From M.J.Inglis at lboro.ac.uk Thu Feb 4 11:54:26 2016 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Thu, 4 Feb 2016 11:54:26 +0000 Subject: [Maths-Education] Mathematics Cognition Workshop - 30 March References: <9C3A7882-A3F5-4BB8-9D2C-53B63B266D6B@lboro.ac.uk> Message-ID: Dear all, We are pleased to invite you to the Mathematics Cognition Workshop, which will take place on the 30th of March, 11.00 - 18.00 at the Mathematics Education Centre at Loughborough University. The topic of the workshop is: ?Cognitive Predictors of Children?s Mathematics Achievement?. We are delighted to have external invited talks by: Prof. Jo-Anne LeFevre, Carleton University, Ottawa, ON, Canada Prof. Bert Reynvoet, KU Leuven, Belgium Dr. Delphine Sasanguie, KU Leuven, Belgium Dr. Victoria Simms, Ulster University, UK Abbie Cahoon, Ulster University, UK For more information, please visit our website: http://mathematicscognition.weebly.com/ If you are able to join the workshop, please register here: http://mathematicscognition.weebly.com/registration.html Please forward this email to any interested colleagues. Looking forward to seeing you there, Best wishes, Amy Morris & Iro Xenidou-Dervou Dr. Iro Xenidou-Dervou Lecturer in Mathematical Cognition Mathematics Education Centre Loughborough University Schofield building Room SCH.1.43 LE11 3TU, UK T: +44 (0) 1509 223070 E: I.Xenidou-Dervou at lboro.ac.uk From I.Biza at uea.ac.uk Fri Feb 5 10:28:43 2016 From: I.Biza at uea.ac.uk (Irene Biza (EDU)) Date: Fri, 5 Feb 2016 10:28:43 +0000 Subject: [Maths-Education] Doctorate in Education (EdD) call for applications Message-ID: Dear Colleagues, Please forward the following announcement and the attached poster about the Doctorate in Education (EdD) programme at the University of East Anglia to the maths-education at nottingham list and any other interested colleagues. Many thanks and best wishes, Irene Doctorate in Education (EdD) call for applications We are delighted to invite applications for our postgraduate programme, the Doctorate in Education (EdD) at the School of Education and Lifelong Learning at the University of East Anglia (see www.uea.ac.uk/edu/pg/dredu ) Established in 1997, the EdD has been designed to meet the needs of professionals working in areas related to education, training and development who can draw on their everyday practice towards gaining a doctorate. It is a part-time course in which you will be able to conduct your own programme of research over five years. In years one and two you will attend teaching sessions in educational theory and research methods in the form of four weekend study blocks and you will design your research project which you will carry out in years three, four and five. You will work with a supervisor (and a supervisory team) who will support you throughout your study. The School of Education and Lifelong Learning has a longstanding international reputation in applied research. We work actively to advance interdisciplinary and intercultural approaches to education, and collaborate with researchers from a broad range of disciplines to explore issues around participation, engagement and social justice. Our EdD is delivered by a team of highly qualified and experienced academic staff with substantial track records and continuing involvement in educational research, and with excellent ratings in teaching quality assessments. Our research areas include Literacy and Development, Mathematics Education, Cultural Studies in Education, Physical Education Pedagogy and Higher Education and Society. If you want to investigate further educational, social, professional or organisational issues; if you would like to understand better issues related to your everyday work experience and context; or, if you would like to acquire skills as an independent researcher, our EdD programme will be the perfect environment to fulfill your aspirations. The closing date for applications is 30th April 2016. Please visit the EdD website (www.uea.ac.uk/edu/pg/dredu ) and if you have any queries in relation to an aspect of the EdD or would like to discuss your application please do not hesitate to contact Dr Irene Biza at i.biza at uea.ac.uk. Best regard, Irene ---------------------------------------------------------- Dr Irene Biza Lecturer in Mathematics Education - Director of the Doctorate in Education (EdD) programme School of Education and Lifelong Learning, Room LSB-1.30, University of East Anglia, NR4 7TJ, Norwich, UK, Tel: +44 (0)1603 591741 url: http://www.uea.ac.uk/education/people/profile/i-biza#overviewTab, Publications: http://www.uea.ac.uk/education/people/profile/i-biza#publicationsTab NEW: Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees' aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40. http://www.atm.org.uk/Mathematics-Teaching-Journal-Archive/75482 Biza, I., & Vande Hey, E. (2015). Improving statistical skills through students' participation in the development of resources. International Journal of Mathematical Education in Science and Technology. 46(2), 163-186. http://www.tandfonline.com/doi/abs/10.1080/0020739X.2014.950707 -------------- next part -------------- A non-text attachment was scrubbed... Name: Doctorate in Education 2016 Entry_DIGITAL.pdf Type: application/pdf Size: 356294 bytes Desc: Doctorate in Education 2016 Entry_DIGITAL.pdf URL: From A.M.Brown at mmu.ac.uk Sat Feb 13 11:14:28 2016 From: A.M.Brown at mmu.ac.uk (Tony Brown) Date: Sat, 13 Feb 2016 11:14:28 +0000 Subject: [Maths-Education] PhD studentships at MMU In-Reply-To: References: Message-ID: <1CFDE0DC-6024-40A8-B47C-BBD69DB30541@mmu.ac.uk> http://www2.mmu.ac.uk/research/research-study/scholarships/education/ PhD 2016 Competition Scholarships * A material feminist study of women-led comedy as a site for gender disruption within Fourth Wave Feminism(s) Closing Date: 21 March 2016 (9am) Interviews: 4, 5, 6 and 8 April 2016 * An interdisciplinary study of mathematics and the body Closing Date: 21 March 2016 (9am) * Exploring the potential of play for adult learning Closing Date: 21 March 2016 (9am) * Informal Mathematics Learning: New Approaches to Learning Mathematics, Arts, and Crafts, in Museums, After-School Programs, and Community Centers Closing Date: 21 March 2016 (9am) Interviews: Week beginning 4 April 2016 * Investigating new forms of teacher education Closing Date: 21 March 2016 (9am) Interviews: Week beginning 4 April 2016 * Localism and the Management of Public Services Closing Date: 21 March 2016 (9am) * The Aetiology of Maths Anxiety: examining the role of socio-cultural factors in the primary stage of the educational lifecourse Closing Date: 21 March 2016 (9am) Professor Tony Brown Educational and Social Research Institute Manchester Metropolitan