From d.p.hewitt at bham.ac.uk Thu May 1 10:02:21 2014 From: d.p.hewitt at bham.ac.uk (Dave Hewitt) Date: Thu, 1 May 2014 09:02:21 +0000 Subject: [Maths-Education] Mathematics Education post at University of Birmingham Message-ID: <78A4DD4F97526C4D951EA1D124D9AE2BC4B95185@EX1.adf.bham.ac.uk> Hello colleagues. The University of Birmingham is currently advertising a post which can be found at: http://www.jobs.ac.uk/job/AIP925/lecturer-senior-lecturer-in-mathematics-teacher-education/ This is a key role in teaching and developing the excellent mathematics PGDipEd, School Direct and MEd courses within a strong ITE team and working with two other mathematics tutors. The PGDipEd course (giving 120 credits at Masters level) was given another 'outstanding' grade in the 2013 Ofsted inspection and there are exciting opportunities with developing the School Direct side of teacher education further through the new University Training School which is currently being built and will open in 2015. If you would like further information then do feel free to contact me. Dave. Dr Dave Hewitt Senior Lecturer in Mathematics Education School of Education University of Birmingham Edgbaston Birmingham B15 2TT Tel: +44 (0)121 414 4824 Fax: +44 (0)121 414 4865 From Peter.Gates at nottingham.ac.uk Fri May 2 09:39:40 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Fri, 2 May 2014 09:39:40 +0100 Subject: [Maths-Education] the Warwickshire Middle School Mathematics Project Message-ID: Does anyone know how I might get hold of a pack of the Warwickshire Middle School Mathematics Project materials This was produced in the early 1980s I think. 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 01CF65EA.70E2AD10] [cid:image003.png at 01CF65EA.70E2AD10] [cid:image004.png at 01CF65EA.70E2AD10] [cid:image005.png at 01CF65EA.70E2AD10] [cid:image006.png at 01CF65EA.70E2AD10] [cid:image007.png at 01CF65EA.70E2AD10] w: Impact: The Nottingham Campaign [cid:image008.jpg at 01CF65EA.70E2AD10] -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 155 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 833 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image008.jpg Type: image/jpeg Size: 2614 bytes Desc: image008.jpg URL: From tr202 at cam.ac.uk Fri May 2 14:06:58 2014 From: tr202 at cam.ac.uk (Tim Rowland) Date: Fri, 2 May 2014 14:06:58 +0100 Subject: [Maths-Education] Re: the Warwickshire Middle School Mathematics Project In-Reply-To: References: Message-ID: <004001cf6607$aa3c8190$feb584b0$@cam.ac.uk> Interesting! The materials were very good - I used them in my teaching (maths teacher ed), and can picture the pack (with a blue cover??) on the shelf of a resources room in Homerton College. Since the building in question was demolished in the mid-1990s (the Donald Macintyre Building stands there now) I don't know what became of it ... it's the kind of thing that gets binned on account of its age. I will look in a few cupboards next time I'm there but can't be optimistic. Best wishes, Tim ______________________________ Tim Rowland Professor of Mathematics Education, School of Education, University of East Anglia http://www.uea.ac.uk/edu/People/Academic/Tim+Rowland Emeritus Reader in Mathematics Education Faculty of Education, University of Cambridge http://www.educ.cam.ac.uk/staff/rowland.html Editor, Research in Mathematics Education, Routledge, http://www.tandfonline.com/rrme Chair, Joint Mathematical Council of the United Kingdom (JMC) http://www.jmcuk.org.uk/ -----Original Message----- From: maths-education-bounces at lists.nottingham.ac.uk [mailto:maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of Peter Gates Sent: 02 May 2014 09:40 To: maths-education at nottingham.ac.uk Subject: [Maths-Education] the Warwickshire Middle School Mathematics Project Does anyone know how I might get hold of a pack of the Warwickshire Middle School Mathematics Project materials This was produced in the early 1980s I think. 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 01CF65EA.70E2AD10] [cid:image003.png at 01CF65EA.70E2AD10] [cid:image004.png at 01CF65EA.70E2AD10] [cid:image005.png at 01CF65EA.70E2AD10] [cid:image006.png at 01CF65EA.70E2AD10] [cid:image007.png at 01CF65EA.70E2AD10] w: Impact: The Nottingham Campaign [cid:image008.jpg at 01CF65EA.70E2AD10] 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 sa.pope at yahoo.co.uk Sat May 3 07:45:36 2014 From: sa.pope at yahoo.co.uk (Sue Pope) Date: Sat, 3 May 2014 07:45:36 +0100 (BST) Subject: [Maths-Education] Exam reform in England - unresolved issues Message-ID: <1399099536.35651.YahooMailNeo@web133104.mail.ir2.yahoo.com> Colleagues may be interested in the recent publication arising from SOSS. Sent by Sue Pope on behalf of Trevor Fisher Exam Reform in the Spotlight ? At the start of the next school year, new specifications will be unveiled for reformed GCSE and A Level exams.? These will bring with them high level risks for the exam system in England driven by seriously questionable assumptions by Michael Gove and his allies. As the Education Select Committee? is to hold an investigation into 15-19 exam reform, it is time to scrutinize the reforms. ? The new pamphlet EXAM REFORM ? UNRESOLVED ISSUES focuses on key issues for immediate consideration. . The underlying philosophy needs more debate than it has received, appearing to be driven by an intention to turn the clock back to the 1950s. The immediate need is to decouple exam reform from the timetable currently driving the system towards first teaching in September 