From Peter.Gates at nottingham.ac.uk Fri Nov 1 12:00:50 2019 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Fri, 1 Nov 2019 12:00:50 +0000 Subject: [Maths-Education] Association of Teachers of Mathematics Working Group on Visualisation Message-ID: [cid:image001.png at 01D590AB.FFC251B0] Visualisation, Imagery, Spatial Understanding and Learning Working Group This is a new ATM Working Group intended to provide the opportunity to enhance the use of visual, diagrammatic, and spatial approaches across the mathematics curriculum. All are invited to participate and contribute. We will explore when and how we could replace some teacher talk and written text with more use of visual cues and diagrams. We will be creating resources and designing tasks drawing on research, current good practice and creative thinking. The group will invite speakers with expertise in visualisation, and discuss research and other publications in the area. The first meeting of the VISUAL Working Group will be on Saturday 23rd November 2019 in Room A34 at the School of Education, University of Nottingham Jubilee Campus Wollaton Road, NG8 1BB. >From 10:00 - 15:00. Park in Visitors' Car Park. (My mobile 0773 0808 353 if you get lost) As this is a Saturday, there is unlikely to be much catering on site. There is a Starbucks on the campus, but you may want to consider bringing something. Please bring along anything you think the group might be interested in looking at. Morning 1. Welcome What is the group for? 2. Visualisation and social class. What are the issues? Peter Gates, School of Education, University of Nottingham 3. Using vectors in teaching arithmetic Pete Mattock, Brockington College, Leicester 4. Algebra tiles: GCSE students' and their teachers' responses to multiple representations of algebraic expressions Sally Bamber, University of Chester Afternoon 4. Visual Teaching and Learning in Maths: Perspectives from the Learning Sciences Shaaron Ainsworth, School of Education, University of Nottingham 5. Where next for visual approaches? Where next for the Group? If you intend coming, please let me know. If you can't come but are interested in being kept informed, do email me to go onto our mailing list. Best Wishes, Peter Dr Peter Gates School of Education University of Nottingham Jubilee Campus Nottingham NG8 1BB Tel: +44 (0)773 0808 353 Gates, Peter (2019) "Why the (social) class you are in still matters", in Constantinos Xenofontos (Ed.) Equity in Mathematics Education. Addressing a Changing World. Charlotte: Information Age Publishing, pps 41-64. -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 32041 bytes Desc: image001.png URL: From P.Ernest at exeter.ac.uk Mon Nov 4 20:10:32 2019 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Mon, 4 Nov 2019 20:10:32 +0000 Subject: [Maths-Education] Invitation to submit to Philosophy of Mathematics Education Journal issue no. 35 Message-ID: Dear Maths Ed colleagues I would like to invite submissions for the The Philosophy of Mathematics Education Journal issue no. 35 2020 which will be put together in November No. 34 included a number of paper (with author permissions) from MES conferences (see below) We are happy to consider offering papers to a wider or new audience that have already appeared, eg in conf. proceedings. Permissions are responsibility of author who retains copyright throughout. For your information here is the title page of the last issue. Papers should be theory-rich contributions to mathematics education, or educationally relevant papers on philosophy of pathematics understood broadly (eg, critical maths education, etc) For your information, submissions are considered, and if accepted, published without payment and the journal is free to access for all. (I didn't need to write this before but a whole lot of scam journals are springing up demanding payments) If in any doubt about the suitability of your paper - please feel free to consult me informally Best regards Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ The Philosophy of Mathematics Education Journal Philosophy of Mathematics Education Journal No. 34 (December 2018) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest ________________________________ CONTENTS Danny Bernard Martin Not-So-Strange Bedfellows: Racial Projects and the Mathematics Education Enterprise Tamsin Meaney Reaction to: Danny Martin Not-so-strange bedfellows: Racial projects and the mathematics education enterprise Anna Chronaki Racism as Gazing Bodies: From ?body-color? epistemology to epistemic violence A response to: Danny Martin Not-so-strange bedfellows Ole Ravn Christensen Order of the World or Order of the Social ? A Wittgensteinian Conception of Mathematics and its Importance for Research in Mathematics Education Anna Llewellyn ?Maths with Sam and Alex?: A Discussion of Choice, Control and Confidence Isabel Cafezeiro, Ricardo Kubrusly and Ivan da Costa Marques Paulo Freire and Mathematics, For a Situated Approach of Mathematics P. Janelle McFeetors Conversation as a Space for Students? Learning to Learn in Mathematics Class: Re-visioning Communicative Interactions Reuben Hersh Our System of University Mathematics Paul Ernest Ethics and Mathematics? Peter Weng & Uffe Thomas Jankvist Communication competency as an indicator for mathematical giftedness Yasmine Abtahi Reflections on the Combination of the Theoretical Ideas of Piaget and Vygotsky with an Emphasis on the Role of Others Wajeeh Daher A Teacher's Ideology and its Impact on Students? Positioning in Problem Solving ________________________________ Aim of the Journal The aim is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection and research in mathematics education; to freely disseminate new thinking and to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflection. Editorial policy. The editorial hand is used very lightly. This is an international refereed journal which aims to stimulate the sharing of ideas for no reason other than an interest in these ideas and love of discussion among its contributors and readers. Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. Many types of item are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Graduate students are warmly invited to submit assignments and theses for inclusion in this journal, to make available otherwise inaccessible resources for the benefit of the research community in mathematics education and/or the philosophy of mathematics. Format of submissions: There are no strict guidelines ? authors are requested to make their submissions look like previously published papers ? especially the first page headers etc. Email submissions only please. Refereeing: All papers are submitted to peer-review on which basis the decision is made whether to accept, require revisions or reject. Copyright Notice. All materials published herein remain copyright of the named authors, or of the editor if unattributed. Permission is given to freely copy the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal, and the integrity of papers is preserved. Acknowledgement The journal is made possible by the generous support of University of Exeter Graduate School of Education STEM Research Centre. Editor: Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K. P.Ernest @ ex.ac.uk. Web: http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ From dianapao29 at gmail.com Wed Nov 6 00:22:18 2019 From: dianapao29 at gmail.com (Diana Paola Castro Valencia) Date: Tue, 5 Nov 2019 19:22:18 -0500 Subject: [Maths-Education] =?utf-8?q?Publicaci=C3=B3n_de_PNA_14=281=29?= Message-ID: <69517A2B-5DBD-4F19-97B7-A41815D8B6CD@gmail.com> Estimado/a lector: Nuevo n?mero 14(1) accesible en revistaseug.ugr.es/index.php/pna/index con art?culos de: (1) ?ngel Alsina, Mar?a Salgado (2) Emma Lizelly Carre?o Pe?a, Nuria de los ?ngeles Climent Rodr?guez (3) Ivonne Coromoto S?nchez, Juan Luis Prieto Reciba un cordial saludo. Sistema de notificaciones de la revista PNA http://revistaseug.ugr.es/index.php/pna From I.Jones at lboro.ac.uk Mon Nov 11 07:22:44 2019 From: I.Jones at lboro.ac.uk (Ian Jones) Date: Mon, 11 Nov 2019 07:22:44 +0000 Subject: [Maths-Education] PhD scholarship at Auckland References: Message-ID: <5A83198F-1633-47BB-93CD-8DB433CFE7D3@lboro.ac.uk> Hi everyone. Please see below from our colleague Igor? Kontorovich. Ian Begin forwarded message: From: "Igor' Kontorovich" > Subject: Help with advertising a PhD scholarship Date: 9 November 2019 at 23:08:33 GMT To: undisclosed-recipients:; Dear Colleagues, Could I please draw your attention to a new PhD scholarship that the University of Auckland offers? It would be wonderful if you could help us in spreading the word in your networks. Thanks, Igor' -------------- next part -------------- A non-text attachment was scrubbed... Name: PhDScholarship.pdf Type: application/pdf Size: 786531 bytes Desc: PhDScholarship.pdf URL: From kr18 at cam.ac.uk Thu Nov 21 21:30:21 2019 From: kr18 at cam.ac.uk (Kenneth Ruthven) Date: Thu, 21 Nov 2019 21:30:21 +0000 Subject: [Maths-Education] Vacancy for Professor in Mathematics Education at Karlstad University in Sweden References: <75E3A1DC-A193-43E7-9503-560D8887C2A7@kau.se> Message-ID: <94972BA8-0F03-4710-A98A-4908267FA70B@cam.ac.uk> Karlstad University in Sweden is seeking to appoint a Professor in Mathematics Education to join its lively mathematics education group. The official announcement of the position can be found at . From P.Ernest at exeter.ac.uk Wed Nov 27 14:44:28 2019 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Wed, 27 Nov 2019 14:44:28 +0000 Subject: [Maths-Education] OUT NOW - Philosophy of Mathematics Education Journal no. 35 In-Reply-To: References: , , Message-ID: Dear colleague, The latest issue of The Philosophy of Mathematics Education Journal (No. 35) is now freely available to all online at http://socialsciencess.exeter.ac.uk/education/research/centres/stem/publications/pmej/ Philosophy of Mathematics Education Journal edited by Paul Ernest Philosophy of Mathematics Education Journal Welcome to PAUL ERNEST'S page. Based at School of Education, University of Exeter, United Kingdom. socialsciences.exeter.ac.uk Below are the contents of this rich and diverse issue. This is also a call for submissions for no. 36, which will be published mid or late 2020. Please note that the invitation extends to all, from the beginning researchers in mathematics education working on their masters or doctorate, to leading international experts in the field! You can see this from the contents. Apologies if you receive more