From alexandre.borovik at gmail.com Thu Jul 10 17:09:57 2014 From: alexandre.borovik at gmail.com (Alexandre Borovik) Date: Thu, 10 Jul 2014 17:09:57 +0100 Subject: [Maths-Education] Calling a spade a spade: mathematics in the new pattern of division of labour In-Reply-To: <53BE6CE7.5070907@borovik.net> References: <5B62BAE9-D617-4D8D-9C8D-3843CFE2A4AB@mac.com> <53BE6CE7.5070907@borovik.net> Message-ID: <53BEBAD5.8060300@gmail.com> Dear Colleagues, I invite your comments on my (not entirely finalised yet) preprint A. Borovik, Calling a spade a spade: mathematics in the new pattern of division of labour. http://arxiv.org/pdf/1407.1954v2.pdf With thanks -- Alexandre -- Alexandre Borovik www.borovik.net www.borovik.net/selecta From lab11 at cam.ac.uk Fri Jul 18 12:42:56 2014 From: lab11 at cam.ac.uk (Toni Beardon) Date: 18 Jul 2014 12:42:56 +0100 Subject: [Maths-Education] Please support my petition and send it on to others Message-ID: Dear Friends, I just created the petition "Change UK immigration practices that deter talented international students" and I want to ask if you could add your name too. I did this because yesterday, some friends of ours from Chennai met with the unpleasant face of UK immigration practices. Mandira, age 17, was on her way to the UK to do a 2 week course for High School students in Cambridge that starts on Sunday. She was with her mother and younger sister, and they also planned to visit some other universities because Mandira wants to apply to UK universities to study medicine starting in September 2015. They were turned back and put on a plane back to India because, although Mandira has permanent residency in the UK she has not been in the UK for over 2 years. This was probably a mistake on the part of some officious individual but never-the-less it is typical. Having just seen a reference in the LMS newsletter I had just read the House of Lords Science and Technology report (April 2014) http://tinyurl.com/nbqbvca that recommends a change in immigration practices relating to foreign students and states "When we really need to send the message that international STEM students will get a warm welcome in the UK, they're getting the cold shoulder and heading elsewhere. We've seen over the last few years how international student numbers have fallen dramatically, in particular from India. As a result we're missing out on the talent, the economic and cultural contribution that international students bring when they come here to study, and our competitors are reaping the rewards." This campaign means a lot to me and the more support we can get behind it, the better chance we have of succeeding. You can read more and sign the petition here: https://you.38degrees.org.uk/petitions/change-uk-immigration-practices-that-deter-talented-international-students Thank you! Toni P.S. Can you also take a moment to share the petition with others? It's really easy - all you need to do is forward this email or share this link on Facebook or Twitter: https://you.38degrees.org.uk/petitions/change-uk-immigration-practices-that-deter-talented-international-students -- Toni Beardon OBE Retired from University of Cambridge NRICH/MMP http://mmp.maths.org & African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC) http://aimssec.aims.ac.za Tel: +(44) 7714 357042 & +(27) 7230 88186 Provide funds for AIMSSEC without paying anything: http://www.easyfundraising.org.uk/how-it-works/ From alexandre.borovik at gmail.com Sat Jul 26 05:38:26 2014 From: alexandre.borovik at gmail.com (Alexandre Borovik) Date: Sat, 26 Jul 2014 07:38:26 +0300 Subject: [Maths-Education] Free e-book: Teaching mathematics at secondary level Message-ID: A. D. Gardiner, Teaching mathematics at secondary level., 215 pp. Available at http://goo.gl/NoqYD0 Very timely in view of the National Curriculum reform in England. Comments are welcome at http://goo.gl/RoPcfO -- 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 anne.b.fuglestad at uia.no Mon Jul 28 10:19:24 2014 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Mon, 28 Jul 2014 09:19:24 +0000 Subject: [Maths-Education] PhD fellowships in Mathematics Education in Kristiansand, Norway Message-ID: Deadline for the position is 1 August Kristiansand is situated at the south of Norway. Kristiansand is friendly and the university has a strong international milieu for mathematics education. So why not consider this as a possible place for PhD studies? The University of Agder invites applications for two PhD fellowships in Mathematics Education. The starting date is negotiable. At least one fellowship is within the Centre of Excellence for Education: Centre for Research Innovation and Coordination of Mathematics Teaching (MatRIC), and Department of Mathematical Sciences. The Centre's aim is to support and enrich teaching and learning mathematics in higher education, especially within 'user programmes' such as engineering, natural sciences, economics etc. and teacher education. Further information (in English) about the Centre can be found at www.uia.no/matric. The location of the position(s) within MatRIC is