2015, for Mathematics and English GCSE. The majority of A Levels are also scheduled for September 2015 apart from A Level Mathematics and Languages. ? The current priority is to subject the changes in the pipeline to proper scrutiny. It is remarkable that the proposals are not to be trialled, tested or piloted in any way. Given the problems thrown up by the 2001 A Level and 2012? GCSE reforms, piloting is the minimum required to restore public confidence in exams ? one of the core objectives of the Coalition Government. ? The issues are particularly acute for Mathematics and Science. Contributions from Sue Pope, chair of the general council of the Association of Mathematics Teachers, and Professor Margaret Brown, of Kings College London, highlight the problems for Mathematics. These have consequences for science which are yet to be fully assessed. ? The pamphlet is available, price for one copy ?2 (inc p&p), from VIEWPOINT PO Box 3599, Stafford ST16 9RD. Extra copies are ?1.25 each for 2-5 (inc p&p), 6 and above ?1 each (inc p&p). Cheques to be made payable to SOSS. Please enclose an email address if you wish to be informed of future initiatives. From sa.pope at yahoo.co.uk Sat May 3 07:45:36 2014 From: sa.pope at yahoo.co.uk (Sue Pope) Date: Sat, 3 May 2014 07:45:36 +0100 (BST) Subject: [Maths-Education] Exam reform in England - unresolved issues Message-ID: <1399099536.35651.YahooMailNeo@web133104.mail.ir2.yahoo.com> Colleagues may be interested in the recent publication arising from SOSS. Sent by Sue Pope on behalf of Trevor Fisher Exam Reform in the Spotlight ? At the start of the next school year, new specifications will be unveiled for reformed GCSE and A Level exams.? These will bring with them high level risks for the exam system in England driven by seriously questionable assumptions by Michael Gove and his allies. As the Education Select Committee? is to hold an investigation into 15-19 exam reform, it is time to scrutinize the reforms. ? The new pamphlet EXAM REFORM ? UNRESOLVED ISSUES focuses on key issues for immediate consideration. . The underlying philosophy needs more debate than it has received, appearing to be driven by an intention to turn the clock back to the 1950s. The immediate need is to decouple exam reform from the timetable currently driving the system towards first teaching in September 2015, for Mathematics and English GCSE. The majority of A Levels are also scheduled for September 2015 apart from A Level Mathematics and Languages. ? The current priority is to subject the changes in the pipeline to proper scrutiny. It is remarkable that the proposals are not to be trialled, tested or piloted in any way. Given the problems thrown up by the 2001 A Level and 2012? GCSE reforms, piloting is the minimum required to restore public confidence in exams ? one of the core objectives of the Coalition Government. ? The issues are particularly acute for Mathematics and Science. Contributions from Sue Pope, chair of the general council of the Association of Mathematics Teachers, and Professor Margaret Brown, of Kings College London, highlight the problems for Mathematics. These have consequences for science which are yet to be fully assessed. ? The pamphlet is available, price for one copy ?2 (inc p&p), from VIEWPOINT PO Box 3599, Stafford ST16 9RD. Extra copies are ?1.25 each for 2-5 (inc p&p), 6 and above ?1 each (inc p&p). Cheques to be made payable to SOSS. Please enclose an email address if you wish to be informed of future initiatives. From Peter.Gates at nottingham.ac.uk Tue May 6 15:11:09 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 6 May 2014 15:11:09 +0100 Subject: [Maths-Education] FW: research fellowship in mathematics education In-Reply-To: References: Message-ID: The Norwegian University of Science and Technology (NTNU) in Trondheim announces a research felllowship in mathematics education. Candiates can be appointed as a PhD fellow or a postdoctoral fellow depending on background. The position is placed at the Department of Mathematical Sciences. The fellowship is connected to the project Quality, Accessibility and Differentiation in the basic teaching of mathematics. This project aims at developing the quality of the basic education in mathematics for engineering students by developing and trying out new ways of teaching, learning and assessing mathematics. Digital tools play an important role, as well as various ways of organising the teacging to enable stronger student-teacher contact. The project is also connected to MatRIC, Centre of Excellence in Education at the University of Agder (http://old.uia.no/no/div/sentre/senter_for_fremragende_utdanning_matric) . The project will be followed with research and the research fellow will develop his/her research project within this follow up research. See full announcement at http://www.jobbnorge.no/ledige-stillinger/stilling/102328/1-phd-or-postdoctoral-fellowship-at-the-department-of-mathematical-sciences Closing date 20. May 2014. Please make this known to candidates that you think may be interested. For further information, please contact Frode R?nning, frode.ronning at math.ntnu.no Kind regards Frode R?nning ----------------------------------------------------------- Frode R?nning professor Dept. of Mathematical Sciences Norwegian University of Science and Technology N-7491 Trondheim Tel.: +47 73 55 02 56 / +47 952 18 138 http://www.ntnu.edu/employees/froderon From Peter.Gates at nottingham.ac.uk Tue May 6 15:11:46 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 6 May 2014 15:11:46 +0100 Subject: [Maths-Education] FW: Forward message In-Reply-To: References: Message-ID: Dear All I would like to draw your attention to a conference in Poland in July. It will run in Poznan from July 7th - 10th and I am on the international organising committee but unable to attend this year unfortunately. It is a great little conference (about 80 or so delegates usually) focusing especially on mathematics education for children aged 3 to 16 years and will be on the theme of Communication in the Mathematics Classroom with plenaries from Anna Sfard and Candia Morgan, amongst others. More details can be found here:http://www.cme.rzeszow.pl/index.php?