than on copy of this notice and invitation! The invitation is open so please do forward to anybody who might be interested in reading or writing in this area! With thanks Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ The Philosophy of Mathematics Education Journal Philosophy of Mathematics Education Journal No. 35 (December 2019) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Ole Skovsmose Crisis, Critique and Mathematics Review of Ole Ravn and Ole Skovsmose, Authors, Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics, 2019 Laurence Delacour and Anna Chronaki The Discursive Fabrication of the Desired Child in Early Childhood Mathematics Education in Sweden Kjellrun Hiis Hauge, Suela Kacerja and Inger Elin Lilland Xenophobia and numbers in the media ? discussing mathematics education in the post-truth era Roberto Ribeiro Baldino Neuron-Z, Philosophy of the Mind and Symptom Paul Ernest Privilege, Power and Performativity: The Ethics of Mathematics in Society and Education T?nia Cristina Baptista Cabral and Roberto Ribeiro Baldino The Social Turn and its Big Enemy: A Leap Forward Roi Wagner Mathematical Abstraction as Unstable Translation Between Concrete Presentations Sal Restivo The Yin and Yang of the Sociology of the Philosophy of Scientific Practice Erin Cecilia Wilding-Martin Paul Ernest?s Social Constructivist Philosophy of Mathematics Education Yasmine Abtahi More than Cultural Awareness: Awareness of Self-in-Relation Marshall Gordon Identity, Culture, and Pedagogical Challenge: The Presentation of Mathematics William H. Kitchen Wittgensteinian Pedagogy for Mathematics Guilherme Wagner and Everaldo Silveira Wittgenstein as a Trojan Horse Adriano Dematt? Searching for the Other in a Historical Document Patrick R. Silvey ?When Are We Ever Going to Use This??: Engagement and Application in Higher-Level Secondary Mathematics Education Kyriakos Petakos Does the ZPD Possess an Equivalence Relation Property? Yenealem Ayalew and Solomon Areaya A Positional Map of Mathematical Imagination and Creativity Min Bahadur Shrestha Where lies the reality of Mathematics for common people? Zhang Hong and Zhuang Yan Philosophical Infinity and Mathematical Infinity Alfred Bhusumane and Alakanani A. Nkhwalume Rhetoric versus Reality of Postmodernism in Mathematics Education Hugh Ching Postmodern Knowledge: From Postmodern Science and Mathematics to Postmodern Logic Aim of the Journal The aim is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection and research in mathematics education; to freely disseminate new thinking and to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflection. We look for quality of imagination, reasoning, analysis, conceptions, but not for ?correctness? or conformity with received views. We will not shy away from controversial issues. Editorial policy. The editorial hand is used very lightly. This is an international refereed journal which aims to stimulate the sharing of ideas for no reason other than an interest in these ideas and love of discussion among its contributors and readers. Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. Many types of item are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Graduate students are warmly invited to submit assignments and theses for inclusion in this journal, to make available otherwise inaccessible resources for the benefit of the research community in mathematics education and/or the philosophy of mathematics. Format of submissions: There are no strict guidelines ? authors are requested to make their submissions look like previously published papers ? especially the first page headers etc. Refereeing: All papers are submitted to peer-review on which basis the decision is made whether to accept, require revisions or reject. Copyright Notice. All materials published herein remain copyright of the named authors, or of the editor if unattributed. Permission is given to freely copy the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal, and the integrity of papers is preserved. On the same basis permission is given to cite or quote from the papers provided full credit is given. Acknowledgement The journal is made possible by the generous support of University of Exeter Graduate School of Education STEM Research Centre. Special thanks are due to Jane Tanner and Jo Smithson. Editor: Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K. Please direct all submissions and correspondence via email to the editor at P.Ernest @ ex.ac.uk. Journal URL: http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ From Peter.Gates at nottingham.ac.uk Thu Nov 28 11:29:35 2019 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Thu, 28 Nov 2019 11:29:35 +0000 Subject: [Maths-Education] Maths anxiety and SES Message-ID: Colleagues, Does anyone know of work exploring SES and its relationship to maths anxiety (or self-efficacy) specifically rather than just general maths achievement? Best Wishes, Peter Dr Peter Gates School of Education University of Nottingham Jubilee Campus Nottingham NG8 1BB Tel: +44 (0)773 0808 353 Gates, Peter (2019) "Why the (social) class you are in still matters", in Constantinos Xenofontos (Ed.) Equity in Mathematics Education. Addressing a Changing World. Charlotte: Information Age Publishing, pps 41-64.