From P.Ernest at exeter.ac.uk Wed Jan 3 21:10:30 2018 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Wed, 3 Jan 2018 21:10:30 +0000 Subject: [Maths-Education] Latest issues 32 & 33 of Philosophy of Maths Education journal now available In-Reply-To: References: <004f01d0af73$d50e2c00$7f2a8400$@uni-hamburg.de>, Message-ID: Dear Colleagues The Latest issues of Philosophy of Maths Education journal nos. 32 & 33 are now freely available online via http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ No. 32 deals with perhaps the most important issue facing humanity in the present and future, from the perspective of mathematics education. Philosophy of Mathematics Education Journal No. 32 (November 2017) MATHEMATICS EDUCATION AND THE LIVING WORLD: RESPONSES TO ECOLOGICAL CRISIS SPECIAL ISSUE Special Issue Editors: Alf Coles, Mark Boylan Mark Boylan and Alf Coles Is another mathematics education possible? an introduction to a Special Issue on ?Mathematics Education and the Living World: Responses to Ecological Crisis? Lisa Steffensen Critical mathematics education and post-normal science ? a literature overview Yasmine Abtahi, Peter G?tze, Lisa Steffensen, Kjellrun Hiis Hauge and Richard Barwell Teaching climate change in mathematics classrooms: An ethical responsibility Mark Boylan Towards a mathematics education for ecological selves Rochelle Guti?rrez Living Mathematx: Towards a Vision for the Future Petra Mikulan and Nathalie Sinclair Thinking mathematics pedagogy stratigraphically in the Anthropocene Alf Coles Habits and Binds of Mathematics Education in the Anthropocene Annie Savard Implementing Inquiry-Based Learning Situation in Science and Technology: What Are Elementary School Teachers? Learning Intentions about Mathematics? Douglas D. Karrow, Steven K. Khan and Jayne Fleener Mathematics Education?s Ethical Relation With And Response To Climate Change Mark Wolfmeyer and John Lupinacci A Mathematics Education for the Environment: Possibilities for Interrupting All Forms of Domination Philosophy of Mathematics Education Journal No. 33 (January 2018) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Paul Ernest & Anna Sfard A Dialogue on Dialogue Nenad Radakovic Towards the Critical Pedagogy of Risk in Mathematics Education Karen Fran?ois, Jos? Ricardo e Souza Mafra, Maria Cecilia Fantinato & Eric Vandendriessche Local Mathematics Education: The Implementation of Local Mathematical Practices into the Mathematics Curriculum Andrew Schroter In Defence of Platonism in the Mathematics Classroom Michael. Gr. Voskoglou Is Mathematics Invented or Discovered by Humans? H?lio Rebello Deleuze on Kant?s Mathematics of the Sensory Body: The Differential Relation in the Instance of Learning Constanta Olteanu and Lucian Olteanu Investigating Difference and Repetition in Mathematics Teachers? Professional Development Luiz Carlos Leal Junior Ethics and Research in Mathematics Education: Philosophical Provocations Rosemeire de Fatima Batistela & Maria Aparecida Viggiani Bicudo The Importance of Teaching G?del?s Incompleteness Theorem in Mathematics Teacher Education Philip J. Davis Mathematics, Politics, and Law Bronislaw Czarnocha Working Class, Intelligentsia and the ?Spirit of Generalization? Adam Hams Educational Sciences for Mathematics: Mathematics Didactics as a Scientific Discipline (link under repair) Allan Tarp A Heidegger View on how to Improve Mathematics Education Paul Ernest A Semiotic Theory of Mathematical Text Jacques Bair, Piotr B Laszczyk, Karin U. Katz, Mikhail G. Katz, Taras Kudryk and David Sherry Analyzing Benardete?s Comment On Decimal Notation Pierre Sutherland Mechanisms of Emergence: Influence of Open Student Responses Collected using an Online Survey Tool in Mathematics Classrooms (PhD) Please think about submitting a paper for the next issue no.34 aimed at publication Autumn 2018 _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ Philosophy of Maths Ed Journal From P.Ernest at exeter.ac.uk Wed Jan 3 21:10:30 2018 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Wed, 3 Jan 2018 21:10:30 +0000 Subject: [Maths-Education] Latest issues 32 & 33 of Philosophy of Maths Education journal now available In-Reply-To: References: <004f01d0af73$d50e2c00$7f2a8400$@uni-hamburg.de>, Message-ID: Dear Colleagues The Latest issues of Philosophy of Maths Education journal nos. 32 & 33 are now freely available online via http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ No. 32 deals with perhaps the most important issue facing humanity in the present and future, from the perspective of mathematics education. Philosophy of Mathematics Education Journal No. 32 (November 2017) MATHEMATICS EDUCATION AND THE LIVING WORLD: RESPONSES TO ECOLOGICAL CRISIS SPECIAL ISSUE Special Issue Editors: Alf Coles, Mark Boylan Mark Boylan and Alf Coles Is another mathematics education possible? an introduction to a Special Issue on ?Mathematics Education and the Living World: Responses to Ecological Crisis? Lisa Steffensen Critical mathematics education and post-normal science ? a literature overview Yasmine Abtahi, Peter G?tze, Lisa Steffensen, Kjellrun Hiis Hauge and Richard Barwell Teaching climate change in mathematics classrooms: An ethical responsibility Mark Boylan Towards a mathematics education for ecological selves Rochelle Guti?rrez Living Mathematx: Towards a Vision for the Future Petra Mikulan and Nathalie Sinclair Thinking mathematics pedagogy stratigraphically in the Anthropocene Alf Coles Habits and Binds of Mathematics Education in the Anthropocene Annie Savard Implementing Inquiry-Based Learning Situation in Science and Technology: What Are Elementary School Teachers? Learning Intentions about Mathematics? Douglas D. Karrow, Steven K. Khan and Jayne Fleener Mathematics Education?s Ethical Relation With And Response To Climate Change Mark Wolfmeyer and John Lupinacci A Mathematics Education for the Environment: Possibilities for Interrupting All Forms of Domination Philosophy of Mathematics Education Journal No. 33 (January 2018) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Paul Ernest & Anna Sfard A Dialogue on Dialogue Nenad Radakovic Towards the Critical Pedagogy of Risk in Mathematics Education Karen Fran?ois, Jos? Ricardo e Souza Mafra, Maria Cecilia Fantinato & Eric Vandendriessche Local Mathematics Education: The Implementation of Local Mathematical Practices into the Mathematics Curriculum Andrew Schroter In Defence of Platonism in the Mathematics Classroom Michael. Gr. Voskoglou Is Mathematics Invented or Discovered by Humans? H?lio Rebello Deleuze on Kant?s Mathematics of the Sensory Body: The Differential Relation in the Instance of Learning Constanta Olteanu and Lucian Olteanu Investigating Difference and Repetition in Mathematics Teachers? Professional Development Luiz Carlos Leal Junior Ethics and Research in Mathematics Education: Philosophical Provocations Rosemeire de Fatima Batistela & Maria Aparecida Viggiani Bicudo The Importance of Teaching G?del?s Incompleteness Theorem in Mathematics Teacher Education Philip J. Davis Mathematics, Politics, and Law Bronislaw Czarnocha Working Class, Intelligentsia and the ?Spirit of Generalization? Adam Hams Educational Sciences for Mathematics: Mathematics Didactics as a Scientific Discipline (link under repair) Allan Tarp A Heidegger View on how to Improve Mathematics Education Paul Ernest A Semiotic Theory of Mathematical Text Jacques Bair, Piotr B Laszczyk, Karin U. Katz, Mikhail G. Katz, Taras Kudryk and David Sherry Analyzing Benardete?s Comment On Decimal Notation Pierre Sutherland Mechanisms of Emergence: Influence of Open Student Responses Collected using an Online Survey Tool in Mathematics Classrooms (PhD) Please think about submitting a paper for the next issue no.34 aimed at publication Autumn 2018 _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ Philosophy of Maths Ed Journal From debutler at argonet.co.uk Thu Jan 4 10:15:35 2018 From: debutler at argonet.co.uk (Douglas Butler) Date: Thu, 4 Jan 2018 10:15:35 -0000 Subject: [Maths-Education] TSM Workshop Manchester Sat 10 Feb In-Reply-To: References: <01be01d384e6$d3f35340$7bd9f9c0$@argonet.co.uk> Message-ID: <008d01d38544$f6149250$e23db6f0$@argonet.co.uk> Technology for Secondary Mathematics SECONDARY MATHS TEACHERS ARE INVITED TO ATTEND A TSM WORKSHOP on Saturday 10th February, led by Douglas Butler, Craig Barton and Mick Blaylock at the Manchester Metropolitan University (Brooks Building). LEARN FROM THE EXPERTS! Workshops on Autograph 4, Large Data, Excel and Calculators. INEXPENSIVE HOTEL ACCOMMODATION NEARBY so long distance delegates welcome Full details and booking: https://goo.gl/BimKgx == >From Douglas Butler debutler17 at gmail.com TSM Workshops and Autograph development www.tsm-resources.com www.autograph-maths.com Twitter: douglasbutler1 skype: douglas.butler -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 214224 bytes Desc: not available URL: From M.J.Inglis at lboro.ac.uk Mon Jan 15 16:04:55 2018 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Mon, 15 Jan 2018 16:04:55 +0000 Subject: [Maths-Education] Fwd: Call for abstracts - MEC symposium 2018 References: <72AF8C4E-47CF-42DE-941C-6B19E0222C04@lboro.ac.uk> Message-ID: Some details of a conference at Loughborough in May. Matthew Begin forwarded message: From: Iro Xenidou-Dervou > Subject: [MEC-Announce] Call for abstracts - MEC symposium 2018 Date: 15 January 2018 at 15:56:31 GMT Dear all, The time has come to submit your abstracts for a poster presentation at the upcoming Mathematics Education Centre's (MEC) symposium! The 3rd annual MEC symposium will take place 7-8 June 2018 in the James France building at Loughborough University. Attendance for both days is free of charge. This symposium will focus on the timely topic of ?The Symbol Grounding Problem?. Keynote speakers: - Prof. Wim Gevers (Universit? libre de Bruxelles, Belgium) - Dr. Matthew Inglis (Loughborough University, UK) - Prof. Marie-Pascale No?l (Catholic University of Louvain, Belgium) - Prof. Hans-Christoph Nuerk (University of Tuebingen, Germany) - Prof. Gaia Sceriff (Oxford University, UK) This symposium will be held right after the SIG22 Neuroscience and Education conference hosted by the Wellcome Trust, London, June 4-6 2018. It will be an excellent opportunity to share and discuss the latest findings/ideas/trends in the field and to meet old and new national and international colleagues/friends. Important Dates (please note that these have been changed): Poster abstract submission deadline: 30 March 2018 Registration deadline: 25 May 2018 For more information - including travel tips - please visit the MEC symposium 2018 website. Please feel free to share this info with your colleagues. For assistance and further info please contact us at: mathscognition at gmail.com We look forward to seeing you in Loughborough! All the best, The organising committee Dr Iro Xenidou-Dervou Dr Camilla Gilmore Joanne Eaves Jayne Pickering Nikos Vlaseros [cid:AC082E1C-A787-4E25-B1A4-AB9A4B6F318B] -------------- next part -------------- A non-text attachment was scrubbed... Name: 3rd annual MEC symposium.png Type: image/png Size: 421070 bytes Desc: 3rd annual MEC symposium.png URL: From M.J.Inglis at lboro.ac.uk Thu Jan 25 16:19:16 2018 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Thu, 25 Jan 2018 16:19:16 +0000 Subject: [Maths-Education] Three PhD studentships available at Loughborough Message-ID: <2D885EF4-CE8B-49C4-A4CA-4245F7F5EB22@lboro.ac.uk> Dear all The Mathematics Education Centre at Loughborough University is advertising three PhD studentships for a October 2018 start. Two are funded by the university, one is funded by the ESRC Midlands Graduate School (and therefore includes funding for a research-methods masters for those who have not already studied such a course, but has eligibility restrictions). The MEC is a great place to study. Details on our existing students and research environment more generally can be found by following the links from this page: http://www.lboro.ac.uk/departments/mec/research/ The ESRC-funded studentship is in collaboration with No More Marking Ltd, and involves placements where the student will be mentored by Patrick Barmby, Chris Wheadon and Daisy Christodoulou. The deadline for all three studentships is 16th February. PROJECT 1 (university funded) Structural Approaches to the Symbol Grounding Problem Supervisors: Matthew Inglis and Camilla Gilmore Details: http://www.jobs.ac.uk/job/BGO979/phd-studentship-structural-approaches-to-the-symbol-grounding-problem/ PROJECT 2 (university funded) Preschool Children?s Understanding of Number: Connecting Number Symbols and Quantity Information Supervisors: Sophie Batchelor and Camilla Gilmore Details: http://www.jobs.ac.uk/job/BGO978/phd-studentship-preschool-childrens-understanding-of-number-connecting-number-symbols-and-quantity-information/ PROJECT 3 (ESRC funded, in collaboration with No More Marking Ltd) Understanding the role of executive functions in secondary mathematics learning Supervisors: Matthew Inglis and Camilla Gilmore Details: http://mcg.lboro.ac.uk/DTP-advert-Inglis2.pdf Please pass on these details to anyone who might be interested. All the best Matthew