&p=home. The organisers rely on participation from people outside Eastern Europe as all their PhD students have to present at an international conference and they struggle to attend the larger international conferences because of costs. This would be a very friendly place to present internationally for a first time and the costs of accommodation and the conference itself are low. If you know of anyone who might be interested or feel able to go yourself, then please do draw their attention to it or make a submission. There are still a few weeks to go for the deadlines for research reports. If you can make the information available through any mailing lists you can access and think appropriate, the organisers would be very pleased. Thanks for your help. Best wishes, Jenni Many thanks for your help. Best wishes, Jenni Jenni Back The Garden House Chequers Park Wye Ashford Kent TN25 5BA 01233 813720 07850100074 jenni at backfamily.me.uk From Peter.Gates at nottingham.ac.uk Wed May 7 08:24:46 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Wed, 7 May 2014 08:24:46 +0100 Subject: [Maths-Education] CERME 9 In-Reply-To: <5369DCB1.8060207@mnd.su.se> References: <5369DCB1.8060207@mnd.su.se> Message-ID: CERME 9: Call for papers for Thematic Working Group 11: Comparative studies in mathematics education Prague, 4-8 February 2015 http://www.cerme9.org/scientific-activities/twg-teams/#WG11 -- Best wishes Paul Paul Andrews Professor of Mathematics Education Institutionen f?r matematik?mnets och naturvetenskaps?mnenas didaktik Stockholms universitet 106 91 Stockholm Immediate Past President, the Mathematical Association,2012-2013: http://www.m-a.org.uk Editorial Board, Cambridge Journal of Education: http://www.tandf.co.uk/journals/titles/0305764X.asp Editorial Board, Research in Mathematics Education: http://www.tandf.co.uk/journals/titles/14794802.asp -------------- next part -------------- A non-text attachment was scrubbed... Name: CERME9 WG 11 Call.pdf Type: application/pdf Size: 160421 bytes Desc: CERME9 WG 11 Call.pdf URL: From Peter.Gates at nottingham.ac.uk Wed May 7 16:57:46 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Wed, 7 May 2014 16:57:46 +0100 Subject: [Maths-Education] CERME 9 Working groups Message-ID: After the previous email advertising CERME Working Group 11, it was suggested I advertise ALL CERME working groups.... There are 19 WGs in the next CERME and a link to the Calls for Papers for all WGs can be found at: http://www.cerme9.org/scientific-activities/twg-teams/ If anyone does want to advertise more specific information on a WG please feel free to post to maths-education at nottingham.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 01CF6A15.697D23A0] [cid:image003.png at 01CF6A15.697D23A0] [cid:image004.png at 01CF6A15.697D23A0] [cid:image005.png at 01CF6A15.697D23A0] [cid:image006.png at 01CF6A15.697D23A0] [cid:image007.png at 01CF6A15.697D23A0] w: Impact: The Nottingham Campaign [cid:image008.jpg at 01CF6A15.697D23A0] -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image008.jpg Type: image/jpeg Size: 2614 bytes Desc: image008.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image009.png Type: image/png Size: 155 bytes Desc: image009.png URL: From jenni at backfamily.me.uk Thu May 8 12:20:01 2014 From: jenni at backfamily.me.uk (Jenni Back) Date: Thu, 8 May 2014 12:20:01 +0100 Subject: [Maths-Education] Message for forwarding Message-ID: <3CA61D1F-C0B3-4D29-8052-471DF1F5F851@backfamily.me.uk> Please could you forward the following message to the list: Dear All I would like to draw your attention to a conference in Poland in July. It will run in Poznan from July 7th ? 10th and I am on the international organising committee but unable to attend this year unfortunately. It is a great little conference (about 80 or so delegates usually) focusing especially on mathematics education for children aged 3 to 16 years and will be on the theme of Communication in the Mathematics Classroom with plenaries from Anna Sfard and Candia Morgan, amongst others. More details can be found here:http://www.cme.rzeszow.pl/index.php?