From awedwards at swin.edu.au Tue Jan 3 00:29:01 2017 From: awedwards at swin.edu.au (Antony Edwards) Date: Tue, 3 Jan 2017 00:29:01 +0000 Subject: [Maths-Education] Maths Ed Position at Swinburne University Message-ID: <654C35E5-6294-418B-9874-5E6908EFA958@swin.edu.au> Dear colleagues, Swinburne University of Technology (Melbourne, Australia) is currently recruiting for three Lecturers / Senior Lecturers in Applied Mathematics (AU$89,087+/AU$109,004+). The positions are ongoing (permanent). One of these positions is reserved for someone whose research specialism is in Mathematics Education (this is not at all clear from the job description). Applications are due Friday 3rd February 2017. Please see http://www.jobs.ac.uk/job/AWH079/lecturer-senior-lecturer-applied-mathematics/ for more information. Many thanks, Ant Edwards ---------------------------------- Dr Ant Edwards, Lecturer in Mathematics Education Dept of Mathematics (EN711a) Faculty of Science, Engineering and Technology Swinburne University of Technology (CRICOS Provider 00111D) +61 3 9214 5393 | (H38) PO Box 218 Hawthorn Vic 3122 From A.M.Brown at mmu.ac.uk Thu Jan 5 12:10:58 2017 From: A.M.Brown at mmu.ac.uk (Tony Brown) Date: Thu, 5 Jan 2017 12:10:58 +0000 Subject: [Maths-Education] MMU: Head of ESRI and Head of International References: <571fd0f0f16f4df980745cc5ca785914@ASEX03.ad.mmu.ac.uk> Message-ID: Head of Educational and Social Research Institute Head of International These major posts at Manchester Metropolitan University are currently available on the MMU website at: https://erec.mmu.ac.uk/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?PARAM=cG9zdF9pbnN0X2d1aWQ9NTg1NUI1QTJDOTQwMTMyMEUxMDA4MDAwMEEwNDYzNkImY2FuZF90eXBlPUVYVA%3d%3d&sap-client=510&sap-language=EN and: https://erec.mmu.ac.uk/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?PARAM=cG9zdF9pbnN0X2d1aWQ9NTg1NzI0RTA5Q0M0MEMxMEUxMDA4MDAwMEEwNDYzNkImY2FuZF90eXBlPUVYVA%3d%3d&sap-client=510&sap-language=EN 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 School Direct Research Project report: http://www.esri.mmu.ac.uk/resgroups/schooldirect.pdf "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 dianapao29 at gmail.com Wed Jan 18 21:39:00 2017 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Wed, 18 Jan 2017 16:39:00 -0500 Subject: [Maths-Education] Publication of PNA 11(2) Message-ID: Dear colleagues. The latest edition of the PNA 11(2) has been published on the website: http://www.pna.es. Paola Castro PNA [image: Im?genes integradas 1] Rub? L?pez, Marta Molina y Enrique CastroModelizaci?n en el aula de ingenier?a: un estudio de caso en el marco de un experimento de ense?anza Presentamos un estudio de caso que se enmarca dentro de un experimento de ense?anza dirigido a analizar la implementaci?n de la modelizaci?n matem?tica en un aula de ingenier?a. Analizamos c?mo una estudiante se apropia del proceso de modelizaci?n a lo largo de varias sesiones. Se detecta una concepci?n no unidireccional del proceso de modelizaci?n, con riqueza de interacci?n entre sus fases y omisi?n de acciones claves en la matematizaci?n y desmatematizaci?n del problema. Este estudio aporta informaci?n detallada de utilidad para la implementaci?n de la modelizaci?n en el aula. Modeling in an engineering classroom: a case study within a teaching experiment We describe a case study framed within a teaching experiment aimed to analyze the implementation of mathematical modeling in an engineering classroom. We analyze how a student implements the process of modeling along several sessions. We detect a non-unidirectional conception of the modeling process, with a rich interaction among its phases and lack of some key actions in the mathematization and des-mathematization of the problem. This study provides detailed information of use for the implementation of modeling in the classroom. PNA 11(2), 75-96 Handle: http://hdl.handle.net/10481/44147 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Luis Roberto Pino-Fan, Ismenia Guzm?n, Vicen? Font, and Raymond DuvalAnalysis of the underlying cognitive activity in the resolution of a task on derivability of the the absolute-value function: two theoretical perspectives This paper presents a study of networking of theories between the theory of registers of semiotic representation (TRSR) and the onto-semiotic approach of mathematical cognition and instruction (OSA). The results obtained show complementarities between these two theoretical perspectives, which might allow more detailed analysis of the students? performance. An?lisis de la actividad cognitiva subyacente en la resoluci?n de una tarea sobre la derivabilidad de la funci?n valor absoluto: dos perspectivas te?ricas En este art?culo se presenta un estudio de networking of theories, entre la teor?a de los registros de representaci?n semi?ticos (TRRS) y el enfoque onto-semi?tico de la cognici?n e instrucci?n matem?ticos (OSA). Los resultados obtenidos revelan complementariedades entre estas dos perspectivas te?ricas cuya aplicaci?n simult?nea permitir?a hacer an?lisis m?s pormenorizados de las producciones de los estudiantes. PNA 11(2), 97-124 Handle: http://hdl.handle.net/10481/44148 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita Mario Porres, Cristina Pecharrom?n y Tom?s OrtegaAportaciones de DERIVE y del c?lculo mental al aprendizaje de la integral definida Se describe una investigaci?n sobre el proceso de ense?anza-aprendizaje del concepto de integral definida en 2? Bachillerato de Ciencias Sociales. El proceso de ense?anza integra DERIVE y c?lculo mental. El software se usa para mejorar la comprensi?n del concepto de integral definida y el c?lculo mental para mejorar el c?lculo de primitivas. Se observa que, pese al desconocimiento inicial de DERIVE y la falta de pr?ctica en c?lculo mental, las orientaciones y el trabajo en el aula permitieron llegar a unos resultados de aprendizaje aceptables. Tambi?n se valora la opini?n de los alumnos sobre la integraci?n de DERIVE y el c?lculo mental en la docencia DERIVE and mental calculation as contributions to definite integral learning This paper describes the research about the process of teaching and learning the concept of definite integral in the 2nd higher secondary-education course of social sciences. The process of teaching integrates DERIVE and mental calculation. The software is used to improve the understanding of the concept of definite integral, and mental calculation to improve the calculation of primitives. It is observed that this teaching methodology of integration improves the conceptual scheme that students develop on the concept and stimulates the increase of math skills. Moreover, despite the difficulties encountered by the students in the practice of these methodologies, these have proved to be good motivators for learning. PNA 11(2), 125-153 Handle: http://hdl.handle.net/10481/44149 T?rminos clave ? Referencias ? Art?culos relacionados ? Exportar cita -------------- next part -------------- A non-text attachment was scrubbed... Name: Captura de pantalla 2017-01-18 a las 4.25.30 p.m..png Type: image/png Size: 90258 bytes Desc: not available URL: From I.Jones at lboro.ac.uk Tue Jan 24 08:15:25 2017 From: I.Jones at lboro.ac.uk (Ian Jones) Date: Tue, 24 Jan 2017 08:15:25 +0000 Subject: [Maths-Education] PhD Studentship available at Loughborough Message-ID: <20E7DC73-E4A9-4B91-959C-0AF81DBF3EEF@lboro.ac.uk> A PhD studentship is available based at the Mathematics Education Centre with supervisors Dr Matthew Inglis and Dr Lara Alcock. The title of the project is "Investigating and Improving Post-16 Mathematics Learning". It is funded through an ESRC DTP Collaborative Studentship in the Midlands Graduate School between Loughborough University and Oxford University Press. For more information click here: http://www.lboro.ac.uk/departments/mec/news/dtsinglisadvert.html The deadline for applications is 17 February 2017. Informal enquiries, please contact Matthew Inglis: m.j.inglis at lboro.ac.uk Thanks, Ian Jones From Peter.Gates at nottingham.ac.uk Tue Jan 24 09:07:04 2017 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 24 Jan 2017 09:07:04 +0000 Subject: [Maths-Education] FW: New vacancy for Professor of Mathematics Education at UCL Institute of Education In-Reply-To: References: Message-ID: From: Dave Pratt > Hi, I would like to let you know that there is a new vacancy for a Professor of Mathematics Education at UCL IOE. Details are available at the link below. https://atsv7.wcn.co.uk/search_engine/jobs.cgi?SID=amNvZGU9MTYyMDQwMSZ2dF90ZW1wbGF0ZT05NjUmb3duZXI9NTA0MTE3OCZvd25lcnR5cGU9ZmFpciZicmFuZF9pZD0wJnBvc3RpbmdfY29kZT0yMjQmcmVxc2lnPTE0ODQxNTE0NDctN2ExNTA3Y2M2MzY5ZWNmMGVkZjE0NjZjYmVmNjNkZjQzMGJjMTZlYQ Applicants with queries about the post should contact Professor Candia Morgan,candia.morgan at ucl.ac.uk, tel [+44] (0)20 7612 6677 Thanks, Dave ________________________________ Dave Pratt Professor of Mathematics Education UCL Institute of Education University College London 20 Bedford Way, London WC1H 0AL Tel: +44 (0)207 612 6655 david.pratt at ucl.ac.uk http://people.ioe.ac.uk/dave_pratt From D.K.Jones at soton.ac.uk Tue Jan 24 09:33:49 2017 From: D.K.Jones at soton.ac.uk (Jones D.K.) Date: Tue, 24 Jan 2017 09:33:49 +0000 Subject: [Maths-Education] ICTMT 13 - second announcement In-Reply-To: References: , <6caa799bddbb456d8c142d281a9e7378@BPMBX2013-02.univ-lyon1.fr>, <91e1166ce6b1432ca92c14b2db50b001@BPMBX2013-02.univ-lyon1.fr> Message-ID: <5A5A76258A69AF499C3C136F4CF8945AAAC05E30@SRV00046.soton.ac.uk> Dear colleagues Please see below, and the attachment, for information on the 13th International Conference on Technology in Mathematics Teaching (ICTMT 13). The conference is being held in Lyon, France, from 3 to 6 July, 2017. The deadline for submitting contributions is February 15; see: https://ictmt13.sciencesconf.org/ With apologies if you receive this information more than once. Please consider passing the information to interested colleagues. best wishes Keith ------------------- Keith Jones University of Southampton -------------------- The 13th International Conference on Technology in Mathematics Teaching (ICTMT 13) We are pleased to send you the second announcement of the ICTMT 13, to be held from 3rd to 6th July 2017 in Lyon. Please note that the deadline for submitting contributions is February 15. The registration is open on the conference website https://ictmt13.sciencesconf.org/ Please feel free to disseminate this information in your networks. We hope to see you in Lyon! On behalf of the Organizing Committee, Gilles Aldon & Jana Trgalova P.S. We apologize for multiple messages. Jana Trgalova ESPE de l'acad?mie de Lyon Laboratoire S2HEP Universit? Claude Bernard Lyon 1 -------------- next part -------------- A non-text attachment was scrubbed... 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