From B.Jaworski at lboro.ac.uk Mon Apr 3 15:06:54 2017 From: B.Jaworski at lboro.ac.uk (Barbara Jaworski) Date: Mon, 3 Apr 2017 14:06:54 +0000 Subject: [Maths-Education] Re: Algebra: Gateway to mathematics, science, society and the world -- 24 & 25 May 2017 Message-ID: Dear Colleagues Do please join us at the Loughborough Mathematics Education Centre http://www.lboro.ac.uk/departments/mec/ For our annual symposium focusing on Algebra: Gateway to mathematics, science, society and the world We have 4 eminent speakers for the first day (May 24th) and you are invited to submit a short paper for the second day (May 25th) Speakers Prof Luis Radford (Canada), Prof Paul Drijvers (Netherlands), Prof Jeremy Hodgen (UK) and Dr Dave Hewitt (UK). Details are attached. For more information please contact Barbara Jaworski (b.jaworski at lboro.ac.uk) or Paul Hernandez-Martinez (P.A.Hernandez-Martinez at lboro.ac.uk) Professor Barbara Jaworski Mathematics Education Centre Loughborough University Loughborough LE11 3TU UK Phone: +44 (0) 1509 228254 Fax: +44 (0) 1509 228211 [cid:image001.png at 01D2AC8B.ED461370] -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 29070 bytes Desc: image001.png URL: From awedwards at swin.edu.au Fri Apr 7 03:29:45 2017 From: awedwards at swin.edu.au (Antony Edwards) Date: Fri, 7 Apr 2017 02:29:45 +0000 Subject: [Maths-Education] Maths Ed Position at Swinburne University Message-ID: Dear colleagues, Swinburne University of Technology (Melbourne, Australia) is currently recruiting for a Lecturer / Senior Lecturer in Mathematics Education. We are looking for someone with a research profile in tertiary mathematics education and teaching experience in undergraduate mathematics or engineering mathematics. The position is ongoing (permanent) and has a salary of AU$91,849+ at the lecturer level and AU$108,961+ at the Senior Lecturer level. Applications are due Friday 21st April 2017. Please see https://swinjobs.nga.net.au/?jati=889621E9-DDB5-E111-33FE-9AEA4DA5F943 for more information. Many thanks, Ant Edwards ---------------------------------- Dr Ant Edwards, Lecturer Dept of Mathematics (EN711a) | Faculty of Science, Engineering and Technology Swinburne University of Technology (CRICOS Provider 00111D) Tel:+61 3 9214 5393 | Fax:+61 3 9214 8264 | Post:(H38) PO Box 218 Hawthorn Vic 3122 From Colin.Foster at nottingham.ac.uk Fri Apr 7 10:54:30 2017 From: Colin.Foster at nottingham.ac.uk (Colin Foster) Date: Fri, 7 Apr 2017 09:54:30 +0000 Subject: [Maths-Education] Post in Edinburgh In-Reply-To: References: , Message-ID: Please see Chris Sangwin's message below. -----Original Message----- From: SANGWIN Chris [mailto:C.J.Sangwin at ed.ac.uk] Sent: 07 April 2017 09:03 Subject: RE: Post in Edinburgh Lectureship in Technology Enhanced Mathematics Education at University of Edinburgh The School of Mathematics is seeking to appoint a lecturer in Technology Enhanced Mathematics Education. Suitable candidates for the position include a PhD graduand in mathematical sciences, the holder of a postdoctoral position or someone wishing to move into a more education focused role within mathematics. We are seeking candidates who wish to pursue a deep interest in the process and delivery of learning and education. As part of a growing mathematical education group within the School, the postholder will play an important role in the School's evidence-based expansion of the use of technology in teaching and learning, building on our expertise in pedagogy and online assessment, and our growing experience in the creation of online content. The postholder will be supported in developing expertise in, and a track record of, work in one or more of these priority areas: Improvement of online assessment, within the school and more generally; Effective use of technology in teaching and learning more generally, including online teaching; Learning design: to develop, implement, and evaluate specific teaching interventions at a module level in collaboration with existing staff to improve the quality of learning outcomes for students. This is a full time and three year fixed term position, with the possibility of becoming open-ended subject to review. The post is available from August 2017. Initially this will be a teaching focused role, but as the postholder develops they will be encouraged and supported in undertaking research linked to the associated pedagogical activities. Salary: ?39,324 - ?46,924 per annum. Closing Date: Thursday 4th May 2017 at 5pm GMT For further information see: http://www.maths.ed.ac.uk/school-of-mathematics/jobs/lectureship-in-technology-enhanced-mathematics-edu Informal enquiries may be made to Professor Chris Sangwin (Chair of Technology Enhanced Science Education) email c.j.sangwin at ed.ac.uk. -- The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336. From dianapao29 at gmail.com Sat Apr 8 04:45:41 2017 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Fri, 7 Apr 2017 22:45:41 -0500 Subject: [Maths-Education] Publication of PNA 11(3) Message-ID: Dear colleagues. The latest edition of the PNA 11(3) has been published on the website: http://www.pna.es. Paola Castro PNA *[image: Im?genes integradas 1]* *Mat?as Arce y Laura Conejo* An?lisis de las notas tomadas por los alumnos en una presentaci?n inicial de l?mite de una funci?n En este art?culo se examinan las notas tomadas por alumnos de cuatro aulas de primero de Bachillerato durante una presentaci?n inicial del concepto de l?mite de una funci?n. Hemos analizado qu? elementos son registrados y qu? aspectos del significado del concepto de l?mite quedan reflejados. Se han detectado diferencias importantes en la transcripci?n de ejemplos y en los registros verbales. Las notas tienden a enfatizar movimientos ?nicamente en una variable o sobre las gr?ficas de las funciones. Concluimos con algunas reflexiones sobre la influencia potencial de estas notas en el aprendizaje del concepto. *Analysis of the Notes Taken by Students in a First Presentation of the Notion of Function Limit* In this article, we examined the notes taken by four classes of eleventh-grade during the first presentation of the notion of function limit. We analyzed the elements that the students had decided to write down and the aspects of the meaning of the concept represented in their notes. We detected important differences in the transcription of examples and verbal notes. These notes usually emphasized movements only in one variable or on the graphs of the functions. We conclude with some reflections about the potential influence of these notes in the student?s learning of the concept. *PNA 11*(3), 155-179 Handle: http://hdl.handle.net/10481/45498 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita *Marcelo Casis, Nuria Rico y Encarnaci?n Castro* Motivaci?n, autoconfianza y ansiedad como descriptores de la actitud hacia las matem?ticas de los futuros profesores de educaci?n b?sica de Chile En este trabajo estudiamos las respuestas de 285 futuros profesores de Educaci?n General B?sica en Chile sobre los constructos autoconfianza, motivaci?n y ansiedad, considerados descriptores de la dimensi?n personal de las actitudes de los estudiantes hacia las matem?ticas. El cuestionario utilizado toma en consideraci?n la componente psico-social de las actitudes y su car?cter multidimensional, contemplando las dimensiones: personal, social, profesional e institucional de las mismas. Se aprecia que la motivaci?n es el constructo que punt?a con mayor orientaci?n positiva mientras que la autoconfianza y la falta de ansiedad punt?an con orientaci?n positiva m?s cercana al nivel neutro. *Motivation, Self-Confidence and Anxiety as Descriptors of the Attitude Towards Mathematics of the Future Teachers of Basic Education in Chile* In this paper, we study the answers that 285 prospective elementary teachers provide in Chile about the constructs self-confidence, motivation and anxiety, which are considered personal-dimension descriptors of students? attitudes towards mathematics. We used a questionnaire that considers the psycho-social component of the attitudes and its multidimensional nature, considering