University Birley 1.06, 53 Bonsall Street, Manchester, M15 6GX, UK Office 0161 247 2320; Home 0161 434 6355 www.esri.mmu.ac.uk/resstaff/profile.php?name=Tony&%20surname=Brown "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " From A.M.Brown at mmu.ac.uk Mon Feb 22 11:52:19 2016 From: A.M.Brown at mmu.ac.uk (Tony Brown) Date: Mon, 22 Feb 2016 11:52:19 +0000 Subject: [Maths-Education] MMU: School Direct Project Final Report Message-ID: <593D6BE0-CBC3-40AF-AE3C-E8C24343B0AB@mmu.ac.uk> We have pleasure in attaching our final report. We?d appreciate you passing this on to anyone else who might be interested. Very best wishes Tony, Harriet and Kim Professor Tony Brown Educational and Social Research Institute Manchester Metropolitan University Birley 1.06, 53 Bonsall Street, Manchester, M15 6GX, UK Office 0161 247 2320; Home 0161 434 6355 www.esri.mmu.ac.uk/resstaff/profile.php?name=Tony&%20surname=Brown "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " -------------- next part -------------- A non-text attachment was scrubbed... Name: SDRP.pdf Type: application/pdf Size: 364094 bytes Desc: SDRP.pdf URL: From dianapao29 at gmail.com Mon Feb 22 15:30:12 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Mon, 22 Feb 2016 10:30:12 -0500 Subject: [Maths-Education] Publication of PNA 10(2) Message-ID: Good day, colleagues. I inform you of the publication of PNA 10(2) on the website: http://www.pna.es. Paola Castro Revista PNA Editorial Ross TurnerLessons from PISA 2012 about mathematical literacy: an illustrated essay Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some PISA 2012 mathematics outcomes to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action. Lecciones de PISA 2012 sobre competencia matem?tica: un ensayo ilustrado Las Matem?ticas son fundamentales en los curr?culos escolares de todo el mundo, pero los resultados no son los mejores. Esto es cierto tanto en relaci?n con las actitudes expresadas hacia las matem?ticas, como en relaci?n con los resultados observados en la evaluaci?n, mostrando c?mo los individuos tienen una preparaci?n pobre para utilizar las matem?ticas en un mundo donde la habilidad para usarlas tiene una creciente importancia. Por qu?? Este ensayo usa algunos resultados de PISA 2012 matem?ticas para buscar explicaciones y posibles formas de abordarlos. El principal mensaje es que los resultados negativos en matem?ticas escolares se producen por una variedad de razones, y pueden revertirse a trav?s de acciones delibradas y coordinadas. PNA 10(2), 77-94 Handle: http://hdl.handle.net/10481/39493 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Jos? Manuel MatosConstruction and modification of the autonomy of school mathematical knowledge in Portugal During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel puts it. This article discusses how the school discipline of mathematics in secondary education in Portugal was set. This process is inseparable from teacher training and so we will observe professional legitimation processes paying special attention to ways in which autonomy has been building and modifying over time. Construcci?n y modificaci?n de la autonom?a del conocimiento matem?tico escolar en Portugal Durante la segunda mitad del siglo XIX y principios del siglo XX la disciplina de las matem?ticas en secundaria fue construida gradualmente en Portugal y emergen libros de texto, programas, t?cnicas de ense?anza especiales y la certificaci?n de maestros. Este proceso de consolidaci?n termina con el surgimiento de disciplinas escolares desarrolladas con alg?n tipo de autonom?a como la planteada por Chervel. Este art?culo describe c?mo se cre? la disciplina escolar de las matem?ticas en la educaci?n secundaria en Portugal. Este proceso va unido a la formaci?n docente y, por tanto, se observan procesos de legitimaci?n profesional, prestando especial atenci?n a las formas en que la autonom?a se ha estado construyendo y modificando en el tiempo. PNA 10(2), 95-110 Handle: http://hdl.handle.net/10481/39494 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita ?ngel L?pez, Encarnaci?n Castro y Mar?a C. Ca?adasCaracterizaci?n del significado de m?ltiplo por maestros en formaci?n Este trabajo forma parte de una investigaci?n centrada en la divisibilidad en Z+. Los sujetos participantes son maestros en formaci?n. Uno de los objetivos de la investigaci?n consiste en caracterizar los significados que muestran los maestros en formaci?n sobre el concepto de m?ltiplo. Este art?culo recoge los resultados obtenidos en relaci?n con dicho objetivo. Analizamos las producciones escritas de 37 maestros en formaci?n obtenidas en una sesi?n pr?ctica de aula, dise?ada y desarrollada en el contexto de un experimento de ense?anza. Realizamos la caracterizaci?n de los significados a trav?s de los elementos del an?lisis did?ctico: estructura conceptual, sistemas de representaci?n y fenomenolog?a. Los maestros en formaci?n mostraron mayoritariamente tres significados de m?ltiplo: producto, relaci?n y dividendo en una divisi?n exacta. Characterizing the meaning of multiple by pre-service elementary school teachers This paper is part of a wider study focused on divisibility. Participants were prospective elementary teachers. One of the aims of the research is to characterize the meanings of multiple shown by prospective teachers. In this paper, we present the results concerning this aim. We analyse the productions of 37 prospective elementary teachers collected in a practice session, designed and developed in the context of a teaching experiment. We characterize the meanings through the following elements of the didactic analysis: conceptual structure, representation systems and phenomenology. Prospective teachers showed mostly three meanings of multiple: product, relationship and dividend in an exact division. PNA 10(2), 111-134 Handle: http://hdl.handle.net/10481/39495 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita From dianapao29 at gmail.com Mon Feb 22 15:39:29 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Mon, 22 Feb 2016 10:39:29 -0500 Subject: [Maths-Education] Fwd: Publication of PNA 10(2) In-Reply-To: References: Message-ID: Good day, colleagues. I inform you of the publication of PNA 10(2) on the website: http://www.pna.es. Paola Castro Revista PNA Editorial Ross TurnerLessons from PISA 2012 about mathematical literacy: an illustrated essay Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some PISA 2012 mathematics outcomes to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action. Lecciones de PISA 2012 sobre competencia matem?tica: un ensayo ilustrado Las Matem?ticas son fundamentales en los curr?culos escolares de todo el mundo, pero los resultados no son los mejores. Esto es cierto tanto