom and the mathematical child that are acceptable and others that are not. Moreover, I argue that the mathematics child is absent yet present; they are rarely spoken about, and are instead produced through discourses as a normalised cognitive performance of the mathematics classroom. In neoliberal policy the child is produced as a functional automaton, whilst much of mathematics education research is concerned with the naturally curious child. The student-teachers take on these discourses to varying degrees. Mostly they collide creating disorderly discourses of confusion and inequity. >From 5.30 onwards: Pub and food It would be helpful for catering and for any further advice if you could kindly let us know if you plan to attend (a.m.brown at mmu.ac.uk). 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 [cid:image002.png at 01CF0BC1.611EDD00] [cid:image003.png at 01CF0BC1.611EDD00] [cid:image004.png at 01CF0BC1.611EDD00] [cid:image005.png at 01CF0BC1.611EDD00] [cid:image006.png at 01CF0BC1.611EDD00] [cid:image007.png at 01CF0BC1.611EDD00] w: Impact: The Nottingham Campaign -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image007.png Type: image/png Size: 5301 bytes Desc: image007.png URL: From Bob.Ansell at northampton.ac.uk Thu Jan 9 08:49:19 2014 From: Bob.Ansell at northampton.ac.uk (Ansell Bob) Date: Thu, 9 Jan 2014 08:49:19 +0000 Subject: [Maths-Education] Mathematics Education Post at the University of Northampton Message-ID: <682A1BCDD522DF449DB305F3EC60964DB5F873A1@BEARCAT.nene.ac.uk> We have a vacancy for a senior lecturer in mathematics education at the University of Northampton. The vast majority of our work is in primary mathematics. Follow the link below for more details or contact me for a chat. Best wishes Bob https://jobs.northampton.ac.uk/vacancy/senior-lecturer-in-education-mathematics-175826.html Bob Ansell Mathematics Curriculum Leader - School Of Education University of Northampton, Park Campus, Boughton Green Road, Northampton, NN2 7AL * 01604 893453 Bob.ansell at northampton.ac.uk www.northampton.ac.uk Link to ITT School Partnership Site http://bit.ly/ITTschoolpartners The University of Northampton joins the global Social Enterprise elite and is the first Ashoka U 'Changemaker Campus' in the UK; recognised for the excellence of our extensive social enterprise, innovation and entrepreneurship provision. See more about this on our website http://changemakercampus.org.uk 96% of our graduates are in employment or further study six months after completing their courses. See more about this on our website http://www.northampton.ac.uk/about-us This e-mail is private and may be confidential and is for the intended recipient only. If you are not the intended recipient you are strictly prohibited from using, printing, copying, distributing or disseminating this e-mail or any information contained in it. We virus scan all E-mails leaving The University of Northampton but no warranty is given that this E-mail and any attachments are virus free. You should undertake your own virus checking. The right to monitor E-mail communications through our networks is reserved by us. From D.K.Jones at soton.ac.uk Fri Jan 10 15:37:33 2014 From: D.K.Jones at soton.ac.uk (Jones D.K.) Date: Fri, 10 Jan 2014 15:37:33 +0000 Subject: [Maths-Education] International Conference on Mathematics Textbook Research and Development (ICMT 2014), University of Southampton, 29-31 July 2014 Message-ID: <5A5A76258A69AF499C3C136F4CF8945A544E3B15@SRV00049.soton.ac.uk> Call for Contributions for the International Conference on Mathematics Textbook Research and Development 2014 (ICMT 2014) http://icmt2014.soton.ac.uk/ 29-31 July 2014 University of Southampton, UK Dear colleague We are pleased to announce that the International Conference on Mathematics Textbook Research and Development (ICMT 2014) is being held at the University of Southampton, UK, from 29-31 July 2014. ICMT 2014 is an international conference that aims to bring together mathematics educators, textbook researchers and developers, and policy makers from different parts of the world, as well as anyone who is interested to know more about the latest advances in mathematics curricula and textbooks at all levels of education, to share their research results, development experiences and reform ideas, and discuss issues and directions concerning mathematics textbook research and development. English is the official language of the conference. Please mark your calendar to prepare your abstract and full paper early for ICMT 2014. Deadline for Abstract submission is 31 March 2014. Deadline for Full Paper submission is 15 June 2014. Conference papers to be published in electronic proceedings. There may be the opportunity to be considered for an edited book under negotiation with a major publisher. Plenary speakers Prof. Jeremy Kilpatrick (USA) Prof. Frederick Leung (Hong Kong) Prof. Michal Yerushalmy (Israel) Plenary panel Prof. Ken Ruthven (Panel chair, UK) Prof. Jere Confrey (USA) Mr. John Ling (UK) Prof. Binyan Xu (China) For full details, including instructions on submission, and online registration, see: http://icmt2014.soton.ac.uk/ We very much look forward to seeing you at ICMT 2014. International Program Committee: Geoffrey Howson (Hon Chair, UK) Lianghuo Fan (IPC Chair, UK) Marcelo C. Borba (Brazil) Barbro Grevholm (Norway) Keith Jones (LOC Chair, UK) Gabriele Kaiser (Germany) Anthony Kelly (UK) Jeremy Kilpatrick (USA) Frederick Leung (Hong Kong) Eizo Nagasaki (Japan) Graham Niblo (UK) Birgit Pepin (Norway) Kenneth Ruthven (UK) Zalman Usiskin (USA) Jianpan Wang (China) From M.Mavrotheris at euc.ac.cy Mon Jan 20 12:58:34 2014 From: M.Mavrotheris at euc.ac.cy (Maria Meletiou-Mavrotheris) Date: Mon, 20 Jan 2014 12:58:34 +0000 Subject: [Maths-Education] Call for Chapters: Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education Message-ID: <8a46f8ae84ed4819931cc438a50ac00f@DBXPR03MB509.eurprd03.prod.outlook.com> Call for Chapters: Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education Book Editors Maria Meletiou-Mavrotheris (European University Cyprus); Katerina Mavrou (European University Cyprus); Efi Paparistodemou (Pedagogical Institute of Cyprus, Cyprus) Editorial Advisory Board * Professor Constantinos Christou, University of Cyprus * Professor Celia Hoyles, Institute of Education, University of London, UK * Professor Chronis Kynigos, National Kapodistrian University of Athens, Greece * Professor Richard Noss, Institute of Education, University of London, UK * Dr. Dor Abrahamson, University of California at Berkeley, USA * Dr. Aisling Leavy, Mary Immaculate College, University of Limerick, Ireland * Dr. Chrystalla Papademetri-Kachrimani, European University Cyprus * Dr. Demetra Pitta-Pantazi, University of Cyprus * Dr. Despina Potari, National Kapodistrian University of Athens, Greece * Dr. Giorgos Psycharis, National Kapodistrian University of Athens, Greece * Dr. Georgios Stylianou, European University Cyprus * Dr. Charalambos Vrasidas, University of Nicosia, Cyprus Call for Chapters Proposals Submission Deadline: January 30, 2014 Full Chapters Due: May 30, 2014 Submission Date: October 15, 2014 Introduction For release in the Advances in Mobile and Distance Learning (AMDL) Book Series. The Advances in Mobile and Distance Learning (AMDL) Book Series publishes research encompassing a variety of topics related to all facets of mobile and distance learning. This series aims to be an essential resource for the timeliest research to help advance the development of new educational technologies and pedagogy for use in online classrooms. Recent technological advances have provided the opportunity to create entirely new learning environments in mathematics. One promising approach lately explored is the potential of hand-held tablet PCs and other handheld devices (e.g. smartphones, game consoles, etc.) that have become an integral part of modern society and are routinely used in daily life, as tools for enhancing mathematics teaching learning. Lately, there has been a rapid adoption of mobile devices in educational institutions worldwide (e.g. NMC, 2012; Burden et al., 2012; Quillan, 2011; Henderson & Yeow, 2012; BESA, 2012). The New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) NMC Horizon Report: 2012 K-12 Edition (Johnson, Adams, & Cummins, 2012) identified tablets, alongside other mobile devices and apps, as the emerging technologies expected to enter mainstream adoption by schools within 2013. Given the increasingly important role of mobile devices as ubiquitous learning tools in both formal and informal educational settings, mobile mathematics learning - which studies the ways in which the mobility of learners, augmented by suitable handheld devices, can contribute to the process of gaining new mathematical knowledge, skills, and experiences - is a subarea of the growing field of mobile learning research that has lately attracted mathematics educators' attention. In order to help researchers and practitioners to effectively utilize the vast capabilities of mobile technologies, there is urgent need for