&p=home. The organisers rely on participation from people outside Eastern Europe as all their PhD students have to present at an international conference and they struggle to attend the larger international conferences because of costs. This would be a very friendly place to present internationally for a first time and the costs of accommodation and the conference itself are low. If you know of anyone who might be interested or feel able to go yourself, then please do draw their attention to it or make a submission. There are still a few weeks to go for the deadlines for research reports. If you can make the information available through any mailing lists you can access and think appropriate, the organisers would be very pleased. Thanks for your help. Best wishes, Jenni Back Best wishes, Jenni Jenni Back The Garden House Chequers Park Wye Ashford Kent TN25 5BA 01233 813720 07850100074 jenni at backfamily.me.uk From P.Ernest at exeter.ac.uk Sat May 10 11:44:49 2014 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Sat, 10 May 2014 10:44:49 +0000 Subject: [Maths-Education] Submissions invited for PoME journal; Sexism Message-ID: Dear Colleagues I am putting together the 2014 issue of the Philosophy of Mathematics Education Journal and would welcome submissions from graduate students and researchers at all levels with interests in this area. Anything reflective or theoretical relevant to Mathematics Education, to the Philosophy of Mathematics, or to mathematics is welcome. I already have some great submissions. If unsure about the suitablity of your comment, assignment paper, article or chapter (new or already published) just ask me. Our acceptance rate is over 75%. You retain full copyright of your paper. Check out the journal at http://www.people.ex.ac.uk/PErnest/ On Thursday night I watched Kirsty Wark presenting Blurred Lines: The New Battle of the Sexes on BBC TV. Naively I thought that, just as in school mathematics where girls and women have been progressing towards overall equality in UK and much of the west*, that sexism overall was being pushed back. This programme demonstrates that there is a War Against Women being fought right now. Watch it, it's an eye-opener and a shocker! It's on WWW.BBC.CO.UK, although it may not be easily accessed outside the UK - I don't know! http://www.bbc.co.uk/iplayer/episode/b0436qlw/Blurred_Lines_The_New_Battle_of_the_Sexes/ * I acknowledge, of course, that although achievement in maths is pretty equal across the sexes in the school years to 16 there is still a problem of female underparticipation post-16 due to many factors including the enduring male image of mathematics. Still plenty of room for research in this area! Best wishes Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2 Latest (joint) paper "Explorations in knowing: thinking psychosocially about legitimacy" by Anne Chappell, Paul Ernest, Geeta Ludhra & Heather Mendick available at: http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205. From P.Ernest at exeter.ac.uk Sun May 11 18:33:04 2014 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Sun, 11 May 2014 17:33:04 +0000 Subject: [Maths-Education] The STEM Profession that Women Dominate Message-ID: Dear colleagues Further to my remarks about the problem of female underparticipation in mathematics post-16 I received a very interesting correction from Walter Whiteley of York University, Toronto, Canada He points out the dramatic difference in participation between women in Math (usually meaning pure math) and women in statistics, where it seems more than half the graduate students and (at our institution) half the faculty are women. He drew my attention to the link to a web site giving some of the related evidence. http://smartdatacollective.com/metabrown/49293/stem-profession-women-dominate I include an excerpt from his email because I think it is both interesting and important > Paul > Thanks for the reflections. > Whenever I have an undergrad student (or a Math Ed researcher) talk about differences post high school, I point out the dramatic difference in participation between women in Math (usually meaning pure math) and women in statistics, where it seems more than half the graduate students and (at our institution) half the faculty are women. > The split in Applied Math is also changing as applied math shifts from Physics and Engineering (low in participation in Women) to mathematical biology, disease modelling, etc. which are higher in participation of women. > I think there are good reasons - and one of them is the choice based on whether pursuing this study will make a difference in the larger world. I connect this back to ideas noted in Gilligan's In a Different Voice - and some studies tracking women students' choices back to early years in schooling and values learned from their mothers. > Walter Whiteley > Professor of Mathematics and Statistics > Member of the Graduate Programs in Mathematics, in Education, and in Interdisciplinary Studies > York University, Toronto, Canada > Email: whiteley @ mathstat.yorku.ca Best wishes Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2 Latest (joint) paper "Explorations in knowing: thinking psychosocially about legitimacy" available at: http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205. From P.Ernest at exeter.ac.uk Mon May 12 13:22:47 2014 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Mon, 12 May 2014 12:22:47 +0000 Subject: [Maths-Education] Maths and Gender: New special issue planned Message-ID: Dear colleagues I have had a lot of very interesting and interested responses on the issue of Mathematics and Gender - it's a real live issue with many important dimensions and continuing problems! So I have decided to make the Philosophy of Mathematics Education Journal No. 29 a special issue on Mathematics and Gender. This will be published either late 2014 or early 2015. Of particular interest is: * The masculine/male image of mathematics * Gendered aspects of the portrayal of mathematics in the media * Women's underparticipation in mathematics post 16, at college/university, and in post university careers * Aspects of mathematical study and professions that attract good participation by women * Links between