From Debbie.Morgan at ncetm.org.uk Mon Jul 20 21:09:39 2015 From: Debbie.Morgan at ncetm.org.uk (Debbie Morgan) Date: Mon, 20 Jul 2015 20:09:39 -0000 Subject: [Maths-Education] NCETM Teaching for Mastery Primary Mathematics Specialist Programme In-Reply-To: References: Message-ID: <4912FC65E32A1041BFCCBD1B8D6061576CB3A487B0@TGMAIL4.tribalgroup.net> Dear Colleagues As you may be aware the NCETM is running a programme to develop teachers as specialists in teaching for mastery of mathematics within the primary school. Each of the Maths Hubs has selected 4 teachers to take part in the programme. The competition for these places was strong, with approximately 600 applicants for 140 places. These are high quality experienced teachers, some who already have masters credits through programmes such as MaST. We would like to offer the teachers engaged in programme the opportunity to work towards and gain Masters credits should they wish to. We are therefore providing the opportunity for HEI institutions who have existing "open/skeleton" masters modules to pass on details to the teachers, through the NCETM. Please note the NCETM is not in a position to work with a university to validate the programme itself, the accreditation would need to be incorporated into existing modules. The programme will commence in October and teachers will be engaged in study of topics such as teaching for mastery and variation theory; developing their subject knowledge and pedagogy; and supporting the professional development of other teachers. The programme would particularly lend itself to action research. If you are in a position to offer the opportunity for teachers to gain masters credits and potentially transfer existing credits then please send the following details: Name of Institution Name of Masters Module Number of Credits Available Web Address for further details Contact Name and Email Please note we will pass on your details to the teachers and then leave it up to them to contact you and finalise arrangement should they wish to. Kind Regards Debbie Debbie Morgan Director for Primary National Centre for Excellence in the Teaching of Mathematics E:debbie.morgan at ncetm.org.uk M: 07500959378 www.ncetm.org.uk? The National Centre for Excellence in the Teaching of Mathematics (NCETM) supports the professional development of teachers of mathematics. It is funded by the Department for Education (DfE) and managed by a consortium of Tribal Education Ltd. (lead); the Institute of Education, University of London; Mathematics in Education and Industry; and MyScience.co Ltd. Email disclaimer and postal address Are you a registered user of the NCETM? -----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 June 2015 13:43 To: maths-education at nottingham.ac.uk; mes-conf at nottingham.ac.uk Subject: [Maths-Education] 2nd Announcement ICME-13 Attached please find the second announcement of ICME-13 containing the call for papers. We will distribute the second announcement and call for papers widely. However, if you have special lists, please use them. If you wish to send out a special call for papers for your TSG, please develop your own call for papers based on the deadlines and structures described in the second announcement. I hope we have clearly described the submission process and deadlines. The website will be updated in the next 2 weeks. With my best wishes Gabriele -- *************************************************************** * Prof. Dr. Gabriele Kaiser * University of Hamburg * Faculty of Education * Didactics of Mathematics * Von-Melle-Park 8 * 20146 Hamburg * * Convenor of 13th International Congress on Mathematical Education (ICME-13) * * Phone: (+49) 040 42838-5320 (secretary -5321) * Fax: (+49) 040 42838-4459 * e-mail: convenor.icme13 at uni-hamburg.de * Homepage: www.icme13.org / www.dr-gabriele-kaiser.de ************************************************************** 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. 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From A.Clark-Wilson at ioe.ac.uk Thu Jul 23 14:29:41 2015 From: A.Clark-Wilson at ioe.ac.uk (Alison Clark-Wilson) Date: Thu, 23 Jul 2015 13:29:41 -0000 Subject: [Maths-Education] Trying to locate proceedings of ICTMT2 (Napier University, Edinburgh), ICTMT3 (Koblenz), and ICTMT4 (Plymouth) Message-ID: Dear colleagues, If anyone has a spare or unwanted copy of any of these proceedings that they are happy to send to me, I am trying to locate them for a complete collection of the International Conference on Technology in a Mathematics Teaching series. Full references are: Searle, John (Ed.). (1995). International Conference on Technology in Mathematics Teaching 2 (Napier University), Edinburgh: Addison Wesley. Fraunhalz, W (Ed.). (1997). International Conference on Technology in Mathematics Teaching 3 (Koblenz). Maull, W., & Sharp, J. (Eds.). (1999). International