From P.Ernest at exeter.ac.uk Wed Oct 1 23:33:26 2014 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Wed, 1 Oct 2014 22:33:26 +0000 Subject: [Maths-Education] Philosophy of Maths Ed Journal Message-ID: Dear Colleagues This is a final call for submissions for the Philosophy of Mathematics Education Journal, issue No. 28 (2014) There are some exciting inclusions including a dialogue on 2+2=5 stimulated by Heather Mendick's presentation on Maths in Popular Culture and other issues (philosophy of maths, teaching and learning maths) that came out of the Mathematical Cultures conference organised by Brendan Larvor April 2014 and subsequent exchanges. There is also Bal Chandra Luitel's innovative PhD study Culture, Worldview and Transformative Philosophy of Mathematics Education in Nepal: A Cultural-Philosophical Inquiry - which uses multimedia representions to explore the development of his own beliefs, their context, and much more! Please send me anything you would like considered for inclusion as soon as possible as I am putting the issue together at the present. I put out a call for papers on Maths and Gender (see below) but I have had insufficient submissions or indications of interest for a whole special issue. So I plan to have a section on Maths and Gender in the current issue (No. 28) and will include further relevant papers in issue no. 29 (2015). 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 Pretty rustic villa retreat in Spain available for friends (with garden, fruit, pool, wifi, a/c, etc) - just ask for details! ________________________________ On 2014-05-12, at 8:22 AM, "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! > > ------------------------------------------------------------------------------------------------------------------ -------------- next part -------------- A non-text attachment was scrubbed... Name: Differential Interest of Women in Mathematics and StatisticsSub.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 213143 bytes Desc: Differential Interest of Women in Mathematics and StatisticsSub.docx URL: From P.Ernest at exeter.ac.uk Fri Oct 3 17:57:04 2014 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Fri, 3 Oct 2014 16:57:04 +0000 Subject: [Maths-Education] Re: Philosophy of Maths Ed Journal -sorry Message-ID: Apologies to Walter and everybody Attaching his paper which will be in the next issue was my error - sorry! Lucky you - you get a sneak preview!!! lol 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 Pretty rustic villa retreat in Spain available for friends (with garden, fruit, pool, wifi, a/c, etc) - just ask for details! ________________________________________ From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] on behalf of Ernest, Paul Sent: 01 October 2014 23:33 To: maths-education at nottingham.ac.uk Subject: [Maths-Education] Philosophy of Maths Ed Journal Dear Colleagues This is a final call for submissions for the Philosophy of Mathematics Education Journal, issue No. 28 (2014) There are some exciting inclusions including a dialogue on 2+2=5 stimulated by Heather Mendick's presentation on Maths in Popular Culture and other issues (philosophy of maths, teaching and learning maths) that came out of the Mathematical Cultures conference organised by Brendan Larvor April 2014 and subsequent exchanges. There is also Bal Chandra Luitel's innovative PhD study Culture, Worldview and Transformative Philosophy of Mathematics Education in Nepal: A Cultural-Philosophical Inquiry - which uses multimedia representions to explore the development of his own beliefs, their context, and much more! Please send me anything you would like considered for inclusion as soon as possible as I am putting the issue together at the present. I put out a call for papers on Maths and Gender (see below) but I have had insufficient submissions or indications of interest for a whole special issue. So I plan to have a section on Maths and Gender in the current issue (No. 28) and will include further relevant papers in issue no. 29 (2015). 