en relaci?n con las actitudes expresadas hacia las matem?ticas, como en relaci?n con los resultados observados en la evaluaci?n, mostrando c?mo los individuos tienen una preparaci?n pobre para utilizar las matem?ticas en un mundo donde la habilidad para usarlas tiene una creciente importancia. Por qu?? Este ensayo usa algunos resultados de PISA 2012 matem?ticas para buscar explicaciones y posibles formas de abordarlos. El principal mensaje es que los resultados negativos en matem?ticas escolares se producen por una variedad de razones, y pueden revertirse a trav?s de acciones delibradas y coordinadas. PNA 10(2), 77-94 Handle: http://hdl.handle.net/10481/39493 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Jos? Manuel MatosConstruction and modification of the autonomy of school mathematical knowledge in Portugal During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel puts it. This article discusses how the school discipline of mathematics in secondary education in Portugal was set. This process is inseparable from teacher training and so we will observe professional legitimation processes paying special attention to ways in which autonomy has been building and modifying over time. Construcci?n y modificaci?n de la autonom?a del conocimiento matem?tico escolar en Portugal Durante la segunda mitad del siglo XIX y principios del siglo XX la disciplina de las matem?ticas en secundaria fue construida gradualmente en Portugal y emergen libros de texto, programas, t?cnicas de ense?anza especiales y la certificaci?n de maestros. Este proceso de consolidaci?n termina con el surgimiento de disciplinas escolares desarrolladas con alg?n tipo de autonom?a como la planteada por Chervel. Este art?culo describe c?mo se cre? la disciplina escolar de las matem?ticas en la educaci?n secundaria en Portugal. Este proceso va unido a la formaci?n docente y, por tanto, se observan procesos de legitimaci?n profesional, prestando especial atenci?n a las formas en que la autonom?a se ha estado construyendo y modificando en el tiempo. PNA 10(2), 95-110 Handle: http://hdl.handle.net/10481/39494 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita ?ngel L?pez, Encarnaci?n Castro y Mar?a C. Ca?adasCaracterizaci?n del significado de m?ltiplo por maestros en formaci?n Este trabajo forma parte de una investigaci?n centrada en la divisibilidad en Z+. Los sujetos participantes son maestros en formaci?n. Uno de los objetivos de la investigaci?n consiste en caracterizar los significados que muestran los maestros en formaci?n sobre el concepto de m?ltiplo. Este art?culo recoge los resultados obtenidos en relaci?n con dicho objetivo. Analizamos las producciones escritas de 37 maestros en formaci?n obtenidas en una sesi?n pr?ctica de aula, dise?ada y desarrollada en el contexto de un experimento de ense?anza. Realizamos la caracterizaci?n de los significados a trav?s de los elementos del an?lisis did?ctico: estructura conceptual, sistemas de representaci?n y fenomenolog?a. Los maestros en formaci?n mostraron mayoritariamente tres significados de m?ltiplo: producto, relaci?n y dividendo en una divisi?n exacta. Characterizing the meaning of multiple by pre-service elementary school teachers This paper is part of a wider study focused on divisibility. Participants were prospective elementary teachers. One of the aims of the research is to characterize the meanings of multiple shown by prospective teachers. In this paper, we present the results concerning this aim. We analyse the productions of 37 prospective elementary teachers collected in a practice session, designed and developed in the context of a teaching experiment. We characterize the meanings through the following elements of the didactic analysis: conceptual structure, representation systems and phenomenology. Prospective teachers showed mostly three meanings of multiple: product, relationship and dividend in an exact division. PNA 10(2), 111-134 Handle: http://hdl.handle.net/10481/39495 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita From anne.b.fuglestad at uia.no Tue Feb 23 13:49:29 2016 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Tue, 23 Feb 2016 13:49:29 +0000 Subject: [Maths-Education] Vacancies two professors in mathematics education at UiA Message-ID: Please send to the NORME-list The University of Agder (UiA) invites applications for two full-time permanent positions as Professor in Mathematics Education at the Department of Mathematical Sciences, Faculty of Engineering and Science. The position is currently located at Campus Kristiansand. The starting date is negotiable. Please read the following announcement: https://www.jobbnorge.no/ledige-stillinger/stilling/122426/two-professors-in-mathematics-education UiA gives education in mathematics at all levels, bachelor's degree, teacher education, maste'rs and PhD in mathematics education and has a Centre of Excellence in Mathematics Education at university level. The announcement text gives further information about the positions. Kristiansand is located at the coast of the South of Norway, in warm, friendly environment, with good opportunities for outdoor life with sea and mountains. See links for further information: UiA website: http://www.uia.no/en Environment: http://www.visitnorway.com/places-to-go/southern-norway/kristiansand/?lang=uk For application - closing date: 01.04.16 For further information please contact Head of Department Elna Svege, tel.: +47 38 14 17 78, e-mail: elna.svege at uia.no, or Professor Simon Goodchild, tel.: +47 38 14 17 60, e-mail: simon.goodchild at uia.no Best wishes Anne Berit Fuglestad From anne.b.fuglestad at uia.no Tue Feb 23 13:51:39 2016 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Tue, 23 Feb 2016 13:51:39 +0000 Subject: [Maths-Education] Vacancies two professors in mathematics education at UiA Message-ID: <13b1fcae4c3b42e1be83b505031c7c2c@exmbx-grm02.uia.no> The University of Agder (UiA) invites applications for two full-time permanent positions as Professor in Mathematics Education at the Department of Mathematical Sciences, Faculty of Engineering and Science. The position is currently located at Campus Kristiansand. The starting date is negotiable. Please read the following announcement: https://www.jobbnorge.no/ledige-stillinger/stilling/122426/two-professors-in-mathematics-education UiA gives education in mathematics at all levels, bachelor's degree, teacher education, maste'rs and PhD in mathematics education and has a Centre of Excellence in Mathematics Education at university level. The announcement text gives further information about the positions. Kristiansand is located at the coast of the South of Norway, in warm, friendly environment, with good opportunities for outdoor life with sea