gender and other social justice issues with respect to mathematics * Mathematics and gender in the years of statutory schooling (5-16) * Mathematics and identity in girls and women/boys and men * Any other studies and reflections on the theme mathematics and gender beyond those mentioned here Submissions do not have to be 'philosophical' if they are informative or reflective on mathematics and gender It would be useful if you let me know if you are interested in submitting something and your projected timeframe! However this is not necessary! Please submit anything including short pieces, assignments, articles, chapters or even whole dissertations or theses! I can reprint already published materials provided you have copyright or permission. Authors retain copyright here. One of the good things about this free of charge journal is that it is accessed by scholars and students from all over the globe! ------------------------------------------------------------------------------------------------------------------ FURTHER ISSUES OF INTEREST I just read a very interesting paper by Peter Gates: Lives, Learning and Liberty - The Impact and Responsibilities of Mathematics Education - it's strong stuff - see it at: http://www.emis.de/proceedings/PME28/PleP/PlenaryPanel_Gates.pdf ------------------------------------------------------------------------------------------------------------------ Is Mathematics Harmful (as well as Beneficial)? Paul Ernest Mathematics undoubtedly has great value, It has Intrinsic value, Extrinsic or social value, and Personal value. But are these untrammelled goods? Does promoting these aspects of value lead to solely beneficial outcomes? Does mathematics cause harm? What do colleagues think? In the talk I argue that mathematics does real harm because of the way it is misapplied in ways of thinking used beyond mathematics, but that mathematics itself is neutral. See the talk on Youtube at http://www.youtube.com/watch?v=RCngE2hZyMg See the slide show on: (You probably need to join/log in) http://www.slideshare.net/pernest/questioning-the-value-of-mathematics2?qid=8a4e416a-20cb-462b-bffb-9cf56cf756ea&v=qf1&b=&from_search=7 ---------------------------------------------------------------------------------------------------------------------- The Values and Mathematics: Overt and Covert Paul Ernest There is a widespread perception that mathematics is objective and value-free. In this paper I argue that on the contrary mathematics itself is value-laden. It is inescapably imbued with epistemological, ontological, aesthetic and ethical values. I argue that these are divisible into overt and covert values. Overt values including truth, purity, universalism, objectivism, rationalism and utility can be explicitly identified within mathematics. I argue that accepting any of these values involves making a choice and hence values cannot simply be subsumed into the domain of necessary attributes of mathematics. In contrast, covert values are hidden and not explicitly recognised as such. I identify objectism and ethics under this heading, with the specific ethical values of separatism, openness, fairness and democracy as pertaining to mathematics. See the talk on YouTube Part 1 http://www.youtube.com/watch?v=Jak61rsez5g Part 2 http://www.youtube.com/watch?v=ZyvRr2gCfVQ The paper is in submission for publication - just ask if you want to see a copy! --------------------------------------------------------------------------------------------------------------- I promise not to clog up your inbox any more stuff for a while! Best wishes Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2 Latest (joint) paper "Explorations in knowing: thinking psychosocially about legitimacy" available at: http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205. From johnbibbyjohnbibby at gmail.com Mon May 12 15:51:10 2014 From: johnbibbyjohnbibby at gmail.com (John Bibby) Date: Mon, 12 May 2014 15:51:10 +0100 Subject: [Maths-Education] Re: Maths and Gender: New special issue planned In-Reply-To: References: Message-ID: Dear Paul I'd really like to see something which reflects on gender, class and the media e.g. it seems that a lot of media issues are very elitist - women bishops, sociology professors (sorry!) & so on - but the real discrimination is with cleaners, carers and such. This is a general issue, but doubtless has a maths slant. JOHN BIBBY On 12 May 2014 13:22, Ernest, Paul wrote: > Dear colleagues > > I have had a lot of very interesting and interested responses on the issue > of Mathematics and Gender - it's a real live issue with many important > dimensions and continuing problems! > > So I have decided to make the Philosophy of Mathematics Education Journal > No. 29 a special issue on Mathematics and Gender. This will be published > either late 2014 or early 2015. > > Of particular interest is: > * The masculine/male image of mathematics > * Gendered aspects of the portrayal of mathematics in the media > * Women's underparticipation in mathematics post 16, at > college/university, and in post university careers > * Aspects of mathematical study and professions that attract good > participation by women > * Links between gender and other social justice issues with respect to > mathematics > * Mathematics and gender in the years of statutory schooling (5-16) > * Mathematics and identity in girls and women/boys and men > * Any other studies and reflections on the theme mathematics and gender > beyond those mentioned here > > Submissions