From Peter.Gates at nottingham.ac.uk Mon Jun 6 10:05:24 2016 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Mon, 6 Jun 2016 09:05:24 +0000 Subject: [Maths-Education] Teaching Mathematics for Social Justice: Meaningful Projects for the Secondary Mathematics Classroom Message-ID: <344C197B97E64143BCFCF497188B7CCD762E820F@UIWEXMBX11.ad.nottingham.ac.uk> I'd like to draw your attention to a new book: 'Teaching Mathematics for Social Justice: Meaningful Projects for the Secondary Mathematics Classroom'. The aim of the book is to share teaching resources and ideas generated from the TMSJ Research Project (a participatory action research project). The book was published by the Association of Teachers of Mathematics in April 2016. The book is: * Aimed at teachers of mathematics who are interested in addressing issues of social justice in their classrooms. * Based on the premise that conventional approaches to teaching maths do not adequately address the needs of all learners or the needs of society as a whole. * Suitable for students in Key Stages 3 and 4, those studying the new 'core mathematics' curriculum and for those on post-compulsory numeracy courses. * Written in a style that allows teachers to use the ideas in a flexible, creative and non-prescriptive way. The book contains: * Seven projects addressing issues of social justice in the mathematics classroom; * Twenty task sheets designed to be photocopied for students; * Teachers' notes offering ideas for supporting and developing classroom practice; * Six accessible research articles exploring the theories underlying the teaching ideas. Further details of the book can be found on: http://maths-socialjustice.weebly.com/teaching-mathematics-for-social-justice-book.html and on the ATM website: https://www.atm.org.uk/shop/teaching-maths-for-social-justice-book-and-pdf/act099pk Best Wishes, Peter Dr Peter Gates Centre for Research in Mathematics Education School of Education +44 (0)115 951 4432 | peter.gates at nottingham.ac.uk | University web Page | www.petergates.org School of Education | The University of Nottingham | Jubilee Campus | Nottingham NG8 1BB New book published: Gates, P. and Jorgensen, R. (2015) Shifts in the Field of Mathematics Education. Stephen Lerman and the turn to the social. Dordrecht: Springer http://www.springer.com/978-981-287-178-7 eBook is available here: http://link.springer.com/978-981-287-179-4 The Ninth Mathematics Education and Society conference will be held at the University of Thessaly, Volos, Greece early April, 2017. This conference is an international forum for the discussion of historical, cultural, social, and political issues relating to mathematics education. More information will be posted in due course. See: http://mes9.ece.uth.gr [cid:image001.png at 01CC7C48.9E222870] [cid:image002.png at 01CC7C48.9E222870] [cid:image003.png at 01CC7C48.9E222870] [cid:image004.png at 01CC7C48.9E222870] [cid:image005.jpg at 01CC7C48.9E222870] [cid:image007.png at 01D1BFDA.F05A23B0] w: Impact: The Nottingham Campaign [Outstanding_Colour_ITESecondary[1]] -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 155 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 833 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Date: Mon, 13 Jun 2016 08:21:24 +0000 Subject: [Maths-Education] PME Newsletter May 2016 available Message-ID: <5A5A76258A69AF499C3C136F4CF8945A6B88CFB8@SRV00046.soton.ac.uk> Dear colleagues The latest edition of the Newsletter of the International Group for the Psychology of Mathematics Education (IGPME) has been published. It is available in pdf format from the PME website: http://igpme.org/index.php/communication/pme-newsletter/past-newsletters In addition, it is available to be viewed on tablet or smartphone via the online reader ISSUU: http://issuu.com/pmeadministrativemanager/docs/16_05_pme_newsletter Please consider informing colleagues who may be interested. With greetings from PME Keith ----------------------------- Keith Jones, on behalf of the PME Newsletter editors and the PME International Committee PME-40 takes place in Szeged, Hungary, from 3-7 August 2016: http://pme40.hu/ Initial details of future PME conferences can be found at: http://igpme.org/index.php/annual-conference From dianapao29 at gmail.com Tue Jun 14 15:18:31 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Tue, 14 Jun 2016 09:18:31 -0500 Subject: [Maths-Education] Publication PNA 10(4) Message-ID: Dear colleagues. The latest edition of the PNA 10(4) has been published on the website: http://www.pna.es. Paola Castro PNA Volumen 10 ? N?mero 4 Junio 2016 Martin A. SimonAn approach to the design of mathematical task sequences: Conceptual learning as abstraction This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions. Una aproximaci?n al dise?o de secuencias de tareas matem?ticas: aprendizaje conceptual como abstracci?n Este art?culo describe una aproximaci?n emergente al dise?o de secuencias de tareas y la teor?a que la sustenta. La aproximaci?n pretende promover conceptos matem?ticos concretos como resultado de una abstracci?n reflexiva. Es central en esta aproximaci?n la identificaci?n de actividades disponibles para los estudiantes con las que puedan abstraer las ideas pretendidas. La aproximaci?n difiere de aquellas en las que el aprendizaje para