Conference on Technology in Mathematics Teaching 4 Plymouth: University of Plymouth. They'll be in extremely safe hands! Thanks! Alison Dr Alison Clark-Wilson Research Fellow London Knowledge Lab UCL Institute of Education University College London 23-29 Emerald St London WC1N 3QS phone: 00 44 (0)7815 609791 email: a.clark-wilson at ucl.ac.uk [cid:7C92462E-745F-4D66-BEAD-DF783D4B851F] ________________________________ UCL Institute of Education: Number 1 worldwide for Education, 2015 QS World University Rankings www.ucl.ac.uk/ioe -------------- next part -------------- A non-text attachment was scrubbed... Name: 0F6F0A66-1019-42B9-8049-96B6149BA448[9].png Type: image/png Size: 26112 bytes Desc: 0F6F0A66-1019-42B9-8049-96B6149BA448[9].png URL: From P.Ernest at exeter.ac.uk Fri Jul 31 00:41:19 2015 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Thu, 30 Jul 2015 23:41:19 -0000 Subject: [Maths-Education] ICME-13 TSG 53 Papers invited on Philosophy of Maths Education In-Reply-To: <004f01d0af73$d50e2c00$7f2a8400$@uni-hamburg.de> References: <004f01d0af73$d50e2c00$7f2a8400$@uni-hamburg.de> Message-ID: Dear Colleagues I'm writing to invite you to participate in the Topic Study Group 53: Philosophy of mathematics education, at ICME 13 Hamburg 25-31 July 2016 You can submit a short paper of max. 4 pages before 1 October for a presentation at this conference TSG. This would be one of 8 shorter presentations. There will be a review process and the accepted version can be extended to 8 pages. By all means share your ideas or questions informally with me and I can give you feedback before the formal submission that the ICME secretariat requires. Details of TSG 53 below. 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 Soller, Mallorca available (with garden, fruit, pool, wifi, a/c, etc) - just ask for details! ICME 13 Hamburg 25-31 July 2016 Topic Study Group 53 Philosophy of mathematics education Co-chairs: Paul Ernest (UK) p.ernest at ex.ac.uk; Ladislav Kvasz (Czech Republic) kvasz at fmph.uniba.sk Team members: Maria Bicudo (Brazil); Regina M?ller (Germany); Ole Skovsmose (Denmark/Brazil) IPC Liaison person: Susanne Prediger (Germany) ABSTRACT What is the philosophy of mathematics education? It can be an explicit position that is formulated, reformulated, criticized, refined, etc. But it can also refer to implicit assumptions and priorities, including paradigmatic assumptions that one need not be aware of, but which might be identified through, let us call it, a philosophical archaeology. The philosophy of any activity comprises its aims or rationale. Thus we ask: what is the purpose of teaching and learning mathematics? An answer explains why we engage in these practices and what we hope will be achieved. But just considering such purposes quickly leads to seeing the divergence in aims and values of different groups. A broader view looks at the applications of philosophy to mathematics education including topics such as epistemology, philosophy of mathematics, ethics and aesthetics. It applies philosophical methods to a critical examination of the assumptions, reasoning and conclusions of mathematics education, systematically enquiring into fundamental questions: What is mathematics? How does mathematics relate to society? Why teach mathematics? What is the nature of learning (mathematics)? What is the nature of mathematics teaching? What is the significance of information and communication technology in the teaching and learning of mathematics? What is the status of mathematics education as knowledge field? What deep and often unacknowledged assumptions underlie mathematics education research and practice? Ethics is a central branch of philosophy that is often ignored or regarded as irrelevant for mathematics. What is or should be the role of ethics in mathematics education? The philosophy of mathematics education matters because it gives people new 'glasses' through which to see the world. It enables people to see beyond official stories about the society, mathematics, and education. It provides thinking tools for questioning the status quo, for seeing 'what is' is not what 'has to be'; enabling us to imagine alternatives possibilities. This is important throughout mathematics education research but also especially important in mathematics teacher education, when new mathematics teachers learn how to view the worlds of the teaching and learning of mathematics. The sessions will offer expert presentations (6) on key questions and issues of the field with plenty of space and time for questions, discussion and participation. It will also includes shorter presentations (8). Both of these will allow new issues to emerge to stimulate discussion and controversy, ultimately to encourage growth in research and teaching developments in mathematics education inspired by philosophical perspectives.