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 Pretty rustic villa retreat in Spain available for friends (with garden, fruit, pool, wifi, a/c, etc) - just ask for details! ________________________________ On 2014-05-12, at 8:22 AM, "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! > > ------------------------------------------------------------------------------------------------------------------ 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 alexandre.borovik at gmail.com Thu Oct 9 09:49:42 2014 From: alexandre.borovik at gmail.com (Alexandre Borovik) Date: Thu, 9 Oct 2014 09:49:42 +0100 Subject: [Maths-Education] The Imitation Game Cryptography Competition Message-ID: `The Imitation Game? is a biopic of Alan Turing starring Benedict Cumberbatch in the lead role. The film?s distributors asked a team from Manchester University to run a one-off on-line `Imitation Game Cryptography Competition?, www.maths.manchester.ac.uk/cryptography_competition_the_imitation_game. It?s free to enter and is open to everybody. There are some great prizes for you to win: film posters signed by the cast, DVD bundles, soundtracks, etc, The competition runs until 14th Nov. -- 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 M.J.Inglis at lboro.ac.uk Thu Oct 9 13:51:03 2014 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Thu, 9 Oct 2014 12:51:03 +0000 Subject: [Maths-Education] Fwd: CfP "Cultures of Mathematics IV" References: Message-ID: For info. Begin forwarded message: > From: Benedikt Loewe > Subject: CfP "Cultures of Mathematics IV" > Date: 9 October 2014 10:42:17 BST > > Please find below the Call for Papers for our conference. Please distribute this call widely in your networks of students, colleagues and the mailing lists relevant for your field. Note the travel grants for students and junior researchers. > > Best wishes, > > Benedikt > > ==================================================================== > > Cultures of Mathematics IV > 22-25 March 2015 > New Delhi, India > http://www.math.uni-hamburg.de/spag/ml/Delhi2015/ > > Keynote speakers. Tom Archibald (Canada), Jessica Carter (Denmark), Jose Ferreiros (Spain), Karen Francois (Belgium), Albrecht Heeffer (Belgium), Matthew Inglis (England), Brendan Larvor (England), Madeline Muntersbjorn (U.S.A.), Alison Pease (England), Emil Simeonov (Austria), Keith Weber (U.S.A.). > > Programme Committee. Mihir Chakraborty (Calcutta, India), Karine Chemla (Paris, France), Benedikt L?we (Amsterdam, The Netherlands & Hamburg, Germany), Thomas M?ller (Konstanz, Germany), Jean Paul Van Bendegem (Brussels, Belgium), Bart Van Kerkhove (Brussels, Belgium). > > *** Call for Papers. *** > > The programme committee of the conference Cultures of Mathematics IV cordially invites all researchers who work on cultural aspects of mathematics and/or the practice of mathematics from all associated disciplines (i.e., mathematics, philosophy, sociology, mathematics education, history, psychology, and others) to submit abstracts of papers to be presented in Delhi. We are particularly interested in studies dealing with differences between mathematical research cultures, and among these in studies dealing with concrete examples, as well as methodological discussions of the use of empirical and historical data from the study of mathematical practice for gaining insight in the phenomenon of mathematics. For this purpose, the term "culture" should be understood very widely, and cultural differences can be found distinguishing mathematical subdisciplines, national cultures, cultures imposed by university or institute structures, etc. > > Please submit abstracts of talks by the deadline of 7 December 2014 via our easychair submission page: https://easychair.org/conferences/?conf=com4. > > Please use the field "Abstract" to provide the abstract of your talk. Ignore the field "Upload Paper" by clicking the box "Abstract Only"; do not submit a paper. > > We should like to point out that IERTNiL and IASCUD provide modest travel grants to students and junior researchers: http://www.math.uni-hamburg.de/spag/ml/Delhi2015/grants.html. If you are submitting an abstract and applying for a grant, please mention the abstract in your grant application. > > "Cultures of Mathematics IV" is generously sponsored by the Indian Council for Philosophical Research (ICPR), the International Association for Science and Cultural Diversity (IASCUD), and the Indo-European Research Training Network in Logic (IERTNiL). From Peter.Gates at nottingham.ac.uk Wed Oct 15 11:36:53 2014 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Wed, 15 Oct 2014 11:36:53 +0100 Subject: [Maths-Education] ACME Outer Circle Open Call UK ONLY Message-ID: > > You may already be aware that the Advisory Committee on Mathematics Education (ACME) recently launched an Open Call for Outer Circle members (flyer