resolver problemas es el aprendizaje que se pretende. El art?culo ilustra la aproximaci?n a trav?s de datos de un experimento de ense?anza sobre la divisi?n de fracciones. PNA 10(4), 270-279 Handle: http://hdl.handle.net/10481/41628 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Fany Gonz?lez, Elena Castro-Rodr?guez y Enrique CastroInterpretaci?n de diagramas de comparaci?n multiplicativa por estudiantes de secundaria Este trabajo se centra en procesos de traducci?n de problemas gr?ficos de comparaci?n multiplicativa a representaci?n verbal y simb?lica. Pedimos a 89 estudiantes del primer curso de educaci?n secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuaci?n que integrara las relaciones del diagrama. Los dos procesos de traducci?n se han mostrado dif?ciles para los estudiantes, provocando diversidad de respuestas. El an?lisis conjunto de las respuestas revel? que la competencia de los estudiantes en el proceso de invenci?n no es independiente de la traducci?n algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation. PNA 10(4), 280-306 Handle: http://hdl.handle.net/10481/41629 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Ana Bel?n Montoro y Francisco GilAspectos que facilitan la motivaci?n con tareas matem?ticas. Un estudio de casos con estudiantes de maestro de primaria Cuando un estudiante experimenta flujo en una tarea (est? plenamente concentrado y disfrutando al realizarla), aumenta su rendimiento y el deseo por continuar realizando tareas similares. Esta investigaci?n explora qu? factores favorecen o dificultan la aparici?n de experiencias de flujo, en estudiantes universitarios del grado en educaci?n primaria, al trabajar en grupos de cuatro o cinco estudiantes. Para ello, se compara el comportamiento de dos grupos de estudiantes al resolver dos tareas matem?ticas. Los resultados muestran la importancia de establecer metas claras, proporcionar retroalimentaci?n inmediata y que el estudiante conf?e en su capacidad para superar la tarea. Exploring which aspects facilitate motivation towards mathematics. A case study with pre-service primary school teachers When students experience flow doing a task (they are deeply focused on the task and enjoying it), their performance and their engagement with similar tasks increase. This research explores which aspects facilitate or block the flow experience with regard to pre-service primary school teachers while working in groups of four or five students. For this purpose, the researchers compare the behavior of two groups of students solving two mathematical tasks. The results show the importance of setting clear goals, providing immediate feedback and students trust their ability to accomplish the task. PNA 10(4), 307-337 Handle: http://hdl.handle.net/10481/41648 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita From dianapao29 at gmail.com Tue Jun 14 16:47:02 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Tue, 14 Jun 2016 10:47:02 -0500 Subject: [Maths-Education] Publication PNA 10(4) Message-ID: Dear colleagues. The latest edition of the PNA 10(4) has been published on the website: http://www.pna.es. Paola Castro PNA Volumen 10 ? N?mero 4 Junio 2016 Martin A. SimonAn approach to the design of mathematical task sequences: Conceptual learning as abstraction This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions. Una aproximaci?n al dise?o de secuencias de tareas matem?ticas: aprendizaje conceptual como abstracci?n Este art?culo describe una aproximaci?n emergente al dise?o de secuencias de tareas y la teor?a que la sustenta. La aproximaci?n pretende promover conceptos matem?ticos concretos como resultado de una abstracci?n reflexiva. Es central en esta aproximaci?n la identificaci?n de actividades disponibles para los estudiantes con las que puedan abstraer las ideas pretendidas. La aproximaci?n difiere de aquellas en las que el aprendizaje para resolver problemas es el aprendizaje que se pretende. El art?culo ilustra la aproximaci?n a trav?s de datos de un experimento de ense?anza sobre la divisi?n de fracciones. PNA 10(4), 270-279 Handle: http://hdl.handle.net/10481/41628 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Fany Gonz?lez, Elena Castro-Rodr?guez y Enrique CastroInterpretaci?n de diagramas de comparaci?n multiplicativa por estudiantes de secundaria Este trabajo se centra en procesos de traducci?n de problemas gr?ficos de comparaci?n multiplicativa a representaci?n verbal y simb?lica. Pedimos a 89 estudiantes del primer curso de educaci?n secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuaci?n que integrara las relaciones del diagrama. Los dos procesos de traducci?n se han mostrado dif?ciles para los estudiantes, provocando diversidad de respuestas. El an?lisis conjunto de las respuestas revel? que la competencia de los estudiantes en el proceso de invenci?n no es independiente de la traducci?n algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation. PNA 10(4), 280-306 Handle: http://hdl.handle.net/10481/41629 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Ana Bel?n Montoro y Francisco GilAspectos que facilitan la motivaci?n con tareas matem?ticas. Un estudio de casos con estudiantes de maestro de primaria Cuando un estudiante experimenta flujo en una tarea (est? plenamente concentrado y disfrutando al