and mountains. See links for further information: UiA website: http://www.uia.no/en Environment: http://www.visitnorway.com/places-to-go/southern-norway/kristiansand/?lang=uk For application - closing date: 01.04.16 For further information please contact Head of Department Elna Svege, tel.: +47 38 14 17 78, e-mail: elna.svege at uia.no, or Professor Simon Goodchild, tel.: +47 38 14 17 60, e-mail: simon.goodchild at uia.no Best wishes Anne Berit Fuglestad From anne.b.fuglestad at uia.no Tue Feb 23 14:06:49 2016 From: anne.b.fuglestad at uia.no (Anne Berit Fuglestad) Date: Tue, 23 Feb 2016 14:06:49 +0000 Subject: [Maths-Education] Vacancies two professors in mathematics education at UiA Message-ID: <1611a0db1a964a6eb199b40dfdd957df@exmbx-grm02.uia.no> The University of Agder (UiA) invites applications for two full-time permanent positions as Professor in Mathematics Education at the Department of Mathematical Sciences, Faculty of Engineering and Science. The position is currently located at Campus Kristiansand. The starting date is negotiable. Please read the following announcement: https://www.jobbnorge.no/ledige-stillinger/stilling/122426/two-professors-in-mathematics-education UiA gives education in mathematics at all levels, bachelor's degree, teacher education, maste'rs and PhD in mathematics education and has a Centre of Excellence in Mathematics Education at university level. The announcement text gives further information about the positions. Kristiansand is located at the coast of the South of Norway, in warm, friendly environment, with good opportunities for outdoor life with sea and mountains. See links for further information: UiA website: http://www.uia.no/en Environment: http://www.visitnorway.com/places-to-go/southern-norway/kristiansand/?lang=uk For application - closing date: 01.04.16 For further information please contact Head of Department Elna Svege, tel.: +47 38 14 17 78, e-mail: elna.svege at uia.no, or Professor Simon Goodchild, tel.: +47 38 14 17 60, e-mail: simon.goodchild at uia.no Best wishes Anne Berit Fuglestad From P.Ernest at exeter.ac.uk Thu Feb 25 01:29:35 2016 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Thu, 25 Feb 2016 01:29:35 +0000 Subject: [Maths-Education] Significant new book on Critical Mathematics Education In-Reply-To: <1611a0db1a964a6eb199b40dfdd957df@exmbx-grm02.uia.no> References: <1611a0db1a964a6eb199b40dfdd957df@exmbx-grm02.uia.no> Message-ID: Here are details of a significant new contribution to Critical Mathematics Education Critical Mathematics Education - Theory, Praxis and Reality Edited by: Paul Ernest, University of Exeter, UK Bharath Sriraman, University of Montana Nuala Ernest INFORMATION AGE PUBLISHING Published 2016 Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics?not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice. This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity. The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice. CONTENTS Foreword, Paul Ernest and Bharath Sriraman. Introduction, Bharath Sriraman. Mathematics: A Critical Rationality?, Ole Skovsmose. Ethnomathematics: A Response to the Changing Role of Mathematics in Society, Ubiratan D?Ambrosio. Mathematics Education Ideologies and Globalization, Paul Ernest. Scripting the World in Mathematics and Its Ethical Implications, Keiko Yasukawa, Ole Skovsmose and Ole Ravn. The Scope and Limits of Critical Mathematics Education, Paul Ernest. The Elephant in the Room: Equity, Social Class, and Mathematics, Robyn Jorgensen. Connecting the Notion of Foreground in Critical Mathematics Education With the Theory of Habitus, Tine Wedege. The Hegemony of English Mathematics, Brian Greer and Swapna Mukhopadhyay. School Curriculum and Different Mathematics Language Games: A Study at a Brazilian Agricultural?Technical School, Ieda Maria Giongo and Gelsa Knijnik. Ethnomathematics as a Human Right, Karen Francois. Negotiating Critical Pedagogical Discourses Stories of Contexts, Mathematics and Agency, Annica Andersson and Paola Valero. Critical Mathematics Education in the Context of ?Real?Life Education?, Helle Alr? and Marit Johnsen?H?ines. The Role of Mathematics in Politics as an Issue for Mathematics Teaching, Mario S?nchez Aguilar and Morten Blomh?j. Investigating Critical Routes: The Politics of Mathematics Education and Citizenship in Capitalism, Maria Nikolakaki. Are There Viable Connections Between Mathematics, Mathematical Proof and Democracy? D. F. Almeida. A Historical Analysis of Democracy in Mathematics and Mathematics Education in European Culture, M. Sencer Corlu. Futures at Stake: Children?s Identity Work in the Force Field of Social Valorization of School Mathematics, Troels Lange. About the Authors. http://www.infoagepub.com/products/Critical-Mathematics-Education ---------------------------------------------------------------------------------------------------------- _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal Happy 11111100000! Happy ((2 + 0).16).(2 + 0 + 1 + 6).(2.0 + 1 + 6) From davidggwells at yahoo.co.uk Thu Feb 25 15:24:24 2016 From: davidggwells at yahoo.co.uk (David Wells) Date: Thu, 25 Feb 2016 15:24:24 +0000 (UTC) Subject: [Maths-Education] Re: Maths-Education Digest, Vol 134, Issue 7 In-Reply-To: References: Message-ID: <1400338816.15567844.1456413864733.JavaMail.yahoo@mail.yahoo.com> Dear Sirs Many thanks for this extremely interesting notice. I shall certainly read this book.? However, receipt of this news prompts me to wonder what you criteria are for publicising particular books? [Obviously you cannot publicise every book published on maths education.] My book, Motivating Mathematics: Engaging Teachers, Engaged Students, was published last December by Imperial College Press.? It has received excellent reviews - the latest in the February issue of Mathematics Teacher - and I would be very happy to supply a notice in the above format of Critical Mathematics Education, if you were to decide that it would be appropriate for a Maths-Education Digest notice. Yours sincerely David Wells On Thursday, 25 February 2016, 12:00, "maths-education-request at lists.nottingham.ac.uk" wrote: Send Maths-Education mailing list submissions to ??? maths-education at lists.nottingham.ac.uk To subscribe or unsubscribe via the World Wide Web, visit ??? http://lists.nottingham.ac.uk/mailman/listinfo/maths-education or, via email, send a message with subject or body 'help' to ??? maths-education-request at lists.nottingham.ac.uk You can reach the person managing the list at ??? maths-education-owner at lists.nottingham.ac.uk When replying, please edit your Subject line so it is more specific than "Re: Contents of Maths-Education digest..." ************************************************* This is the regular digest of all messages sent out on the discussion list Maths-Education. ************************************************* Today's Topics: ? 