the personal, social, professional, and institutional dimensions. We note that motivation has a higher positive score, while the scores of self-confidence and lack of anxiety are positive and closer to zero. *PNA 11*(3), 181-203 Handle: http://hdl.handle.net/10481/45499 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita *Jes?s Ribosa y David Dur?n* Cooperaci?n, juego y matem?ticas: an?lisis de la aplicaci?n del Tridio Cooperativo con alumnado de primaria Esta investigaci?n trata sobre la aplicaci?n en aulas de primaria del juego de mesa llamado Tridio Cooperativo. Los objetivos son: (a) analizar las din?micas de interacci?n, (b) valorar el nivel de cooperaci?n, (c) analizar episodios de razonamiento matem?tico y (d) conocer la percepci?n del alumnado sobre el aprendizaje cooperativo. A partir de una metodolog?a cualitativa, los resultados muestran que el Tridio Cooperativo fomenta la interacci?n entre todos los jugadores, ofrece un marco potencial (pero no garantizado) de trabajo cooperativo, promueve numerosos tipos de razonamiento matem?tico y hace reflexionar al alumnado sobre el trabajo cooperativo. *Cooperation, Games and Mathematics: Analysis of the Application of Cooperative Tridio with Students of Primary Education* This research is about the application of the board game called Cooperative Tridio in primary education classes. The goals are: (a) to analyse the interaction dynamics, (b) to assess the cooperation level, (c) to analyse the episodes of mathematical reasoning, and (d) to know the students? perception concerning the cooperative learning. By using a qualitative research methodology, results showed that Cooperative Tridio promotes interaction between all the players, offers a potential (but not guaranteed) cooperative learning framework, fosters many types of mathematical reasoning, and makes students reflect on cooperative learning. *PNA 11*(3), 205-231 Handle: http://hdl.handle.net/10481/45500 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita -------------- next part -------------- A non-text attachment was scrubbed... Name: Captura de pantalla 2017-04-07 a las 10.30.50 p.m..png Type: image/png Size: 85015 bytes Desc: not available URL: From M.S.Boylan at shu.ac.uk Wed Apr 26 14:45:10 2017 From: M.S.Boylan at shu.ac.uk (Boylan, Mark S) Date: Wed, 26 Apr 2017 13:45:10 +0000 Subject: [Maths-Education] Senior Lecturer in Mathematics and Secondary Education Post and Senior Lecturer in Early Years and Primary Mathematics Post In-Reply-To: <1C63DEC4F786DA4B8AFBBAD7FF67BED9024291DE2F@haricot.hallam.shu.ac.uk> References: <1C63DEC4F786DA4B8AFBBAD7FF67BED9024291DE2F@haricot.hallam.shu.ac.uk> Message-ID: <746EDF0A0850BF4D9321A6138898512F01DB246BCC@kidney.hallam.shu.ac.uk> Dear colleagues, There are two posts currently being advertised at Sheffield Hallam University, England - see below. SHU has an active mathematics education research community. If you are interested and would like more information, either follow up the information provided in the links or you would like more information about Mathematics education research at SHU please contact Mark Boylan, m.s.boylan at shu.ac.uk or Hilary Povey h.povey at shu.ac.uk Please find below the link to the Senior Lecturer in Mathematics and Secondary Education post which is now being advertised within the SIoE. https://peopleportal.shu.ac.uk/pls/shlive18recruit/erq_jobspec_version_4.display_form?p_company=1&p_internal_external=E&p_display_in_irish=N&p_process_type=&p_applicant_no=&p_form_profile_detail=&p_display_apply_ind=Y&p_refresh_search=Y&p_recruitment_id=027783. The deadline for applications is the 14th May. Please also find below the link to the Senior Lecturer in Early Years and Primary Mathematics post which is now being advertised. https://peopleportal.shu.ac.uk/pls/shlive18recruit/erq_jobspec_version_4.display_form?p_company=1&p_internal_external=E&p_display_in_irish=N&p_process_type=&p_applicant_no=&p_form_profile_detail=&p_display_apply_ind=Y&p_refresh_search=Y&p_recruitment_id=027782 The deadline for applications is the 15th May.