realizarla), aumenta su rendimiento y el deseo por continuar realizando tareas similares. Esta investigaci?n explora qu? factores favorecen o dificultan la aparici?n de experiencias de flujo, en estudiantes universitarios del grado en educaci?n primaria, al trabajar en grupos de cuatro o cinco estudiantes. Para ello, se compara el comportamiento de dos grupos de estudiantes al resolver dos tareas matem?ticas. Los resultados muestran la importancia de establecer metas claras, proporcionar retroalimentaci?n inmediata y que el estudiante conf?e en su capacidad para superar la tarea. Exploring which aspects facilitate motivation towards mathematics. A case study with pre-service primary school teachers When students experience flow doing a task (they are deeply focused on the task and enjoying it), their performance and their engagement with similar tasks increase. This research explores which aspects facilitate or block the flow experience with regard to pre-service primary school teachers while working in groups of four or five students. For this purpose, the researchers compare the behavior of two groups of students solving two mathematical tasks. The results show the importance of setting clear goals, providing immediate feedback and students trust their ability to accomplish the task. PNA 10(4), 307-337 Handle: http://hdl.handle.net/10481/41648 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita From dianapao29 at gmail.com Tue Jun 14 16:54:49 2016 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Tue, 14 Jun 2016 10:54:49 -0500 Subject: [Maths-Education] Publication PNA 10(4) Message-ID: Dear colleagues. The latest edition of the PNA 10(4) has been published on the website: http://www.pna.es. Paola Castro PNA Volumen 10 ? N?mero 4 Junio 2016 Martin A. SimonAn approach to the design of mathematical task sequences: Conceptual learning as abstraction This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions. Una aproximaci?n al dise?o de secuencias de tareas matem?ticas: aprendizaje conceptual como abstracci?n Este art?culo describe una aproximaci?n emergente al dise?o de secuencias de tareas y la teor?a que la sustenta. La aproximaci?n pretende promover conceptos matem?ticos concretos como resultado de una abstracci?n reflexiva. Es central en esta aproximaci?n la identificaci?n de actividades disponibles para los estudiantes con las que puedan abstraer las ideas pretendidas. La aproximaci?n difiere de aquellas en las que el aprendizaje para resolver problemas es el aprendizaje que se pretende. El art?culo ilustra la aproximaci?n a trav?s de datos de un experimento de ense?anza sobre la divisi?n de fracciones. PNA 10(4), 270-279 Handle: http://hdl.handle.net/10481/41628 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Fany Gonz?lez, Elena Castro-Rodr?guez y Enrique CastroInterpretaci?n de diagramas de comparaci?n multiplicativa por estudiantes de secundaria Este trabajo se centra en procesos de traducci?n de problemas gr?ficos de comparaci?n multiplicativa a representaci?n verbal y simb?lica. Pedimos a 89 estudiantes del primer curso de educaci?n secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuaci?n que integrara las relaciones del diagrama. Los dos procesos de traducci?n se han mostrado dif?ciles para los estudiantes, provocando diversidad de respuestas. El an?lisis conjunto de las respuestas revel? que la competencia de los estudiantes en el proceso de invenci?n no es independiente de la traducci?n algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation. PNA 10(4), 280-306 Handle: http://hdl.handle.net/10481/41629 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Ana Bel?n Montoro y Francisco GilAspectos que facilitan la motivaci?n con tareas matem?ticas. Un estudio de casos con estudiantes de maestro de primaria Cuando un estudiante experimenta flujo en una tarea (est? plenamente concentrado y disfrutando al realizarla), aumenta su rendimiento y el deseo por continuar realizando tareas similares. Esta investigaci?n explora qu? factores favorecen o dificultan la aparici?n de experiencias de flujo, en estudiantes universitarios del grado en educaci?n primaria, al trabajar en grupos de cuatro o cinco estudiantes. Para ello, se compara el comportamiento de dos grupos de estudiantes al resolver dos tareas matem?ticas. Los resultados muestran la importancia de establecer metas claras, proporcionar retroalimentaci?n inmediata y que el estudiante conf?e en su capacidad para superar la tarea. Exploring which aspects facilitate motivation towards mathematics. A case study with pre-service primary school teachers When students experience flow doing a task (they are deeply focused on the task and enjoying it), their performance and their engagement with similar tasks increase. This research explores which aspects facilitate or block the flow experience with regard to pre-service primary school teachers while working in groups of four or five students. For this purpose, the researchers compare the behavior of two groups of students solving two mathematical tasks. The results show the importance of setting clear goals, providing immediate feedback and students trust their ability to accomplish the task. PNA 10(4), 307-337 Handle: http://hdl.handle.net/10481/41648 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita