From Colin.Foster at nottingham.ac.uk Tue May 2 16:26:29 2017 From: Colin.Foster at nottingham.ac.uk (Colin Foster) Date: Tue, 2 May 2017 15:26:29 +0000 Subject: [Maths-Education] CRME Seminar: Catch Up Numeracy (Tuesday 9 May) In-Reply-To: References: Message-ID: Catch Up Numeracy: Designing and evaluating a research-based intervention by teaching assistants 12:30-14:00 Tuesday 9 May 2017 A32 Dearing Building Speakers: Ann Dowker, Graham Sigley, Mike Adkins, Shaaron Ainsworth, Sheila Evans & Jeremy Hodgen Abstract: This seminar will consider an ongoing trial of the Catch Up Numeracy [TM] intervention funded by the Education Endowment Foundation. The intervention aims to improve numeracy support by teaching assistants for low-attaining primary children. There will be three presentations: * Ann Dowker will discuss the theoretical and research background to the intervention, * Graham Sigley will discuss designing and implementing the Catch Up Numeracy [TM] intervention, and * The Nottingham team will discuss the ongoing evaluation of the intervention. All are welcome - a light lunch will be provided. Please email Kanchana Minson Kanchana.Minson at nottingham.ac.uk if you would like to attend. ________________________________________ Dr Colin Foster Assistant Professor Centre for Research in Mathematics Education School of Education University of Nottingham Jubilee Campus Wollaton Road Nottingham NG8 1BB UK ** New book! Foster, C. (2017). Questions Pupils Ask. Leicester: Mathematical Association. Available from http://members.m-a.org.uk/Shop/product/1114 colin.foster at nottingham.ac.uk www.foster77.co.uk From alan at cdnalma.poznan.pl Mon May 8 09:51:10 2017 From: alan at cdnalma.poznan.pl (Alan Rogerson) Date: Mon, 8 May 2017 10:51:10 +0200 Subject: [Maths-Education] HUNGARY CONFERENCE UPDATE May 2017 In-Reply-To: References: Message-ID: *Dear colleagues, * *You are warmly invited to attend and present a paper/workshop at the: * ** *14**^th **International Conference of The Mathematics Education for the Future Project*** **** */Challenges in Mathematics Education for the Next Decade/* *//**//* September 10?15, 2017 *Hotel Annabella , Balatonf?red, Lake **Balaton, Hungary*** **** *In cooperation withMathematics Education Centre, Institut for Mathematics, Faculty of Sciences, E?tv?s L?r?nd University, Budapest, **The Hong Kong Institute of Education, *International **Experience Workshop (www.experienceworkshop.org ), *Symmetry Association, **www.symmetry.hu ***,Wholemovement,* MUED, DQME II, DQME3, MAV, AWM, AAMT, WTM-Verlag. * ** *Major Sponsors **Autograph:****www.autograph-maths.com& Budapest Semesters in Mathematics Education: http://www.bsmeducation.com/* *Update May2017 and Last Call for Papers * *(1)**For all conference information please download our **NEW Second Announcement **at****HungarySecondAnnouncement1 **** * ** ** * (2) More than 90 participants are already registered from 20+ countries. Our conferences are renowned for their friendly and useful exchange of new ideas in maths, science, statistics and computer education, and are attended by many /movers and shakers/ in innovation from all over the world.* ** * **(3)****To help research students and academics**who wish to publish their papers, but cannot attend our conference, we offer blind-blind peer review and publication in the official printed proceedings of the conference, and inclusion in the post-conference on-line proceedings. There will also be a special session at the conference highlighting this work of young scholars and researchers. Please email **alan at cdnalma.poznan.pl **for further details including the cost for this service. Acceptance is limited and will be on a first come first served basis.* ** * ******(4)****The New DQME website**: **http://www.dqime.uni-dortmund.de**showcases the work of a 6 year EU project with 11 participating countries and funding of more than 1.5 million euro. Please bookmark this address and recommend it to your teacher colleagues because it contains literally 1000s of practical materials tested and ready for use in the classroom, organised in 10 languages and by age level and mathematical content. To download materials click **/Register Now/**on the webpage and **/Submit/**your details, after which materials can be accessed when you log in with email/password. There will be a full report on DQME at the Hungary conference.* ** ** ** *We look forward to meeting you in Hungary! ** **Alan Rogerson and Jasia Morska (Conference Organisers)* *Dr. Alan Rogerson* *D.Phil (Oxon), M.Sc., B.Sc., B.A. (Lon), Dip.Ed., Cert. Ed. (Cantab).* *International Coordinator of the Mathematics Education for the Future Project* **** ** ** ** From lm409 at cam.ac.uk Tue May 9 22:29:37 2017 From: lm409 at cam.ac.uk (Lynne McClure) Date: Tue, 09 May 2017 22:29:37 +0100 Subject: [Maths-Education] Announcement of 2017 ISDDE prize Message-ID: <591234C1.7010702@cam.ac.uk> *The 2017 Lifetime Contribution*** *ISDDE Prize for**Design in Science or Mathematics Education* /Criteria and Guidelines/ The ISDDE 2017 Prize of $5,000 is offered for a substantial body of work, by an individual or a team, over a period of years that shows *excellence in design for education in science or mathematics.* In awarding The Prize the judges will seek excellence in the art and science of design in education. The overriding criterion will be *recognition of excellence by a wide range of designers and users.* The judgment will be informed by *evidence*, formal or informal, of: . aspects of design that have moved the field of educational design forward . aspects of design that have moved the field of mathematics and/or science education forward . achievement of specific goals for improved outcomes . use of research and the value of resulting insights . systematic development through trials with well-identified target groups of users . valuable unanticipated outcomes related to transformative effects in use . surprise and delight -- as in all good art *Initial Nominations* Nominations are solicited from Fellows, Members, and friends of ISDDE. Do not nominate a designer that belongs to the institution from which you receive compensation. Your initial nomination should describe the range of work and describe what it has achieved. In a separate paragraph, explain why you admire it. This should be no more than two pages in length. *Final Nominations* For the final contenders for the Prize, the nominator will be invited to prepare a more detailed case[1] including: . a case for the excellence of the work . a portfolio of examples from the work . supporting letters from users and others As with good design, concise cases will normally have more impact. The prize is open to designers of all nationalities and materials in any language, but nominations, cases and supporting letters should be presented in English. The identities and contact details of nominators and referees will be treated with professional discretion, but /will/ be circulated amongst the judging panel. For more information about ISDDE visit: http://www.isdde.org/ *Timetable for 2017*** *Closing date for initial nominations*: **July 31^st 2017 *Closing date for final submissions*: September 15^th 2017 *Announcement of the award*: November 2017 at the ISDDE Conference in California, USA, hosted by the Lawrence Hall of Science. *Contacts* *Nominations *and *Enquiries* should be sent to Geoff Wake, panel chair: geoffrey.wake at nottingham.ac.uk This announcement, and a printable PDF version, can be found on the ISDDE website at: http://www.isdde.org/isdde/prize/prize17_call.htm ------------------------------------------------------------------------ [1]It is expected that the designer(s) will contribute to the preparation of this case. -- Lynne McClure Director, Underground Mathematics www.undergroundmathematics.org Director, Cambridge Mathematics www.cambridgemaths.org Executive Chair 2017 ISDDE www.isdde.org International Society for Design and Development in Education Faculty of Mathematics Wilberforce Road Cambridge CB3 0WA Tel: 01223 558874 Mob: 07714 917355 Tw: @clm4d @undergroundmath @cambridgemaths From Peter.Gates at nottingham.ac.uk Thu May 11 09:51:08 2017 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 11 May 2017 08:51:08 +0000 Subject: [Maths-Education] Malcolm Swan Message-ID: Many colleagues will already know that on 24th April, Malcolm Swan died peacefully at home in Nottingham. He had been ill for just less than a year, but his passing leaves a huge hole at Nottingham and in the worldwide Mathematics Education community. Malcolm was someone who has contributed widely to mathematics education, mathematical thinking, problem solving and innovative assessment for over 30 years. He was a creative designer of classroom tasks and a researcher dedicated to helping young people enjoy mathematics, but above all Malcolm was a genuine, honest and decent man who had a sharp and incisive sense of humour. We will all miss him. Below is an obituary by Hugh Burkhardt who has worked with Malcom, for almost 40 years. On Tuesday May 23rd, following a cremation service with only close family present, there will be a service at Christ Church, Chilwell at 2 p.m. to celebrate and give thanks for Malcolm's life. You are warmly invited. Afterwards we will leave for refreshments on the main campus of the University of Nottingham in the Orchards Hotel on University Park from around 4pm. We really do hope you can join us there. If you can, it would help if could you let the School of Education Secretary know (email shirley.connolly at nottingham.ac.uk or 0115 951 4433). More details, and maps, will follow. If you so wish, donations in Malcolm's memory can be made to the local Maggie's Centre which has been of great help to Malcolm's family. Cash or cheques to 'Maggie's Nottingham' can be collected at the funeral or it is possible to give online. More information about how cancer patients are supported can be found on: https://www.maggiescentres.org/about-maggies". Family flowers only please. However many of you will be distant and unable to join us, but might want to mark your respect in some way; many people have already expressed their sadness and respect for Malcolm in emails. However the team at Nottingham are inviting those who knew Malcolm, or anyone who came across his writing, his work, or classroom activities, or who were just inspired by hearing him talk, to please consider sending us a message. This can be your own contribution to a broader obituary of Malcolm; how and where did you meet him; how did his work and thinking influence you? What memories do you have of him? Please send to peter.gates at nottingham.ac.uk, and they will be collated. These will be displayed at the reception, and passed onto his family. We will collate these into a publication to present to his family. Not only will this be of great comfort to his family but we hope will be something of lasting value to Malcolm and Margaret's first grandchild, whose birth is imminent. >From all at Centre for Research in Mathematics Education Malcolm Swan Professor Malcolm Swan, who has died at the age of 64, was an international star in the world-wide movement to improve the teaching and learning of mathematics, principally through the research-based design and development of materials that combine educational ambition with robustness in practice. This was the strategic mission of the University of Nottingham's Shell Centre for Mathematical Education, a research team which, after a few formative years in the classroom, he joined in 1979 and where he played a leading role throughout his career. A person of many talents, Malcolm's exceptional skill was in the design of tools that enable typical teachers to make specific research insights on teaching and learning into a happy reality in their classrooms. He did this through a combination of deep understanding, creative ideas and graphical skills. His lessons contain surprise and delight, warmth and humour - qualities that students find too rarely in mathematics classrooms. The huge popularity of his work among teachers is no surprise. Here I shall focus on the research aspects, outlining examples of his research and the broader issues they illustrate. Malcolm led the Shell Centre team in a coherent program of studies of "diagnostic teaching", a specific approach to formative assessment based on eliciting and confronting student thinking and misconceptions, then resolving them through structured discussion. It was design research before Ann Brown coined the term. Working initially with Alan Bell, he and the team first explored in a coherent sequence of small-scale studies the validity of this approach across three key variables: students, mathematical topics, and different designers of the experimental teaching material. Later, the research focused on more typical teachers, showing that collaborative discussion materials can be effective when used appropriately, even with low attaining students. The accompanying research program also offered insights into the ways in which teachers' beliefs (about mathematics, teaching and learning) affect the ways in which they use teaching materials and, conversely, and the ways in which the materials affect beliefs and practices. What was the key finding on student learning? The studies showed that diagnostic teaching, when compared with the standard direct instruction approach of the time, showed a common pattern of much improved long-term learning. This key result was stable across the various "parallel" studies. Malcolm described this insight-focused research in his book Collaborative Learning in Mathematics: A Challenge to our Beliefs and Practices. This program was a strategic departure from the mainstream of educational research in education in seeking empirical evidence on the range of applicability of a set of insights - in Alan Schoenfeld's phrase "warrants for generalizability". In typical individual studies this generalization from specific treatment to general principles, though frequently suggested in the final section of the paper, is essentially speculative. Of course, a coherent long-term program is much easier to set up in a centre with a team that is funded for research but, as "Big Science" has shown, researchers can tackle important challenges this way through inter-university collaborations. The second strategic innovation was to focus on research designed to have direct impact on large-scale professional practice - the goal of the mathematicians who founded the Shell Centre, aiming to reflect research like that developing effective treatments in medicine. In our view, the issue of scale required reproducible materials for improving teaching, assessment and professional development. This gave a key role to design that is both research-based and creative - Malcolm epitomised this combination at an exceptional level. However, to develop products that help teachers realise new types of learning in their classrooms, the range of research methods had to be broadened from the insight-focused studies of the 'science' paradigm, like design research, to an engineering research approach. In the words of the RAE definition of research, moving from "original investigation undertaken in order to gain knowledge and understanding" to include " the use of existing knowledge in experimental development to produce new or substantially improved materials, devices, products and processes". Development requires an iterative process: classroom trials, for example, with rich and detailed feedback from structured observation to inform revision at each stage. Malcolm's skill in leading the revision process, where common factors were distilled from the reports of different observers on different teachers' realisations of the lesson materials, epitomised his interpersonal skills. Many people have commented on his modest, thoughtful, patient way with those new to design, and the insights this gave into his approach to task and lesson creation. He believed that design could be taught and learned. Malcolm led the design effort through a series of projects that achieved large-scale impact. This started with work with examination boards in the 1980s. Nearly 30 years later he was awarded the first annual prize "for excellence in design" of the International Society for Design and Development in Education for The Language of Functions and Graphs, an examination module and perhaps his most famous product; it is still influential today. Later the professional development support package, Improving Learning in Mathematics, was developed with the Department for Education; it was sent to all secondary schools, colleges - and prisons. For the last 25 years international collaborations with US and EU funding have widened the scope and impact of Shell Centre work. For the US-based Mathematics Assessment Project, Malcolm led the design of 100 formative assessment lessons across the age range 11-17. These built on the previous research-based design on concept development and on problem solving. There have been over 7,000,000 lesson downloads so far from map.mathshell.com alone. In 2015 this body of work was recognized by the International Commission on Mathematical Instruction when Malcolm and I were chosen as the first recipients of the Emma Castelnuovo Award for "more than 35 years of development and implementation of innovative, influential work in the practice of mathematics education, including the development of curriculum and assessment materials, instructional design concepts, teacher preparation programs, and educational system changes." Malcolm was dedicated to the whole field of mathematics education, writing articles, giving talks, and hosting workshops. Since his death the Twitter-sphere has been alive with evidence of the insights, and the pleasure, he has given to so many teachers and others who have come across him and his work. Nothing conveys as clear a sense of Malcolm as his designs, combining serious mathematics with warmth and gentle humour. His lessons contain surprise and delight, humanity and humour - opening up the world of mathematics even to students who struggle with the abstractness of school mathematics. Something of this can be seen in the two tasks shown, from The Language of Functions and Graphs. The Bus Stop Queue Which Sport? [cid:image001.png at 01D2CA3C.19FD39C0] [cid:image002.png at 01D2CA3C.19FD39C0] "You can pick up his The Language of Functions and Graphs, now thirty years old, and wonder, 'What have we been doing all this time?' Swan drew math out of the world and thought out of our students in ways that feel challenging and new even today." Dan Meyer Malcolm was a lovely man with a touch of genius Hugh Burkhardt with other colleagues. 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 Tenth Mathematics Education and Society conference will be held at the Tata Institute of Social Sciences, India early 2019. This conference is an international forum for the discussion of historical, cultural, social, and political issues relating to mathematics education. More information later [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:image009.png at 01D2CA3C.19FD39C0] w: Impact: The Nottingham Campaign [Outstanding_Colour_ITESecondary[1]] [cid:image011.jpg at 01D2CA3C.19FD39C0] -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 44316 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 39319 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 188 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image010.jpg Type: image/jpeg Size: 2614 bytes Desc: image010.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image011.jpg Type: image/jpeg Size: 13414 bytes Desc: image011.jpg URL: From peter.gates3 at btopenworld.com Fri May 12 04:19:48 2017 From: peter.gates3 at btopenworld.com (Stanley Lankford) Date: Thu, 11 May 2017 22:19:48 -0500 (CDT) Subject: [Maths-Education] [Spam?] Re: Message-ID: <20170512031948.7BC7B194854@wolfram.dreadnoughtpc.com> Hi , Get your low interest loans today. with interest rate as low as 8% per annum we're hard to beat bad credit score? no problem! we have a solution for everyone. just send us an email to: stanley.lankford at gmail.com for more information. From magnus.osterholm at umu.se Sat May 13 11:45:05 2017 From: magnus.osterholm at umu.se (=?iso-8859-1?Q?Magnus_=D6sterholm?=) Date: Sat, 13 May 2017 10:45:05 +0000 Subject: [Maths-Education] =?iso-8859-1?q?Postdoc_in_Ume=E5=2C_Sweden?= Message-ID: <51353120e1904377b83f3cb759766126@UMU-EX03.ad.umu.se> There is an open Postdoc position at Ume? Mathematics Education Research Centre (UMERC, www.umerc.umu.se). More information: https://umu.mynetworkglobal.com/en/what:job/jobID:151685 Deadline for applications is 2017-06-15. Please spread information about this open position to any people or mailing lists. Magnus From Peter.Gates at nottingham.ac.uk Tue May 23 06:17:10 2017 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Tue, 23 May 2017 05:17:10 +0000 Subject: [Maths-Education] BERA-BSRLM conference 17th June References: Message-ID: <9AF260A6-73DE-4E15-A103-6CA7AF7EF998@exmail.nottingham.ac.uk> There is still time to sign up to this BSRLM-BERA event! https://www.bera.ac.uk/event/practitioner-research-in-mathematics-education-prime Please advertise around your local networks! >>The aim of this event is to provide a forum for practitioner researchers to meet and share their projects with a focus on broadening research skills to support systematic approaches. The day is organised and supported by BERA Special Interest Groups on Mathematics Education and Practitioner, in collaboration with the British Society for Research in Learning Mathematics (BSRLM). The day will begin with a keynote by Dr Alison Clark-Wilson, who will report on her work looking at practitioner research in mathematics education from around the world. The day will include a range of invited presentations by new and experienced practitioner researchers on a variety of themes related to mathematics education, which will be chaired to support focused discussions. In addition there will be a choice of practical research methodology workshops, led by Alf Coles, Charlotte Webb and d?Reen Struthers to explore the challenges faced by practitioner researchers, with an emphasis on methods of data collection and analysis that can lead to worthwhile conclusions on classroom practices.<<