1. Significant new book on Critical Mathematics??? Education ? ? ? (Ernest, Paul) ---------------------------------------------------------------------- Message: 1 Date: Thu, 25 Feb 2016 01:29:35 +0000 From: "Ernest, Paul" To: "maths-education at nottingham.ac.uk" ??? Subject: [Maths-Education] Significant new book on Critical ??? Mathematics??? Education Message-ID: ??? ??? Content-Type: text/plain; charset="utf-8" Here are details of a significant new contribution to Critical Mathematics Education Critical Mathematics Education - Theory, Praxis and Reality Edited by: Paul Ernest, University of Exeter, UK Bharath Sriraman, University of Montana Nuala Ernest INFORMATION AGE PUBLISHING Published 2016 Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics?not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice. This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity. The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice. CONTENTS Foreword, Paul Ernest and Bharath Sriraman. Introduction, Bharath Sriraman. Mathematics: A Critical Rationality?, Ole Skovsmose. Ethnomathematics: A Response to the Changing Role of Mathematics in Society, Ubiratan D?Ambrosio. Mathematics Education Ideologies and Globalization, Paul Ernest. Scripting the World in Mathematics and Its Ethical Implications, Keiko Yasukawa, Ole Skovsmose and Ole Ravn. The Scope and Limits of Critical Mathematics Education, Paul Ernest. The Elephant in the Room: Equity, Social Class, and Mathematics, Robyn Jorgensen. Connecting the Notion of Foreground in Critical Mathematics Education With the Theory of Habitus, Tine Wedege. The Hegemony of English Mathematics, Brian Greer and Swapna Mukhopadhyay. School Curriculum and Different Mathematics Language Games: A Study at a Brazilian Agricultural?Technical School, Ieda Maria Giongo and Gelsa Knijnik. Ethnomathematics as a Human Right, Karen Francois. Negotiating Critical Pedagogical Discourses Stories of Contexts, Mathematics and Agency, Annica Andersson and Paola Valero. Critical Mathematics Education in the Context of ?Real?Life Education?, Helle Alr? and Marit Johnsen?H?ines. The Role of Mathematics in Politics as an Issue for Mathematics Teaching, Mario S?nchez Aguilar and Morten Blomh?j. Investigating Critical Routes: The Politics of Mathematics Education and Citizenship in Capitalism, Maria Nikolakaki. Are There Viable Connections Between Mathematics, Mathematical Proof and Democracy? D. F. Almeida. A Historical Analysis of Democracy in Mathematics and Mathematics Education in European Culture, M. Sencer Corlu. Futures at Stake: Children?s Identity Work in the Force Field of Social Valorization of School Mathematics, Troels Lange. About the Authors. http://www.infoagepub.com/products/Critical-Mathematics-Education ---------------------------------------------------------------------------------------------------------- _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal Happy? 11111100000!? Happy ((2 + 0).16).(2 + 0 + 1 + 6).(2.0 + 1 + 6) ------------------------------ _______________________________________________ Maths-Education mailing list Maths-Education at lists.nottingham.ac.uk http://lists.nottingham.ac.uk/mailman/listinfo/maths-education End of Maths-Education Digest, Vol 134, Issue 7 *********************************************** 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 davidggwells at yahoo.co.uk Thu Feb 25 15:30:33 2016 From: davidggwells at yahoo.co.uk (David Wells) Date: Thu, 25 Feb 2016 15:30:33 +0000 (UTC) Subject: [Maths-Education] Books Noticed in Maths-Education Digest References: <2047290497.15656033.1456414233991.JavaMail.yahoo.ref@mail.yahoo.com> Message-ID: <2047290497.15656033.1456414233991.JavaMail.yahoo@mail.yahoo.com> Dear Sirs Many thanks for the extremely interesting notice concerning?Critical Mathematics Education by?Ernest and Sriraman. I shall certainly read this book.? However, receipt of this news prompts me to wonder what you criteria are for publicising particular books? [Obviously you cannot publicise every book published on maths education.] My book,?Motivating Mathematics: Engaging Teachers, Engaged Students, was published last December by Imperial College Press.? It has received excellent reviews - the latest in the February issue of?Mathematics Teacher?- and I would be very happy to supply a notice in the above format of?Critical Mathematics Education, if you were to decide that it would be appropriate for a?Maths-Education Digest?notice. Yours sincerely David Wells From dianapao29 at gmail.com Thu Feb 25 15:53:56 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Thu, 25 Feb 2016 10:53:56 -0500 Subject: [Maths-Education] Publication of PNA 10(2) Message-ID: I inform you of the publication of PNA 10(2) on the website: http://www.pna.es. Paola Castro Revista PNA Editorial Ross TurnerLessons from PISA 2012 about mathematical literacy: an illustrated essay Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some PISA 2012 mathematics outcomes to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action. Lecciones de PISA 2012 sobre competencia matem?tica: un ensayo ilustrado Las Matem?ticas son fundamentales en los curr?culos escolares de todo el mundo, pero los resultados no son los mejores. Esto es cierto tanto en relaci?n con las actitudes expresadas hacia las matem?ticas, como en relaci?n con los resultados observados en la evaluaci?n, mostrando c?mo los individuos tienen una preparaci?n pobre para utilizar las matem?ticas en un mundo donde la habilidad para usarlas tiene una creciente importancia. Por qu?? Este ensayo usa algunos resultados de PISA 2012 matem?ticas para buscar explicaciones y posibles formas de abordarlos. El principal mensaje es que los resultados negativos en matem?ticas escolares se producen por una variedad de razones, y pueden revertirse a trav?s de acciones delibradas y coordinadas. PNA 10(2), 77-94 Handle: http://hdl.handle.net/10481/39493 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Jos? Manuel MatosConstruction and modification of the autonomy of school mathematical knowledge in Portugal During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel puts it. This article discusses how the school discipline of mathematics in secondary education in Portugal was set. This process is inseparable from teacher training and so we will observe professional legitimation processes paying special attention to ways in which autonomy has been building and modifying over time. Construcci?n y modificaci?n de la autonom?a del conocimiento matem?tico escolar en Portugal Durante la segunda mitad del siglo