[Maths-Education] Thursday 26 March: Dor Abrahamson

[Colin Foster]

Dear Colleagues

We are very excited that Professor Dor Abrahamson from the Graduate School of Education at the University of California, Berkeley, will be visiting us at the Mathematics Education Centre here in Loughborough for the week 23-27 March. Dor leads the Embodied Design Research Laboratory at Berkeley and is an expert on embodied cognition in learning and teaching mathematics. This is advance notice that he is going to give a public lecture at 5:00 pm on Thursday 26 March (refreshments available from 4:30 pm). The lecture will be suitable for teachers, academics or anyone who might be interested in his work, and you won’t need to be an expert on embodied cognition to enjoy it!

Please go to https://www.lboro.ac.uk/departments/mec/events/2020/cmc-lecture/ for more information and to book. And please mention it to anyone you think would be interested.

This will be the first public lecture hosted by our new Centre for Mathematical Cognition https://www.lboro.ac.uk/departments/mec/news/2019/new-maths-research-poor-understanding/, so please try to come if you possibly can.

With best wishes,

Colin.

Dr Colin Foster
Reader in Mathematics Education
Mathematics Education Centre
Schofield Building
Loughborough University
Loughborough LE11 3TU

www.foster77.co.uk<http://www.foster77.co.uk>
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Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes

Recent publications
Foster, C., & Inglis, M. (2019). Mathematics teacher professional journals: What topics appear and how has this changed over time? International Journal of Science and Mathematics Education, 17(8), 1627–1648. https://doi.org/10.1007/s10763-018-9937-4
Inglis, M., & Foster, C. (2018). Five decades of mathematics education research. Journal for Research in Mathematics Education, 49(4), 462–500. http://www.foster77.co.uk/JRME2018-07-462.pdf
Foster, C. (2018). Developing mathematical fluency: Comparing exercises and rich tasks. Educational Studies in Mathematics, 97(2), 121–141. https://doi.org/10.1007/s10649-017-9788-x

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