scholarly publications investigating their infiltration into mathematics teaching and learning practices and experiences. This edited volume will fill an important gap in the research literature by providing a thorough survey of the state-of-knowledge in all aspects of mobile mathematics learning. The book will compile a collection of knowledge on the latest developments and approaches to mobile mathematics learning. Objective This book will aim to inform best practices in mathematics education research and teaching practice by providing a detailed account of current and future trends and issues in mobile mathematics learning, and associated technologies and educational methodologies. Specifically, the book has the following objectives: * Provide a comprehensive overview of up-to-date international research work on the adoption of mobile technologies in formal, informal, and non-formal mathematics education contexts; * Identify and publish worldwide best practices in the design, development, and educational use of mobile technologies in support of students' mathematics learning processes and outcomes; * Provide educators with a wealth of illustrative examples, helpful suggestions, and practical strategies on how to address the challenges arising from the adoption of mobile learning devices and promote effective mathematics learning; * Contribute to future research and theory-building by addressing theoretical, epistemological, and methodological considerations regarding the design of mobile-assisted mathematics learning environments; * Account for issues of equity and diversity in mobile mathematics pedagogy, in order to increase participation of groups of learners at special risk of exclusion from mobile mathematics learning. Target Audience This timely publication approaches an audience that is broad enough to include all researchers and practitioners interested in the exploitation of mobile technologies in mathematics teaching and learning. Mathematics teachers at all levels of schooling, and in adult education, will get a compilation of best practices and recommended processes for optimizing the use of mobile learning technologies in the mathematics classroom. Researchers interested in exploring and advancing the field of mobile-assisted mathematics learning will be informed about the latest developments in the field, and about relevant research projects currently being implemented in various formal and informal educational settings worldwide. Educational leaders (e.g. school district administrators, technology coordinators, etc.) will get practical advice on how to cope with the administrative and organizational issues surrounding the integration of mobile devices in mathematics teaching and learning. Academic experts, learning technologists, and educational software developers, will get more sensitized to the needs of mathematics learners and their teachers, supporting the development of new methodologies and technological tools, which make constructive use of mobile devices. National and transnational education authorities responsible for setting mathematics curricula and educational policies will get useful information regarding current developments and future trends in mathematics education. Finally, teacher training institutions will be able to utilize the book for further improvement of their teacher preparation programs. Recommended Topics The edited volume will cover a broad range of topics on the design and application of mobile technologies in a variety of both formal and informal mathematics learning contexts, ranging from schools to the workplace. It is envisioned that the chapters included in the book will be organized in sections covering the following themes: (a) theory and pedagogy of mobile mathematics learning; (b) learning and learner support in practice; (c) mobile mathematics learning contexts and domains; (d) evaluation and assessment of mobile mathematics learning; (e) policy and administration issues regarding mobile mathematics learning; and (f) issues of equality and accessibility. The sections will include chapters that discuss the above from both research and innovative practice perspectives. Each chapter will include extensive bibliographic references for further reading. Recommended topics include, but are not limited to, the following: Pedagogical and Instructional Design Considerations * Mobile learning as a catalyst for transforming mathematics teaching and learning * Socio-cultural context and implications of mobile mathematics learning * Pedagogical