XIX y principios del siglo XX la disciplina de las matem?ticas en secundaria fue construida gradualmente en Portugal y emergen libros de texto, programas, t?cnicas de ense?anza especiales y la certificaci?n de maestros. Este proceso de consolidaci?n termina con el surgimiento de disciplinas escolares desarrolladas con alg?n tipo de autonom?a como la planteada por Chervel. Este art?culo describe c?mo se cre? la disciplina escolar de las matem?ticas en la educaci?n secundaria en Portugal. Este proceso va unido a la formaci?n docente y, por tanto, se observan procesos de legitimaci?n profesional, prestando especial atenci?n a las formas en que la autonom?a se ha estado construyendo y modificando en el tiempo. PNA 10(2), 95-110 Handle: http://hdl.handle.net/10481/39494 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita ?ngel L?pez, Encarnaci?n Castro y Mar?a C. Ca?adasCaracterizaci?n del significado de m?ltiplo por maestros en formaci?n Este trabajo forma parte de una investigaci?n centrada en la divisibilidad en Z+. Los sujetos participantes son maestros en formaci?n. Uno de los objetivos de la investigaci?n consiste en caracterizar los significados que muestran los maestros en formaci?n sobre el concepto de m?ltiplo. Este art?culo recoge los resultados obtenidos en relaci?n con dicho objetivo. Analizamos las producciones escritas de 37 maestros en formaci?n obtenidas en una sesi?n pr?ctica de aula, dise?ada y desarrollada en el contexto de un experimento de ense?anza. Realizamos la caracterizaci?n de los significados a trav?s de los elementos del an?lisis did?ctico: estructura conceptual, sistemas de representaci?n y fenomenolog?a. Los maestros en formaci?n mostraron mayoritariamente tres significados de m?ltiplo: producto, relaci?n y dividendo en una divisi?n exacta. Characterizing the meaning of multiple by pre-service elementary school teachers This paper is part of a wider study focused on divisibility. Participants were prospective elementary teachers. One of the aims of the research is to characterize the meanings of multiple shown by prospective teachers. In this paper, we present the results concerning this aim. We analyse the productions of 37 prospective elementary teachers collected in a practice session, designed and developed in the context of a teaching experiment. We characterize the meanings through the following elements of the didactic analysis: conceptual structure, representation systems and phenomenology. Prospective teachers showed mostly three meanings of multiple: product, relationship and dividend in an exact division. PNA 10(2), 111-134 Handle: http://hdl.handle.net/10481/39495 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita From P.Ernest at exeter.ac.uk Thu Feb 25 16:21:26 2016 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Thu, 25 Feb 2016 16:21:26 +0000 Subject: [Maths-Education] Re: Books Noticed in Maths-Education Digest In-Reply-To: <2047290497.15656033.1456414233991.JavaMail.yahoo@mail.yahoo.com> References: <2047290497.15656033.1456414233991.JavaMail.yahoo.ref@mail.yahoo.com>, <2047290497.15656033.1456414233991.JavaMail.yahoo@mail.yahoo.com> Message-ID: Hi David and colleagues I had some qualms about advertising the book Critical Mathematics Education on this network - because it is for sharing ideas not advertising personal projects I decided I would post it because it represents a significant group effort, and includes papers by many leading theorists in the field, including Ole Skovsmose and Ubi D'Ambrosio, as well as papers by up to 20 others, rather than simply being my own pet project That was my thinking - since you ask the general question of what should be advertised ;-) 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 Happy 11111100000! Happy ((2 + 0).16).(2 + 0 + 1 + 6).(2.0 + 1 + 6) Pretty rustic villa in Soller, Mallorca available for colleagues (3 bedrooms, wifi, a/c, satellite tv, library+DVD library, large private garden with fruit, pool, etc) ________________________________________ From: maths-education-bounces at lists.nottingham.ac.uk on behalf of David Wells Sent: 25 February 2016 15:30 To: maths-education at lists.nottingham.ac.uk Subject: [Maths-Education] Books Noticed in Maths-Education Digest Dear Sirs Many thanks for the extremely interesting notice concerning Critical Mathematics Education by Ernest and Sriraman. I shall certainly read this book. However, receipt of this news prompts me to wonder what you criteria are for publicising particular books? [Obviously you cannot publicise every book published on maths education.] My book, Motivating Mathematics: Engaging Teachers, Engaged Students, was published last December by Imperial College Press. It has received excellent reviews - the latest in the February issue of Mathematics Teacher - and I would be very happy to supply a notice in the above format of Critical Mathematics Education, if you were to decide that it would be appropriate for a Maths-Education Digest notice. Yours sincerely David Wells 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 ortizjo at cantv.net Mon Feb 29 01:50:32 2016 From: ortizjo at cantv.net (ortizjo) Date: Sun, 28 Feb 2016 21:20:32 -0430 (VET) Subject: [Maths-Education] A new book Message-ID: <167095174.160611.1456710633887.JavaMail.nitido@webmail-04.mgmt.cantv.net> An HTML attachment was scrubbed... URL: From B.Jaworski at lboro.ac.uk Fri Feb 26 06:42:25 2016 From: B.Jaworski at lboro.ac.uk (Barbara Jaworski) Date: Fri, 26 Feb 2016 06:42:25 +0000 Subject: [Maths-Education] FW: Conference Educating the Educators In-Reply-To: <4ED2C84A-2A52-4AAA-AEA4-002B682AE84B@math.uni-dortmund.de> References: <4ED2C84A-2A52-4AAA-AEA4-002B682AE84B@math.uni-dortmund.de> Message-ID: Please see the conference call below. From: Susanne Prediger [mailto:prediger at math.uni-dortmund.de] Sent: 26 February 2016 01:12 To: Barbara Jaworski Subject: Conference Educating the Educators Dear Barbara the conference announced in this mail might perhaps attract your attention or the attention of your colleagues. We would be happy to welcome you! Best wishes Susanne ------------------------------------------- Dear colleagues, We are pleased to announce the upcoming second conference: ?Educating the educators - international approaches to scaling-up professional development in maths and science education? and to send you the call for proposals for that conference. The European project mascil (Mathematics and Science for Life!) and the DZLM (German Centre for Mathematics Teacher Education, funded by the Deutsche Telekom Foundation) are pleased to host the conference. This conference follows on the great success of the first one we hosted on this topic in December 2014 in Essen, Germany (almost 200 researchers, policy