attached). > > Further information is also available on the ACME website at: www.acme-uk.org/about-acme/the-outer-circle/how-do-i-apply-to-become-a-member-of-the-outer-circle or by contacting the ACME Secretariat (ACME at royalsociety.org). > > With kind regards, > > Alice > > Alice O'Hare > ACME Intern > > T +44 20 7451 2588 > > The Royal Society > 6-9 Carlton House Terrace > London SW1Y 5AG > royalsociety.org > > Registered Charity No 207043 > > -------------- next part -------------- A non-text attachment was scrubbed... Name: Outer Circle Open Call 2014.pdf Type: application/pdf Size: 295175 bytes Desc: Outer Circle Open Call 2014.pdf URL: From alan at cdnalma.poznan.pl Wed Oct 22 10:09:28 2014 From: alan at cdnalma.poznan.pl (Alan Rogerson) Date: Wed, 22 Oct 2014 11:09:28 +0200 Subject: [Maths-Education] International Maths Education Conference Catania 2015 In-Reply-To: References: <50D5996D.8030306@rogerson.pol.pl> <523E9B9B.6090808@rogerson.pol.pl> Message-ID: <54477448.5080001@cdnalma.poznan.pl> *Dear friends,* *Could you kindly post the message below to lists and blogs you have contact with? As you may know we are an entirely educational and non-commercial project so we rely on the support of our friends and colleagues world-wide for publicity. Best wishes, Alan* * * *International Mathematics Education Conference Catania 2015* *The 12^th International Conference of the Mathematics Education for the Future Project in Montenegro, Sep 2014, was attended by 174 people from 29 countries. The next conference will be held near Catania, Sicily, from Sep 16-21, 2015 at a beautiful hotel next to the sea. The conference title, /Mathematics Education in a Connected World/, continues our search for innovative ways in which mathematics, science, computing and statistics education can succeed in our increasingly connected world. **Our twelve previous conferences since 1999 were renowned for their friendly and productive atmosphere, and attracted many /movers and shakers/ from around the world. *** *We now call for papers and workshops (which can be peer reviewed) with the possibility of future publication in a book or journal. Please email Alan Rogerson at alan at cdnalma.poznan.pl for all details and updates.*** From Daniel.Pead at nottingham.ac.uk Thu Oct 23 10:09:30 2014 From: Daniel.Pead at nottingham.ac.uk (Daniel Pead) Date: Thu, 23 Oct 2014 10:09:30 +0100 Subject: [Maths-Education] Bowland Maths - Small Projects Grants Message-ID: <51876478-FDE8-41BA-B090-E64E91484F63@Nottingham.ac.uk> Dear all, The Bowland Trust is again making small grants available to schools and others with the continuing aim of stimulating activities that extend the use and understanding of the Bowland Maths* resources. This time, grants will be for up to ?1,000 and available for project activities up to July 2015. The closing date for applications is the end of November 2014. Full details and an application form can be found at: http://www.bowlandmaths.org.uk/about/grants.html Please forward this invitation to other colleagues and schools who may be interested in the opportunity. Yours, Daniel Pead Centre for Research in Mathematical Education University of Nottingham, UK * Bowland Maths offers a range of materials aimed at making maths engaging and relevant to pupils aged 11-14, with a focus on developing thinking, reasoning and problem-solving skills. The materials - which include extended classroom projects, formative assessment tasks and video-led professional development materials - are freely available at http://www.bowlandmaths.org.uk/ From katemackrell at sympatico.ca Thu Oct 23 21:11:34 2014 From: katemackrell at sympatico.ca (Kate Mackrell) Date: Thu, 23 Oct 2014 16:11:34 -0400 Subject: [Maths-Education] research on feedback and formative assessment? In-Reply-To: <51876478-FDE8-41BA-B090-E64E91484F63@Nottingham.ac.uk> References: <51876478-FDE8-41BA-B090-E64E91484F63@Nottingham.ac.uk> Message-ID: CEMSE at the University of Chicago is trying to "cover all bases" in a proposal re the above in a technology environment. We have found some excellent literature (see refs below), but wonder if there is any other interesting stuff out there that people know about. In particular, we are looking for: a. any frameworks for feedback and formative assessment in technological environments? b. any recent evidence re the frequency of feedback/formative assessment in classrooms? We'd also love to hear from anyone doing similar work! Kate Mackrell Bibliography so far: Bellman, A., Foshay, W., & Gremillion, D. (2014). A developmental model for adaptive and differentiated instruction using classroom networking technology. In A. Clark-Wilson et al. (Eds.), The Mathematics Teacher in the Digital Era, Springer: Dordrecht. Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7?74. Drijvers, P., Boon, P., Doorman, M., Bokhove, C., & Tacoma, S. (2013). Digital design: RME principles for designing online tasks. In C. Margolinas (Ed.). Task Design in Mathematics Education: Proceedings of ICMI Study 22, 55-62. Geiger, V., & Redmond, T. (2013). Designing mathematical modelling tasks in a technology rich secondary school context. In C. Margolinas (Ed.). Task Design in Mathematics Education: Proceedings of ICMI Study 22, 121-130. Gutierrez-Santos, S., Mavrikis, M., & Magoulas, G. (2010). Layered development and evaluation for Intelligent Support in Exploratory Environments: the case of microworlds. Volume 6094 of Lecture Notes in Computer Science, pp. 105-114. Heidelberg: Springer. Hattie, J. & Helen Timperley, H. (2007). The Power of Feedback, Review of Educational Research, 77(1), 81?112. Joubert, M. (2013) Using computers in classroom mathematical tasks: revisiting theory to develop recommendations for the design of tasks. In C. Margolinas (Ed.) Task Design in Mathematics Education: Proceedings of ICMI Study 22, 71-80. Lee, H., Feldman, A., & Beatty, I. (2012). Factors that affect science and mathematics teachers? initial implementation of technology-enhanced formative assessment using a classroom response system, J Sci Educ Technol, 21, 523?539. Mackrell, K., Maschietto, M., & Soury-Lavergne, S. (2013). The interaction between task design and technology design in creating tasks with Cabri Elem. In C. Margolinas (Ed.) Task Design in Mathematics Education: Proceedings of ICMI Study 22, 81-90. Mavrikis, M., Noss, R., Hoyles, C., & Geraniou E. (2013). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. Journal of Computer Assisted Learning, 29(1), 68-85. Mavrikis, M., & Gutierrez-Santos, S. (2010). Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering, Computers & Education, 54, 641?651. Moreno, R. (2004). Decreasing cognitive load for novice students: effects of explanatory versus corrective feedback in discovery-based multimedia, Instructional Science, 32, 99?113. Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker & B. McGaw (Eds.) International Encyclopedia of Education (Third Edition), 42-47. University of Illinois at Chicago: Chicago, IL. Sangwin, C., Cazes, C., Lee, A. & Wong, K. (2010). Micro-level automatic assessment supported by digital technologies. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics Education and Technology-Rethinking the Terrain, 227-250. Springer. Stacey, K., & Wiliam, D. (2013). Technology and Assessment in Mathematics. In M. A. Clements et al. (Eds.), Third International Handbook of Mathematics Education, 721-751. Springer: New York. Warner, Z. (2011). Adoption of computer-based formative assessment in a high school mathematics classroom. Journal of Cases on Information Technology, 13(4), 9-20. From julian at d-and-j.net Thu Oct 30 19:03:23 2014 From: julian at d-and-j.net (Julian Gilbey) Date: Thu, 30 Oct 2014 19:03:23 +0000 Subject: [Maths-Education] Job opportunity at the Cambridge Mathematics Education Project Message-ID: <20141030190323.GA23670@d-and-j.net> Hello, We are currently looking for somebody to join our team at the Cambridge Mathematics Education Project. The appointee will be working with us to develop Educational Resources for our website which is aimed at 16+ mathematics. More information about the project is available from http://www.maths.cam.ac.uk/cmep Details of the job are available here: http://www.jobs.cam.ac.uk/job/5301/ Julian From A.Clark-Wilson at ioe.ac.uk Fri Oct 31 10:49:47 2014 From: A.Clark-Wilson at ioe.ac.uk (Alison Clark-Wilson) Date: Fri, 31 Oct 2014 10:49:47 +0000 Subject: [Maths-Education] Re: research on feedback and formative assessment? In-Reply-To: References: <51876478-FDE8-41BA-B090-E64E91484F63@Nottingham.ac.uk> Message-ID: Hi Kate and all, Newcastle University is leading a 3-year EU funded project on just this theme (in mathematics and science education, with an emphasis on addressing low attainment) Improving Progress for Lower Achievers through Formative Assessment in Science and Mathematics Education (FaSMEd) https://research.ncl.ac.uk/fasmed/ Their literature review will be useful to you I am sure? Alison Dr Alison Clark-Wilson Research Fellow London Knowledge Lab Institute of Education 23-29 Emerald St London WC1N 3QS phone: 00 44 (0)7815 609791 email: a.clark-wilson at ioe.ac.uk On 23/10/2014 21:11, "Kate Mackrell" wrote: >CEMSE at the University of Chicago is trying to "cover all bases" in a >proposal re the above in a technology environment. We have found some >excellent literature (see refs below), but wonder if there is any other >interesting stuff out there that people know about. In particular, we >are looking for: > >a. any frameworks for feedback and formative assessment in technological >environments? > >b. any recent evidence re the frequency of feedback/formative assessment >in classrooms? > >We'd also love to hear from anyone doing similar work! > >Kate Mackrell > >Bibliography so far: > >Bellman, A., Foshay, W., & Gremillion, D. (2014). A developmental model >for adaptive and differentiated instruction using classroom networking >technology. In A. Clark-Wilson et al. (Eds.), The Mathematics Teacher in >the Digital Era, Springer: Dordrecht. > >Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. >Assessment in Education: Principles, Policy and Practice, 5(1), 7?74. > >Drijvers, P., Boon, P., Doorman, M., Bokhove, C., & Tacoma, S. (2013). >Digital design: RME principles for designing online tasks. In C. >Margolinas (Ed.). Task Design in Mathematics Education: Proceedings of >ICMI Study 22, 55-62. > >Geiger, V., & Redmond, T. (2013). Designing mathematical modelling tasks >in a technology rich secondary school context. In C. Margolinas (Ed.). >Task Design in Mathematics Education: Proceedings of ICMI Study 22, >121-130. > >Gutierrez-Santos, S., Mavrikis, M., & Magoulas, G. (2010). Layered >development and evaluation for Intelligent Support in Exploratory >Environments: the case of microworlds. Volume 6094 of Lecture Notes in >Computer Science, pp. 105-114. Heidelberg: Springer. > >Hattie, J. & Helen Timperley, H. (2007). The Power of Feedback, Review of >Educational Research, 77(1), 81?112. > >Joubert, M. (2013) Using computers in classroom mathematical tasks: >revisiting theory to develop recommendations for the design of tasks. In >C. Margolinas (Ed.) Task Design in Mathematics Education: Proceedings of >ICMI Study 22, 71-80. > >Lee, H., Feldman, A., & Beatty, I. (2012). Factors that affect science >and mathematics teachers? initial implementation of technology-enhanced >formative assessment using a classroom response system, J Sci Educ >Technol, 21, 523?539. > >Mackrell, K., Maschietto, M., & Soury-Lavergne, S. (2013). The >interaction between task design and technology design in creating tasks >with Cabri Elem. In C. Margolinas (Ed.) Task Design in Mathematics >Education: Proceedings of ICMI Study 22, 81-90. > >Mavrikis, M., Noss, R., Hoyles, C., & Geraniou E. (2013). Sowing the >seeds of algebraic generalisation: designing epistemic affordances for an >intelligent microworld. Journal of Computer Assisted Learning, 29(1), >68-85. > >Mavrikis, M., & Gutierrez-Santos, S. (2010). Not all wizards are from Oz: >Iterative design of intelligent learning environments by communication >capacity tapering, Computers & Education, 54, 641?651. > >Moreno, R. (2004). Decreasing cognitive load for novice students: effects >of explanatory versus corrective feedback in discovery-based multimedia, >Instructional Science, 32, 99?113. > >Pellegrino, J. W. (2010). Technology and formative assessment. In P. >Peterson, E. Baker & B. McGaw (Eds.) International Encyclopedia of >Education (Third Edition), 42-47. University of Illinois at Chicago: >Chicago, IL. > >Sangwin, C., Cazes, C., Lee, A. & Wong, K. (2010). Micro-level automatic >assessment supported by digital technologies. In C. Hoyles & J.-B. >Lagrange (Eds.), Mathematics Education and Technology-Rethinking the >Terrain, 227-250. Springer. > >Stacey, K., & Wiliam, D. (2013). Technology and Assessment in >Mathematics. In M. A. Clements et al. (Eds.), Third International >Handbook of Mathematics Education, 721-751. Springer: New York. > >Warner, Z. (2011). Adoption of computer-based formative assessment in a >high school mathematics classroom. Journal of Cases on Information >Technology, 13(4), 9-20. >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. > > > > The Institute of Education: Number 1 worldwide for Education, 2014 QS World University Rankings