models, learning theories, and educational methodologies for mobile technologies' integration in informal and formal mathematics education settings * Practical strategies for identifying, selecting, and implementing use of emerging mobile technologies and applications in mathematics teaching and learning * Theoretical, epistemological, and methodological considerations regarding the design of mathematical learning activities with mobile technologies. * Professional development programs for teaching with mobile devices Learning and Learners Support: Individual, Collaborative, and Situated Mobile-Assisted Mathematics Learning * Enhanced individual learning experiences with personalized mobile environments * Self-regulated, self-directed, and reflective learning using mobile devices * Problem- and project-based mathematics learning * Inquiry-based mathematics learning * Collaborative knowledge building * Game-based mathematics learning * Virtual Worlds and Simulations for mathematical education * Mathematical Learning with augmented reality mobile learning environment * Dynamic mathematics education software applications on mobile devices * Seamless Educational Spaces and Authentic Learning Scenarios * Communities of mathematics learners and communities of practice * Psycho-pedagogic support for mobile users * Adaptive learning strategies (adapted learning flow, adapted content, adapted monitoring process) * Interdisciplinary Learning- using mobile technologies to build links between mathematics and other subjects * Situated learning experiences Mobile mathematics learning contexts and domains * Informal and Formal Mobile Mathematics Learning/Learner Support * Location-based and Context- Aware Environments for Formal and Informal Learning Integration * Learner mobility and transitions across formal and informal learning contexts afforded by Mobile Technologies. * Mobile Fieldwork and other outdoor activities for the learning of mathematics * Mobile learning in formal mathematics education contexts: initial (K-12, higher education), post-initial (continuing education) * Mobile learning in informal and non-formal mathematics education contexts: vocational education and training, work-based learning * Applications of mobile technology in open and distance mathematics education * Learner mobility and transitions across formal and informal learning contexts afforded by mobile technologies * Schools and universities of the future Assessment of mobile Mathematics Learning * Measuring what matters in the mobile age * Testing, assessment and quality issues of mobile mathematics learning * Evaluation and assessment of mobile mathematics learning happening on the move * Alternative evaluation strategies offered by cloud computing and learning analytics * Real-time student monitoring and assessment Policies, Administration, and Management Issues * Infrastructure, administrative and organizational issues of mobile mathematics teaching and learning * Practical strategies and suggestions for management of disruptive mobile technologies in the mathematics classroom * Privacy and security issues in mobile learning * Copyright and Fair Use in mobile learning Mobile Mathematics Learning for All Issues of Equity and diversity * Use of mobile technologies for increasing adult and youth mathematical literacy and employability of at-risk social groups * Role of gender in mobile game-based mathematics learning * Generation divide and mobile learning * Mobile Learning across developing and developed countries - Tackling digital divides * Accessibility considerations for mobile pedagogy * Assistive technologies in mobile mathematics learning * Mobile applications for differentiated instruction Submission Procedure Researchers and practitioners are invited to submit on or before January 30, 2014 a 2-3 page chapter proposal clearly explaining the mission and concerns of their proposed chapter. Authors of accepted proposals will be notified by February 15, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by May 30, 2014. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Publisher This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in the Advances in Mobile and Distance Learning (AMDL) book series in 2015. Important Dates January 30, 2014: Proposal Submission Deadline February 15, 2014: Proposal Acceptance Notification May 30, 2014: Full Chapter Submission July 30, 2014: Review Results Returned August 30, 2014: Revised Chapter Submission September 30, 2014: Final Chapter Acceptance Notification October 15, 2014: Final Chapter Submission November 30, 2014: Final Deadline Inquiries Maria Meletiou-Mavrotheris (European University, Cyprus) m.mavrotheris at euc.ac.cy Katerina Mavrou (European University, Cyprus) k.mavrou at euc.ac.cy Efi Paparistodemou (Pedagogical Institute of Cyprus, Cyprus) e.paparistodemou at cytanet.com.cy From anne.b.fuglestad at uia.no Mon Jan 27 14:22:35 2014 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Mon, 27 Jan 2014 14:22:35 +0000 Subject: [Maths-Education] Annonuncement of two professor positions in mathematics education Message-ID: The University of Agder has recently announced two professor positions in mathematics education. The announcement is available http://www.uia.no/content/view/full/23452 Further information about the PhD programme and various activities at the institute are given on http://www.uia.no/en/portals/about_the_university/engineering_and_science/-_mathematical_sciences and PhD programme http://www.uia.no/en/portals/about_the_university/engineering_and_science/phd/phd At the University of Agder there is a large international research group with a PhD specialization in mathematics education, in addition to a master's degree in mathematics education and mathematics teaching in various contexts. The University has recently been awarded the status of center for excellence in education: Centre for Research Innovation and Coordination of Mathematics Teaching (MatRIC), see http://www.uia.no/no/div/sentre/senter_for_fremragende_utdanning_matric for further information. Best wishes Anne Berit and Simon Anne Berit Fuglestad University of Agder, Postbox 422, 4604 Kristiansand, Norway From jeremy.hodgen at kcl.ac.uk Mon Jan 27 22:03:34 2014 From: jeremy.hodgen at kcl.ac.uk (Hodgen, Jeremy) Date: Mon, 27 Jan 2014 22:03:34 +0000 Subject: [Maths-Education] Sad news: Obituary for Zoltan P. Dienes Message-ID: A message from Bruce Dienes To Zoltan's friends and family and colleagues around the globe Zoltan P. Dienes passed away peacefully on Jan 11th at age 97. His obituary can be seen at http://www.serenitylindsayfuneralhome.ca/sitemaker/sites/Sereni3/obit.cgi?user=1215515Dienes Comments about his life can be made at http://zoltandienes.com/posts/in-memoriam Bruce -- Bruce Dienes bdienes at capflex.com "The world is changing because we are changing it. And that makes me understand at least what kind of person I'd like to be...to seek ways, big or small to heal the world. That to me is spirituality and one's soul." Carl Safina ________________________________ [http://static.avast.com/emails/avast-mail-stamp.png] This email is free from viruses and malware because avast! Antivirus protection is active. From Peter.Gates at nottingham.ac.uk Thu Jan 30 14:55:55 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 30 Jan 2014 14:55:55 +0000 Subject: [Maths-Education] SKE courses In-Reply-To: <456AA396151DF647BD2C40023EFDFABC12E9BF63@EX5-VM.adir.hull.ac.uk> References: <456AA396151DF647BD2C40023EFDFABC12E9BF63@EX5-VM.adir.hull.ac.uk> Message-ID: Hello I am the programme director for the Subject Knowledge Enhancement courses in Mathematics here at Hull University - the courses which precede PGCE for graduates of non-mathematical disciplines. I should appreciate it if the following message could go out. Wanted - any advice on how to manage SKE Maths programmes in the next couple of years. Having run these successfully for several years, at Hull University, it is very difficult now to see the medium to long term future of these invaluable courses. Keith Porteous (k.porteous at hull.ac.uk) would very much like to share ideas about how to tackle this, with colleagues in other institutions who are wrestling with the same problems. Hope this is OK Best wishes Dr Keith Porteous Centre for Educational Studies Hull University -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT00001.txt URL: From alan at cdnalma.poznan.pl Fri Jan 31 11:10:12 2014 From: alan at cdnalma.poznan.pl (Alan Rogerson) Date: Fri, 31 Jan 2014 12:10:12 +0100 Subject: [Maths-Education] Conference, September 21-26, 2014 - Montenegro In-Reply-To: <4BB7608B-B5AD-407B-A6D0-51F3134AB350@nottingham.ac.uk> References: <456AA396151DF647BD2C40023EFDFABC12E9BF63@EX5-VM.adir.hull.ac.uk> <52EB2F75.6020008@cdnalma.poznan.pl> <4BB7608B-B5AD-407B-A6D0-51F3134AB350@nottingham.ac.uk> Message-ID: <52EB8494.5010406@cdnalma.poznan.pl> *Dear friends and colleagues, * *Please delete my old address in your address book: alan at rogerson.pol.pl **as it will terminate soon, and enter the new address: **alan at cdnalma.poznan.pl * *Final Call for Papers:****International Mathematics Education for the Future Conference, September 21-26, 2014 - Montenegro* *The conference will be held at the Hunguest Hotel Sun Resort, Herceg Novi, Montenegro from Sunday Sep 21st (arrival day only with Welcome Reception) to Friday, Sep 26th (departure day only). ** **There will be four working days including a half-day excursion to the nearby UNESCO World Heritage old town of Dubrovnik. ** **The hotel is in the most favoured and beautiful bay along the Balkan Adriatic coast and is easily accessible from Dubrovnik airport in Croatia and Tivot airport in Montenegro. Catch a glimpse of paradise at: **http://www.hunguesthotels.hu/en/hotel/herceg_novi/hunguest_hotel_sun_resort/ **. ** **The title/theme of the conference will be: The Future of Mathematics Education in a Connected World. ** **Our eleven previous conferences since 1999, held by the Maths Education into the 21st Century Project, were renowned for their friendly and productive atmosphere, and attracted many /movers and shakers/ from around the world. *** *http://math.unipa.it/~grim/21project.htm has details of these conferences and their Proceedings.* *** **We now welcome final proposals for papers and workshops in all areas of innovation in mathematics, science, computing and statistics education. ** **To help research students/lecturers we offer (optional) free double-blind peer review for formal research papers sent by registered participants. * ** *The Early Bird Registration Fee (before February 7th, 2014) will be (per person) 355 euro for double/twin share and 420 euro for single accommodation. This will cover all conference documents and social events, five nights B&B accommodation and all meals and coffee/tea breaks, except on two evenings participants will be free to enjoy dinner at the local waterfront restaurants and in the charming old town of Herceg Novi. ** **The First Announcement Version 6 can be downloaded from * *http://www.cdnalma.poznan.pl/static/alan/FAMontenegro6.doc* *** **We look forward to meeting you in Montenegro in September! ** **Best wishes, Alan ** **Dr. Alan Rogerson D.Phil (Oxon), M.Sc., B.Sc., B.A. (Lon), Dip.Ed., Cert. Ed. (Cantab). International Coordinator of the Mathematics Education for the Future Project* ** From A.Bakker4 at uu.nl Fri Jan 31 12:41:42 2014 From: A.Bakker4 at uu.nl (Bakker, A. (Arthur)) Date: Fri, 31 Jan 2014 12:41:42 +0000 Subject: [Maths-Education] Postdoc 2D-3D visualisations Message-ID: Dear all, I would like to draw your attention to a vacancy for a postdoctoral researcher for a two-year project titled Embodied expertise: To get a feel for 2D and 3D visualizations in vocations. The proposed interdisciplinary project aims at making a theoretical and methodological innovative step in investigating expertise in vocational education. The goal is to understand the relationships between bodily action, perception and reasoning in a range of tasks related to two-dimensional representations of three-dimensional objects within mathematics (study 1) and engineering (study 2). To this end log files keep track of students? actions in a computer environment, gaze data of their perception and thinking aloud data of their reasoning. Bayesian statistics are used to analyse the data from a dynamic systems perspective. The project will take place at the Department of Education under supervision of Dr. M. F. van der Schaaf (Department of Education) and Dr. A. Bakker (Faculty of Science, Freudenthal Institute for Science and Mathematics Education, and Department of Special Education). The project will be conducted in collaboration with the Embodied Design Research Laboratory in University of California, Berkeley, directed by dr. Abrahamson, and the Imaging Science Institute at UMCU, dr. Vincken. Profile The postdoc researcher: - has a PhD in a relevant discipline (e.g., Educational sciences, Educational psychology, Cognitive sciences) - has a strong quantitative background (e.g., Bayesian statistics, analysis of log files) - has experience with eye-tracking techniques and analysis of gaze data - has a strong theoretical background, preferably in embodied cognition, expertise, dynamic systems theory and/or mathematics The researcher is expected to assist in writing a research proposal for a larger-scale follow-up project. Offer Successful candidates will be offered a fulltime postdoc position for one year that, with satisfactory completion, will result in an extension for a year, at the latest until 1 September 2016 (depending on the starting date). The gross salary depends on qualifications and experience and ranges in principle between ? 2,919 (scale 10 ? 4) and ? 4,462 (scale 11 ? 11) per month for a full time employment of 38 hours per week . The salary is supplemented with an annual holiday pay of 8% and an end-of-year bonus of 8.3% per year. We offer flexible working conditions to support a good work ? life balance of our employees. Other secondary conditions include e.g. a pension scheme, partially paid parental leave and flexible employment conditions. More information on our employment conditions can be found at the website: www.uu.nl. Starting date: preferably April 2014 but definitely before September 2014 More information For more information please contact the leading investigator Marieke van der Schaaf: m.f.vanderschaaf at uu.nl, +31 30 2534944, or Arthur Bakker: a.bakker4 at uu.nl Applications You can apply by pressing the button below. Please provide a letter of motivation, a CV including course grades, and two letters of reference. The closing date for applications is February 16, 2014. We aim to have job interviews in week 9 - between February 24 and February 28th. Dr Arthur Bakker | Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen | Faculteit B?tawetenschappen | Universiteit Utrecht | Princetonplein 5, kamer 465 |Postbus 85170, 3508 AD Utrecht | tel. (030) 253 5641 | a.bakker4 at uu.nl From A.Bakker4 at uu.nl Fri Jan 31 12:41:42 2014 From: A.Bakker4 at uu.nl (Bakker, A. (Arthur)) Date: Fri, 31 Jan 2014 12:41:42 +0000 Subject: [Maths-Education] Postdoc 2D-3D visualisations Message-ID: Dear all, I would like to draw your attention to a vacancy for a postdoctoral researcher for a two-year project titled Embodied expertise: To get a feel for 2D and 3D visualizations in vocations. The proposed interdisciplinary project aims at making a theoretical and methodological innovative step in investigating expertise in vocational education. The goal is to understand the relationships between bodily action, perception and reasoning in a range of tasks related to two-dimensional representations of three-dimensional objects within mathematics (study 1) and engineering (study 2). To this end log files keep track of students? actions in a computer environment, gaze data of their perception and thinking aloud data of their reasoning. Bayesian statistics are used to analyse the data from a dynamic systems perspective. The project will take place at the Department of Education under supervision of Dr. M. F. van der Schaaf (Department of Education) and Dr. A. Bakker (Faculty of Science, Freudenthal Institute for Science and Mathematics Education, and Department of Special Education). The project will be conducted in collaboration with the Embodied Design Research Laboratory in University of California, Berkeley, directed by dr. Abrahamson, and the Imaging Science Institute at UMCU, dr. Vincken. Profile The postdoc researcher: - has a PhD in a relevant discipline (e.g., Educational sciences, Educational psychology, Cognitive sciences) - has a strong quantitative background (e.g., Bayesian statistics, analysis of log files) - has experience with eye-tracking techniques and analysis of gaze data - has a strong theoretical background, preferably in embodied cognition, expertise, dynamic systems theory and/or mathematics The researcher is expected to assist in writing a research proposal for a larger-scale follow-up project. Offer Successful candidates will be offered a fulltime postdoc position for one year that, with satisfactory completion, will result in an extension for a year, at the latest until 1 September 2016 (depending on the starting date). The gross salary depends on qualifications and experience and ranges in principle between ? 2,919 (scale 10 ? 4) and ? 4,462 (scale 11 ? 11) per month for a full time employment of 38 hours per week . The salary is supplemented with an annual holiday pay of 8% and an end-of-year bonus of 8.3% per year. We offer flexible working conditions to support a good work ? life balance of our employees. Other secondary conditions include e.g. a pension scheme, partially paid parental leave and flexible employment conditions. More information on our employment conditions can be found at the website: www.uu.nl. Starting date: preferably April 2014 but definitely before September 2014 More information For more information please contact the leading investigator Marieke van der Schaaf: m.f.vanderschaaf at uu.nl, +31 30 2534944, or Arthur Bakker: a.bakker4 at uu.nl Applications You can apply by pressing the button below. Please provide a letter of motivation, a CV including course grades, and two letters of reference. The closing date for applications is February 16, 2014. We aim to have job interviews in week 9 - between February 24 and February 28th. Dr Arthur Bakker | Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen | Faculteit B?tawetenschappen | Universiteit Utrecht | Princetonplein 5, kamer 465 |Postbus 85170, 3508 AD Utrecht | tel. (030) 253 5641 | a.bakker4 at uu.nl From paulus.gerdes at gmail.com Thu Jan 30 18:54:58 2014 From: paulus.gerdes at gmail.com (Paulus Gerdes) Date: Thu, 30 Jan 2014 18:54:58 -0000 Subject: [Maths-Education] Ethnomathematics and Education Message-ID: Announcement Dear friends and colleagues, Continuing the effort to make books, which were out-of-print for quite while, anew available, I have the pleasure to announce a new edition of my book "Ethnomathematics and Education in Africa", both in printed paperback format and as free downloadable eBook (http://www.lulu.com/spotlight/pgerdes). The book Ethnomathematics and Education in Africa was originally concluded in 1992 and published in January 1995 by the Institute of International Education (IIE) of the University of Stockholm (Sweden) within the framework of the institutional cooperation between the IEE and the Higher Pedagogical Institute / Pedagogical University in Mozambique. The book contains a collection of papers presented at conferences in Brazil, Kenya, Lesotho, Mozambique, Norway, and Spain and/or published in international journals, such as "For the Learning of Mathematics" (FLM), "Educational Studies in Mathematics" (ESM) and "Historia Mathematica" (HM). The papers date from the period 1986-1992. The original eleven chapters are: [1] Introduction; [2] Ethnomathematical research: preparing a response to a major challenge to mathematics education in Africa; [3] On the concept of Ethnomathematics; [4] How to recognize hidden geometrical thinking: a contribution to the development of an anthropology of mathematics (FLM, 1986); [5] On culture, geometrical thinking and mathematics education (ESM, 1988); [6] A widespread decorative motif and the Pythagorean theorem (FLM, 1988); [7] Pythagoras, similar triangles and the "elephants'-defence"-pattern of the (Ba)Kuba; [8] On possible uses of traditional Angolan sand drawings in the mathematics classroom (ESM, 1988); [9] Exploration of the mathematical potential of 'sona'; [10] Technology, art, games and mathematics education: An example; [11] On the history of mathematics in Africa south of the Sahara (HM, 1994). The new chapters are: [12] Conditions and strategies for emancipatory mathematics education in underdeveloped countries (FLM, 1985), and [13] African slave and calculating prodigy: Bicentenary of the death of Thomas Fuller (HM, 1990). Chapter [12] was also included in the book Mathematics Education: Major Themes in Education, Routledge, London, 2010, Volume 1, 179-189, edited by Alan J. Bishop from Monash University, Melbourne, Australia. Chapter [13] on Thomas Fuller (1710-1790) was written together with the late John Fauvel (1947-2001), and published in Historia Mathematica, New York, Vol. 17, 141-151 (1990). The book has been out of print for many years. Many colleagues contacted me to know if the book was still available. The realisation of the 5th International Conference on Ethnomathematics in Mozambique in July 2014 constitutes another motif for re-editing the book, that dates from the years of the emergence - in various continents - of ethnomathematics as a research field. The new edition by the Mozambican Higher Institute for Technology and Management (ISTEG, Boane, Mozambique) is distributed by Lulu (http://www.lulu.com/spotlight/pgerdes ) 5th International Conference on Ethnomathematics: ICEM-5 Maputo, Mozambique, July 7-11, 2014 Best regards, -- Paulus Gerdes Vice-President for Southern Africa, African Academy of Sciences; Former Chairman, African Mathematical Union Commission for the History of Mathematics in Africa (1986-2013); President, International Studygroup for Ethnomathematics; Former Rector / President, Pedagogical University, Mozambique (1989-1996); Senior Advisor for Research and Quality, ISTEG-University, Boane, Mozambique Postal adress: C.P. 915, Maputo, Mozambique paulus.gerdes at gmail.com Books published or distributed by Lulu: http://www.lulu.com/spotlight/pgerdes -------------- next part -------------- A non-text attachment was scrubbed... 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