makers and practitioners participated in the first conference). The conference will take place from 7 to 8 November 2016 (including an Early Career Researchers? Day on 9 November) at the University of Education Freiburg, Freiburg, Germany. AIMS AND DIMENSIONS This is the second international conference specifically devoted to the topic of educating the educators in mathematics and science education. It will serve as a platform for international exchange about concepts and experiences. The aim is to present and discuss different approaches which ensure a high quality of the education of educators: ? Personal dimension: Which roles, contents and activities have to be considered in the PD for facilitators (in professional learning communities and in the multiplier concept)? ? Material dimension: Which role can materials play in professional development for math and science teachers (classroom materials, face-to-face PD materials and e-learning PD materials)? ? Structural dimension: How to establish adequate systemic project designs for scaling up and their evaluation (like e.g. in mascil or other professionalisation projects)? INNOVATIVE FORMATS The conference will use innovative and interactive formats to help bring out the specific benefit of gathering a circle of participants from research, practice and policy. Particular conference features will be: ? keynote lectures held by Alan Schoenfeld (Berkeley, US), Malcolm Swan (Nottingham, UK), and Olaf K?ller (Kiel, Germany) ? contributions on scaling-up PD from teacher educators, teacher education researchers, teachers and multipliers ? a special, half-day policy seminar on overcoming challenges in scaling-up teacher PD ?researchers and practitioners engage in mutual exchange with policy makers ? involvement of the evolving STEM Professional Development Centre practice network ? a materials market allowing participants to exhibit interesting professional development materials (including classroom materials) and learn about other materials. ? Early Career Researchers? Day (9 November 2016) The deadline for submission of proposals is Friday, 16 April 2016. The proposal should not exceed 2 pages. TARGET GROUPS The main target groups are teacher educators and researchers, multipliers and relevant networks, educators of multipliers and teacher educators, policy makers, teacher professional development centres, maths and science education support centres, presidents and representatives of PD institutions, teacher associations and relevant networks, as well as policy makers in the field of math and science education. For more information please see the attached call for proposals as well as the conference flyer or visit our conference website http://educating-the-educators.ph-freiburg.de/ We are looking forward to receiving your contributions and to seeing you at the conference. With kind regards, the conference board: Katja Maa? mascil | University of Education Freiburg, Germany Susanne Prediger DZLM | TU Dortmund University, Germany Diana Wernisch mascil | University of Education Freiburg, Germany ----------------------------------------------- Prof. Dr. Susanne Prediger Vice-President of ERME: European Society for Research in Mathematics Education Institute for Development and Research in Mathematics Education TU Dortmund University Vogelpothsweg 87 D-44227 Dortmund Germany prediger at math.uni-dortmund.de ------------------------------------------------ Obligatory Disclaimer: The information included in this e-mail is confidential. It is solely intended for the recipient. If you are not the intended recipient of this e-mail please contact the sender and delete this message. Thank you. Without prejudice of email correspondence, our statements are only legally binding when they are made in the conventional written form (with personal signature) or when such documents are sent by fax. ----------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 43710 bytes Desc: image001.jpg URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Call for proposals_ETE II conference.pdf Type: application/pdf Size: 235358 bytes Desc: Call for proposals_ETE II conference.pdf URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ETE_II_conference_flyer.pdf Type: application/pdf Size: 1298686 bytes Desc: ETE_II_conference_flyer.pdf URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From A.M.Brown at mmu.ac.uk Fri Feb 26 12:41:21 2016 From: A.M.Brown at mmu.ac.uk (Tony Brown) Date: Fri, 26 Feb 2016 12:41:21 +0000 Subject: [Maths-Education] The beginnings of school-led teacher training Message-ID: <849620F4-E5EB-4F29-A421-007F0EBC73D4@mmu.ac.uk> Apologies for cross posting. New report: The beginnings of school-led teacher training: New challenges for university teacher education. The School Direct Research Project undertaken by a team of academics from Manchester Metropolitan University concludes five years of research into the effects of school?led training on the rationale and composition of university teacher education in England and considers the impacts of recent changes on the teaching profession. Teacher education in England now comprises a vocational employment-based model of training located primarily in schools. This approach is in sharp contrast to models followed in the ?European Teacher Education Area? where student teachers typically spend five years in university, followed by up to two years on school placement. ?Almost all countries introduced reforms in initial primary teacher education after the initiation of the Bologna Process (1999)? (ENTEP), similarly for secondary subject teachers, and half of pre-primary sectors of education. These two approaches reveal radically different conceptions of how teacher quality might be improved in the name of international competitiveness. In the English model, teacher education has been wrested from its traditional home within the academy where universities play a support role to what has become ?school-led? training where government funds for teacher education have been diverted to schools. Student teachers often spend as little as thirty days in university during a one-year postgraduate ?training? course. Teacher professional identity has been referenced to skill development within this frame and the wider assessment culture. The wider European model, meanwhile, similarly claims to be concerned with ?raising teacher quality ? in a way which responds to the challenges of lifelong learning in a knowledge based society? (ENTEP). The model is characterised by reinvigorated faith in academic study and promotion of individual teachers, where a pedagogical dimension in included from the outset of undergraduate studies, but with relatively brief periods spent in school. The