negotiable, but will either be at the Faculty of Engineering and Science at campus Kristiansand or campus Grimstad. The improvement of students' performance in mathematics at all levels is a national priority area to which it is hoped the research undertaken by the appointed fellow(s) will make an important contribution. The Centre is strongly connected to the international network of researchers of mathematics education at university level and the fellowship(s) will include substantial international visits meeting international leaders/researchers in the field. We are especially seeking research proposals that will lie within the scope of one or more of the Centre's current working groups: simulation; modeling; and teaching and learning using mathematics video tutorials (and blended learning approaches). It is the ambition of MatRIC to create and support a national network of researchers studying teaching and learning mathematics in higher education; the appointed fellow(s) will have an important part in the development of this network. At most one fellowship will be within the wider research area of the Mathematics Education Research Group at the University of Agder. Current research interests of the group include: * Mathematics teaching developmental research and classroom studies * Mathematical modeling * Teaching and learning mathematics from kindergarten to grade 13 * Mathematics in vocational education * Mathematics learning task design * Digital tools / ICT in mathematics teaching and learning The anticipated appointment of two new professors of Mathematics Education in the near future is likely to broaden the scope of research interests of the group. For further details see http://uia.easycruit.com/vacancy/1209003/35071?iso=gb Closing date 1 August 2014 Simon Goodchild Department of Mathematical Sciences Faculty of Engineering and Science University of Agder Kristiansand Norway From J.Hunter1 at massey.ac.nz Tue Jul 29 02:24:40 2014 From: J.Hunter1 at massey.ac.nz (Hunter, Jodie) Date: Tue, 29 Jul 2014 01:24:40 +0000 Subject: [Maths-Education] Call for papers for MTED special issue Message-ID: <4C56C6591E37234A81FB54CF92373A4FAEF354@tur-exch-node2.massey.ac.nz> Call for papers Mathematics Teacher Education and Development Special Issue: Practice-based Teacher Education Reforms in mathematics education advocate 'responsible' or 'ambitious' pedagogies that engage students actively in inquiring and justifying their reasoning within learning communities. In this frame, teaching is viewed as both interactional and improvisational work centred on students' mathematical thinking and reasoning. Managing the contingent nature of ambitious teaching requires that novices learn a range of core high-leverage practices including eliciting and interpreting student thinking, leading class discussions and facilitating small group work, positioning students as competent, creating a classroom culture of collaboration, to name some examples. This requires different forms of teacher education than the traditional focus on academic or theoretical topics. Practice-based teacher education attempts to focus teachers' learning more directly on the work of teaching. As such, advocates of practice-based education focus on specifying teacher practices that entail both knowledge and doing. Pedagogical approaches within teacher education include experimentation with modelling, rehearsals and other approximations of practice, and may also include the use of video and other artefacts (e.g., virtual worlds) of teaching for representing and decomposing practice. The purpose of this special issue is to increase our understanding about what it means to design and engage with practice-based teacher education and how practice-based approaches can support teachers in learning how to use knowledge in action to advance the socio-political justice agenda in mathematics education. We invite a wide variety of research and conceptual articles which explore practice-based teacher education either in the pre-service or in-service professional learning context. This is an open call to the mathematics education community to submit a proposal consisting of a 500 word extended abstract. The following should be clearly outlined within the abstract: 1) Title of the paper and author/s 2) Objectives/purpose/research question 3) Perspective/theoretical framework 4) Methods/techniques/modes of inquiry 5) Data sources/evidence/materials 6) Results and/or substantiated conclusions or warrants for claims made/arguments/point of view 7) Scientific/scholarly significance of the study Please send extended abstracts (of 500 words) to Jodie Hunter at j.hunter1 at massey.ac.nz by 10th of October 2014. Submissions will be considered by the SI editors by the 31st of October. Full papers will be due by the 20th of February 2015, and publication is expected by December 2015. The editors of this Special Issue are: Jodie Hunter (Massey University, j.hunter1 at massey.ac.nz), Glenda Anthony (Massey University, g.j.anthony at massey.ac.nz), Roberta Hunter (Massey University, r.hunter at massey.ac.nz)