do not have to be 'philosophical' if they are informative or > reflective on mathematics and gender > > It would be useful if you let me know if you are interested in submitting > something and your projected timeframe! However this is not necessary! > Please submit anything including short pieces, assignments, articles, > chapters or even whole dissertations or theses! I can reprint already > published materials provided you have copyright or permission. Authors > retain copyright here. > > One of the good things about this free of charge journal is that it is > accessed by scholars and students from all over the globe! > > > ------------------------------------------------------------------------------------------------------------------ > FURTHER ISSUES OF INTEREST > > > I just read a very interesting paper by Peter Gates: Lives, Learning and > Liberty - The Impact and Responsibilities of > Mathematics Education - it's strong stuff - see it at: > http://www.emis.de/proceedings/PME28/PleP/PlenaryPanel_Gates.pdf > > > ------------------------------------------------------------------------------------------------------------------ > Is Mathematics Harmful (as well as Beneficial)? > Paul Ernest > Mathematics undoubtedly has great value, It has Intrinsic value, Extrinsic > or social value, and Personal value. But are these untrammelled goods? Does > promoting these aspects of value lead to solely beneficial outcomes? Does > mathematics cause harm? What do colleagues think? In the talk I argue that > mathematics does real harm because of the way it is misapplied in ways of > thinking used beyond mathematics, but that mathematics itself is neutral. > > See the talk on Youtube at > http://www.youtube.com/watch?v=RCngE2hZyMg > See the slide show on: (You probably need to join/log in) > > http://www.slideshare.net/pernest/questioning-the-value-of-mathematics2?qid=8a4e416a-20cb-462b-bffb-9cf56cf756ea&v=qf1&b=&from_search=7 > > > ---------------------------------------------------------------------------------------------------------------------- > > The Values and Mathematics: Overt and Covert > Paul Ernest > There is a widespread perception that mathematics is objective and > value-free. In this paper I argue that on the contrary mathematics itself > is value-laden. It is inescapably imbued with epistemological, ontological, > aesthetic and ethical values. I argue that these are divisible into overt > and covert values. Overt values including truth, purity, universalism, > objectivism, rationalism and utility can be explicitly identified within > mathematics. I argue that accepting any of these values involves making a > choice and hence values cannot simply be subsumed into the domain of > necessary attributes of mathematics. In contrast, covert values are hidden > and not explicitly recognised as such. I identify objectism and ethics > under this heading, with the specific ethical values of separatism, > openness, fairness and democracy as pertaining to mathematics. > > See the talk on YouTube > Part 1 > http://www.youtube.com/watch?v=Jak61rsez5g > Part 2 > http://www.youtube.com/watch?v=ZyvRr2gCfVQ > The paper is in submission for publication - just ask if you want to see a > copy! > > > --------------------------------------------------------------------------------------------------------------- > I promise not to clog up your inbox any more stuff for a while! > > Best wishes > > Paul > > _________ > Paul Ernest > Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK > Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed > Journal > Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2 > Latest (joint) paper "Explorations in knowing: thinking psychosocially > about legitimacy" available at: > http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205. > > REPLY goes to sender only > REPLY ALL goes to list members > 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 p.drake at sussex.ac.uk Wed May 14 22:59:30 2014 From: p.drake at sussex.ac.uk (Pat Drake) Date: Wed, 14 May 2014 21:59:30 +0000 Subject: [Maths-Education] Re: Maths and Gender: New special issue planned In-Reply-To: Message-ID: Dear Paul Kidnapping girls and preventing them going to school disrupts mathematics participation on the basis of gender. It would be good if the special edition makes a strong upfront acknowledgement of the importance of educating girls around the world. Best wishes Pat Professor Pat Drake College of Education, Dean Victoria University Phone +61 3 9919 2609 CRICOS Provider No. 00124K (Melbourne) CRICOS Provider No. 02475D (Sydney) 2012 ? 2015 Visiting Professor, University of Sussex, UK On 12/05/2014 22:22, "Ernest, Paul" wrote: >Dear colleagues > >I have had a lot of very interesting and interested responses on the >issue of Mathematics and Gender - it's a real live issue with many >important dimensions and continuing problems! > >So I have decided to make the Philosophy of Mathematics Education Journal >No. 29 a special issue on Mathematics and Gender. This will be published >either late 2014 or early 2015. > >Of particular interest is: >* The masculine/male image of mathematics >* Gendered aspects of the portrayal of mathematics in the media >* Women's underparticipation in mathematics post 16, at >college/university, and in post university careers >* Aspects of mathematical study and professions that attract good >participation by women >* Links between gender and other social justice issues with respect to >mathematics >* Mathematics and gender in the years of statutory schooling (5-16) >* Mathematics and identity in girls and women/boys and men >* Any other studies and reflections on the theme mathematics and gender >beyond those mentioned here > >Submissions do not have to be 'philosophical' if they are informative or >reflective on mathematics and gender > >It would be useful if you let me know if you are interested in submitting >something and your projected timeframe! However this is not necessary! >Please submit anything including short pieces, assignments, articles, >chapters or even whole dissertations or theses! I can reprint already >published materials provided you have copyright or permission. Authors >retain copyright here. > >One of the good things about this free of charge journal is that it is >accessed by scholars and students from all over the globe! > >-------------------------------------------------------------------------- >---------------------------------------- >FURTHER ISSUES OF INTEREST > > >I just read a very interesting paper by Peter Gates: Lives, Learning and >Liberty - The Impact and Responsibilities of >Mathematics Education - it's strong stuff - see it at: >http://www.emis.de/proceedings/PME28/PleP/PlenaryPanel_Gates.pdf > >-------------------------------------------------------------------------- >---------------------------------------- >Is Mathematics Harmful (as well as Beneficial)? >Paul Ernest >Mathematics undoubtedly has great value, It has Intrinsic value, >Extrinsic or social value, and Personal value. But are these untrammelled >goods? Does promoting these aspects of value lead to solely beneficial >outcomes? Does mathematics cause harm? What do colleagues think? In the >talk I argue that mathematics does real harm because of the way it is >misapplied in ways of thinking used beyond mathematics, but that >mathematics itself is neutral. > >See the talk on Youtube at >http://www.youtube.com/watch?v=RCngE2hZyMg >See the slide show on: (You probably need to join/log in) >http://www.slideshare.net/pernest/questioning-the-value-of-mathematics2?qi >d=8a4e416a-20cb-462b-bffb-9cf56cf756ea&v=qf1&b=&from_search=7 > >-------------------------------------------------------------------------- >-------------------------------------------- > >The Values and Mathematics: Overt and Covert >Paul Ernest >There is a widespread perception that mathematics is objective and >value-free. In this paper I argue that on the contrary mathematics itself >is value-laden. It is inescapably imbued with epistemological, >ontological, aesthetic and ethical values. I argue that these are >divisible into overt and covert values. Overt values including truth, >purity, universalism, objectivism, rationalism and utility can be >explicitly identified within mathematics. I argue that accepting any of >these values involves making a choice and hence values cannot simply be >subsumed into the domain of necessary attributes of mathematics. In >contrast, covert values are hidden and not explicitly recognised as such. >I identify objectism and ethics under this heading, with the specific >ethical values of separatism, openness, fairness and democracy as >pertaining to mathematics. > >See the talk on YouTube >Part 1 >http://www.youtube.com/watch?v=Jak61rsez5g >Part 2 >http://www.youtube.com/watch?v=ZyvRr2gCfVQ >The paper is in submission for publication - just ask if you want to see >a copy! > >-------------------------------------------------------------------------- >------------------------------------- >I promise not to clog up your inbox any more stuff for a while! > >Best wishes > >Paul > >_________ >Paul Ernest >Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK >Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed >Journal >Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2 > Latest (joint) paper "Explorations in knowing: thinking psychosocially >about legitimacy" available at: >http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205. > >REPLY goes to sender only >REPLY ALL goes to list members >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 martamg at ugr.es Tue May 20 16:37:59 2014 From: martamg at ugr.es (Marta Molina) Date: Tue, 20 May 2014 17:37:59 +0200 Subject: [Maths-Education] new issue just published PNA 8(4) In-Reply-To: <537B7446.1010801@ugr.es> References: <537B7446.1010801@ugr.es> Message-ID: <537B76D7.80501@ugr.es> *New issue of PNA just published, PNA 8(4)*. It contains the following articles: Christian Bokhove Using crises, feedback, and fading for online task design A recent discussion involves the elaboration on possible design principles for sequences of tasks. This paper builds on three principles, as described by Bokhove and Drijvers (2012a). A model with ingredients of crises, feedback and fading of sequences with near-similar tasks can be used to address both procedural fluency and conceptual understanding in an online environment. Apart from theoretical underpinnings, this is demonstrated by analyzing a case example from a study conducted in nine schools in the Netherlands. Together with quantitative results of the underlying study, it is showed that the model described could be a fruitful addition to the task design repertoire. Uso de crisis, realimentaci?n y desvanecimiento para el dise?o de tareas en l?nea Una discusi?n reciente implica la elaboraci?n de posibles principios para el dise?o de secuencias de tareas. Este documento se basa en tres principios, descritos en Bokhove y Drijvers (2012a). Un modelo que comprende las componentes de crisis, realimentaci?n y desvanecimiento de secuencias con tareas muy similares puede ser utilizado para abordar tanto la fluidez procedimental como la comprensi?n conceptual en un entorno en l?nea. Adem?s de estar fundamentado te?ricamente, esto se demuestra mediante el an?lisis de un ejemplo de caso de un estudio realizado en nueve centros educativos de los Pa?ses Bajos. Junto con los resultados cuantitativos del estudio subyacente, se muestra que el modelo descrito podr?a ser una incorporaci?n ?til en el repertorio del dise?o de tareas. PNA 8(4), 127-138 Handle:http://hdl.handle.net/10481/31597 T?rminos clave ?Referencias ?Art?culos relacionados ?Exportar cita Angelika Kullberg, Ulla Runesson, and Pernilla M?rtensson Different possibilities to learn from the same task In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn. Diferentes posibilidades para aprender con una misma tarea En este art?culo nos centramos en la variaci?n del dise?o y la implementaci?n de una tarea espec?fica durante tres sesiones de clase de matem?ticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases fue la divisi?n con un divisor entre 0 y 1. Los profesores quer?an que sus estudiantes entendieran que, cuando se divide por un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboraron, en un proceso c?clico, en la planificaci?n, an?lisis y revisi?n de las tres sesiones de clase. El estudio muestra que la implementaci?n de la tarea cambi? entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implement? proporcion? diferentes posibilidades para aprender. PNA 8(4), 139-150 Handle:http://hdl.handle.net/10481/31598 T?rminos clave ?Referencias ?Art?culos relacionados ?Exportar cita Boris Koichu Networking theories by iterative unpacking An iterative unpacking strategy consists of sequencing empirically-based theoretical developments so that at each step of theorizing one theory serves as an overarching conceptual framework, in which another theory, either existing or emerging, is embedded in order to elaborate on the chosen element(s) of the overarching theory. The strategy is presented in this paper by means of reflections on how it was used in several empirical studies and by means of a non-example. The article concludes with a discussion of affordances and limitations of the strategy. Teor?as de conexi?n mediante an?lisis iterativo Una estrategia de an?lisis iterativo consiste en una secuenciaci?n de avances te?ricos con base emp?rica. As?, cada avance en una teor?a sirve para organizar un marco conceptual, en el que otra teor?a, existente o emergente, queda embebida con el prop?sito de ampliar los elementos de la teor?a global. En este art?culo, presentamos esta estrategia por medio de reflexiones sobre c?mo se utiliz? en varios estudios emp?ricos y por medio de un no-ejemplo. El art?culo concluye con una discusi?n sobre los puntos fuertes y las limitaciones de la estrategia. PNA 8(4), 151-161 Handle:http://hdl.handle.net/10481/31596 T?rminos clave ?Referencias ?Art?culos relacionados ?Exportar cita -- Dra. Marta Molina Profesora Titular de Universidad Dpto. Did?ctica de la Matem?tica Universidad de Granada, Campus de Cartuja s/n, 18071, Granada GRUPO DE INVESTIGACI?N:http://fqm193.ugr.es/ REVISTA PNA:http://www.pna.es ACCESO ABIERTO A ALGUNAS DE MIS PUBLICACIONES:http://is.gd/ULaI8i "Este mensaje se dirige exclusivamente a su destinatario y puede contener informaci?n privilegiada o confidencial. Si no es Ud. el destinatario indicado, queda notificado de que la utilizaci?n, divulgaci?n o copia sin autorizaci?n est? prohibida en virtud de la legislaci?n vigente. Si ha recibido este mensaje por error, se ruega lo comunique inmediatamente por esta misma v?a y proceda a su destrucci?n." "This message is intended exclusively for its addressee and may contain information that is CONFIDENTIAL and protected by professional privilege. If you are not the intended recipient you are hereby notified that any dissemination, copy or disclosure of this communication is strictly prohibited by law. If this message has been received in error, please immediately notify us via e-mail and delete it." From G.Adams at shu.ac.uk Fri May 23 14:17:59 2014 From: G.Adams at shu.ac.uk (Adams, Gill) Date: Fri, 23 May 2014 13:17:59 +0000 Subject: [Maths-Education] Mathematics attainment for all conference, 18th June, Sheffield Hallam University Message-ID: Dear all As part of the launch of the Sheffield Institute of Education, you are invited to a free day conference for those interested in secondary mathematics teaching: teachers including NQTs, qualifying initial teacher education students and researchers and other professionals. Based on the recent publication, Debates in Mathematics Education, edited by Dawn Leslie and Heather Mendick and published by Routledge, the theme of the conference will be research-based enquiry into social justice issues in mathematics education. Our guest speakers are Dr Heather Mendick, Brunel University Professor Andy Noyes, University of Nottingham Practitioner-led workshops will include: * increasing attainment through problem solving * low threshold, high ceiling tasks * working as an NQT * mathematics learning supported through philosophy for children * enabling mathematics attainment through structured group work. The conference is free but you need to register at Event registration. A full programme will be available shortly. I do hope you are able to make it. Best wishes Hilary 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