report, written by Tony Brown, Harriet Rowley and Kim Smith, shows how the reconfiguration of how training in the English model is distributed between university and school sites consequential to School Direct altering how the content and composition of that training is decided. Most notably, local market conditions rather than educational principles can determine the design of training models and how the composition of teacher preparation is shared across sites. This contingency means that the content and structure of School Direct courses varies greatly between different partnership arrangements across the country, leading to greater fragmentation within the system as a whole. Thus, there is not only increased diversification in terms of type of training route but also diversification of experience within each route. School Direct has also altered the balance of power between universities and schools, and in turn, their relationship with one another. The ascendance of school-led training has changed how the responsibilities of each party are decided and impacted on how the categories ?teacher educator?, ?teacher? and ?trainee? are defined. In particular, the function of ?teacher educator? has been split across the university and school sites, displacing traditional notions of what it means to be a ?teacher? and ?teacher educator?. The flux is leading to uncertainty across role boundaries and, in turn, changes in practice. Furthermore, as those in different locations negotiate territorial boundaries, this can activate anxiety and tension within the workforce. The particular impact on different school subjects as a result of these contrasting approaches relates to the way in which conceptions of the subjects derive from where understandings of them are developed, whether in schools or in universities. For those training in schools little more may be done than enable teachers to work through commercial schemes as implementers of curriculum, as opposed our European neighbours following university intensive courses where relatively low attention is given to the practical school aspects during the university element. Lower cost school-based teacher education may yet appeal to other countries in building and influencing the practice of their teaching forces. But four questions immediately present themselves: Does School Direct provide a viable alternative to university based teacher education? Does it alter the composition of the pedagogical subject knowledge it seeks to support? Is it low cost, or at least good value for money (National Audit Office, 2016)? How will it eventually impact on England?s reputation in international comparative testing? The report can be found at: http://www.esri.mmu.ac.uk/resgroups/schooldirect.pdf Other project publications: Brown, T, Rowley, H & Smith, K (2015) Sliding subject positions: knowledge and teacher educators. British Educational Research Journal Brown, T., Rowley, H. & Smith, K. (2014). Rethinking research in teacher education. British Journal of Educational Studies. 62 (3), 281-296. Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University, where he leads the group Building Research in Teacher Education. He convenes the Manchester-based conference Mathematics Education and Contemporary Theory, which next meets in July 2016 - a few places remaining. Professor Tony Brown Educational and Social Research Institute Manchester Metropolitan University Birley 1.06, 53 Bonsall Street, Manchester, M15 6GX, UK Office 0161 247 2320; Home 0161 434 6355 www.esri.mmu.ac.uk/resstaff/profile.php?name=Tony&%20surname=Brown "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " -------------- next part -------------- A non-text attachment was scrubbed... Name: SDRP.pdf Type: application/pdf Size: 364094 bytes Desc: SDRP.pdf URL: From Maike.Schindler at oru.se Mon Feb 29 12:45:40 2016 From: Maike.Schindler at oru.se (Maike Schindler) Date: Mon, 29 Feb 2016 12:45:40 +0000 Subject: [Maths-Education] ICME Discussion Group on Contemporary Philosophy / Inferentialism Message-ID: <82D016CD4ED8EA4095D0C23C9FB4D149077DA487@mailboxo02.orunet.oru.se> Dear colleagues, We are pleased to inform you that there will be a Discussion Group (DG) on Contemporary Philosophy/Inferentialism in mathematics and statistics education on ICME 13 in Hamburg, called "Applying Contemporary Philosophy in Mathematics and Statistics Education: the Perspective of Inferentialism". Inferentialism, which is increasingly gaining interest in mathematics and statistics education, can be considered as an orienting framework, which provides ontological and epistemological foundations for conceptualizing and analyzing knowledge, learning, communication, and reasoning in the fields of mathematics and statistics. Inferentialism avoids a representationalist perspective; instead reasoning and inferences are crucial aspects of research linked to inferentialism. The DG aims to bring together researchers who are interested in the role and use of inferentialism or other contemporary philosophies in mathematics and statistics education. It will contribute to an exchange of ideas and networking. For the DG, we welcome paper contributions that are closely related to inferentialism or other contemporary philosophies in mathematics and statistics education. Attached, you find a call for contributions. The DG addresses research that uses inferentialism or other contemporary philosophies as background or foreground theories in mathematics/statistics education as well as research using inferentialism and other contemporary philosophies for empirical purposes (see attached document). Please send us your individual contributions as soon as possible, but not later than March 15, 2016 (maike.schindler at oru.se). Please be aware that your contribution should not exceed a space limit of two pages and should be written in the ICME poster template available via http://icme13.org/submission_process/paper_and_poster_template. Important side note: Participation in a DG does not interfere with participation in a TSG, as TSGs have other time slots (see http://www.icme13.org/files/timetable.pdf). Looking forward to an exciting conference! Best wishes, Kate Mackrell, Maike Schindler, Arthur Bakker & Dave Pratt ------------------------------------------- Dr. Maike Schindler Postdoktor i matematikdidaktik --- ?rebro universitet Institutionen f?r naturvetenskap och teknik Rumsnummer T2212 SE-701 82 ?rebro --- +46-(0)19-303752 maike.schindler at oru.se -------------- next part -------------- A non-text attachment was scrubbed... Name: Call for Contributions - ICME DG Contemporary Philosophy.pdf Type: application/pdf Size: 194057 bytes Desc: Call for Contributions - ICME DG Contemporary Philosophy.pdf URL: