From alan at cdnalma.poznan.pl Sun Mar 1 18:55:53 2020 From: alan at cdnalma.poznan.pl (Alan Rogerson) Date: Sun, 1 Mar 2020 19:55:53 +0100 Subject: [Maths-Education] Our 2021 Conference will now be in King's College, Cambridge! In-Reply-To: References: Message-ID: <326fec4e-b914-2a17-beb9-9987edd73741@cdnalma.poznan.pl> *Dear friends, **Please forgive this general email sent BCC to all of our 91 contacts who have been so helpful in publicising our conferences in the past! Thank you especially for helping to publicise our conference at Maynooth University in Ireland last year. Altogether 188 people attended from 31 countries. ?Please find below the first update for our 16th conference in 2021 which will be held at King's College, Cambridge University, UK. * *We would be most grateful if you could send the notice below to your newsletters, blogs and lists, please let me know if you prefer a shorter notice and we will send that to you. * *We hope you will personally be able to join us next year to enjoy meeting and working together in one of the most beautiful colleges in the world!* *Alan Rogerson and Jasia Morska (Conference Co-organisers)* /*16*/^/*th*/ /*International Conference of The Mathematics Education for the Future Project*/ *NEW VENUE!**King?s College, Cambridge University, UK* *July 26-31, 2021, * *There will be a Welcome Reception on arrival day, July 26, and a Gala Dinner in King?s College Hall on the last night of July 30, with final breakfast and departures on July 31. Altogether five nights accommodation and four working days.* *Our conferences are renowned for their friendly and productive working atmosphere and are attended by innovative teachers and mathematics and science educators from all over the world.* *Please email alan at cdnalma.poznan.pl for future updates including the First Announcement which will be ready later in March.* *King?s College was founded in **1441 by Henry VI. The famous Gothic King's Chapel was finished in 1544 during the reign of Henry VIII. See *_*https://www.kings.cam.ac.uk/*_*and*___*https://en.wikipedia.org/wiki/King%27s_College,_Cambridge*_ *. * *Photograph Courtesy of King?s College* From magnus.osterholm at umu.se Mon Mar 2 20:58:58 2020 From: magnus.osterholm at umu.se (=?iso-8859-1?Q?Magnus_=D6sterholm?=) Date: Mon, 2 Mar 2020 20:58:58 +0000 Subject: [Maths-Education] =?iso-8859-1?q?PhD_student_positions_at_Ume=E5_University=2C_Swe?= =?iso-8859-1?q?den?= Message-ID: <39c589c3c34047ae8241bea182d3c1bf@umu.se> Dear colleagues, Ume? University, in the north of Sweden, is announcing 2 PhD student positions in mathematics education: http://umu.varbi.com/en/what:job/jobID:320505/ All applications all welcome that somehow connect to any (or several) of the three main research areas in mathematics education at the Department of Science and Mathematics Education: * Problem solving and reasoning * Formative assessment * Language and communication Information about Ume? Mathematics Education Research Centre: http://www.umerc.umu.se Note that if you get accepted as a PhD student, you also get an employment with a salary according to the established salary level for doctoral students at Ume? University. Deadline for application is 2020-03-27. Kind regards, Magnus ------------------ Magnus ?sterholm, PhD Associate Professor (Docent) of Mathematics Education Deputy head of department and Director of PhD studies, Department of Science and Mathematics Education Postal address: NMD, Ume? University, SE-901 87 Ume?, Sweden Phone: +46 (0)90 786 71 31 E-mail: magnus.osterholm at umu.se From E.Nardi at uea.ac.uk Fri Mar 6 14:44:46 2020 From: E.Nardi at uea.ac.uk (Elena Nardi (EDU - Staff)) Date: Fri, 6 Mar 2020 14:44:46 +0000 Subject: [Maths-Education] Doctoral Scholarships, University of Hannover Message-ID: Sent on behalf of Prof. Reinhard Hochmuth, University of Hannover Dear colleagues, This is an announcement for PhD scholarships at the University of Hannover. Up to four are planned for Research in University Mathematics Education. Please forward this information to excellent and possibly interested students. Here you can find English descriptions of the proposed doctoral topics: https://lernmint.org/phd-scholarships/ All the best, Reinhard Hochmuth hochmuth at idmp.uni-hannover.de From A.Bakker4 at uu.nl Fri Mar 20 09:50:55 2020 From: A.Bakker4 at uu.nl (Bakker, A. (Arthur)) Date: Fri, 20 Mar 2020 09:50:55 +0000 Subject: [Maths-Education] call for papers for special issue on maths education and the pandemic in ESM Message-ID: Mathematics education in a time of crisis - a viral pandemic A special issue of Educational Studies in Mathematics Call for Papers These are extraordinary times. The COVID-19 pandemic has captured the attention of the world's people and their governments, and rapidly upended social and other systems. The isolation required by this crisis impacts education systems in particular, because typical schools centre on gatherings of people. The social and other system disruptions have driven many people to reflect on what is most important. The isolation has facilitated this reflection for some of us by giving us more alone time, and has drawn others of us into frantic action to address the challenges of rapid change-for example, school and university administrators, parents of young children who are confined to home, teachers pressed into alternate delivery on a moment's notice, the sick and people caring for the sick, people suffering job losses or financial disaster. A new special issue in Educational Studies in Mathematics (ESM) invites reflection on mathematics education in this time of crisis. Authors may wish to position this particular crisis in the context of other interrelated crises that grip our world, such as, climate change, human migration, the rise of xenophobic nationalism, and growing inequalities. However, we expect each paper to address the coronavirus pandemic to some extent. And, because we know that the pandemic is playing out differently in different parts of the world, we would ask each contributor to position their work in their local context. We envision submissions of essays and empirical studies. For authors unfamiliar with the essay format, we invite them to peruse early ESM volumes that feature many of them. In these essays authors address the big questions related to mathematics education (e.g., the first ESM paper, by Freudenthal in 1968). Essays like these often include arguments based on literature, observations, and experience with mathematics teaching and learning with connections to other relevant contexts. Papers in this special issue may include: * Reflective analysis of trends in research and how these trends relate to (foresee and reflect) global crises * Analysis of mathematical artefacts (statistics, models, interpretations) that have been shared by mainstream and social media. * Critical reflection on curriculum and how it prepares or fails to prepare society for this and other global crises (i.e., the politics of the crisis and the role of mathematics education in this politics) * Proposals for change in mathematics pedagogy that would equip society better for this and other global crises. * Consideration of different approaches to teaching mathematics - perhaps including the use of online resources, and/or mathematics learning that is not school based, and the unequal access to technology. * Analysis of socio-cultural and economic disparity and how it impacts the changes in mathematics education within this crisis-including perhaps access to education through online and/or other communication channels, and a pluralistic understanding of the crisis itself (e.g., through a critical approach to the crisis and its societal implications). * Reflective analysis of mathematics education as a research community-the nature of academic interaction and community building (with travel and other forms of connection), and the value of such exchanges to scholars in different regions and different stages of their careers. These are some examples that come to mind, but we will be open to others, including a wide possibility for relevant empirical studies. We aim for geographic distribution of papers and so we invite contributions from all regions, and contributions that feature conversation across regions. We aim for papers representing the range of experience too - from scholars with vast experience to new scholars with new perspectives. If you know of someone whom you would like to see contributing to this special issue, please forward this call to them. Submissions may be full length ESM papers (7000 words not including references, tables, figures, etc.) or shorter (e.g., 5000 words). There will be good opportunity for revision with feedback from other contributors to the special issue (the first round of review), so do not be afraid to take risks. After the first revision, your paper will go out to full ESM review. If your paper will take longer to write (e.g., an empirical paper), please email the special issue editors with your intent to participate as an author or reviewer. The timeline may accommodate later submissions. If you have questions about this invitation, or if you want to pitch your initial ideas for feedback, please email one or all of the guest editors. We encourage authors to be in communication with us at any point through this process. Timeline: 1. May 31, 2020: First full papers due 2. June 30: Feedback and reviews from other contributors. 3. July 15: Decision letters and feedback distributed to authors 4. August 30: Revised papers due 5. October: Full ESM review begins 6. We will publish accepted papers online immediately. When all the papers are ready, the special issue will be put together in its own issue, likely 2021. We are aware that the progress of the virus of associated societal change is unpredictable. However, we note that the impact of this pandemic will take years to settle. We know that it is reasonable to reflect on the big questions of mathematics education now. An introduction to the special issue will make the positioning of the special issue clear, and we will ask authors to position their own papers in terms of the current knowledge that is relevant to their papers. Special issue guest editors, Man Ching Esther Chan, Cristina Sabena and David Wagner mc.chan at unimelb.edu.au cristina.sabena at unito.it dwagner at unb.ca From peter.gates3 at btopenworld.com Tue Mar 31 10:56:35 2020 From: peter.gates3 at btopenworld.com (Peter Gates) Date: Tue, 31 Mar 2020 10:56:35 +0100 Subject: [Maths-Education] Fwd: a potentially-useful resource References: Message-ID: <8A1FAD76-0D17-4681-AA64-A9C2A9326269@btopenworld.com> Best Wishes Peter Peter Gates Begin forwarded message: > From: "Martin Greenhow (Staff)" > Date: 31 March 2020 at 10:10:25 BST > To: "maths-education at lists.nottingham.ac.uk" > Cc: Peter Gates > Subject: a potentially-useful resource > > ? > Dear maths teacher, > > I have set up a suite of tests for bored GCSE and A level students who will be missing their maths lessons! There is an entry page at: > > http://people.brunel.ac.uk/~mastmmg/Mathematics_for_dogs_and_cats.htm > > It has already received favourable comments from others since its launch recently. I hope you will find it useful for your students. > > I now need to disseminate it as widely as possible, especially to schoolteachers and wonder if you can help here by telling colleagues at other institutions (schools/colleges/universities) about the above links. I believe it will be useful quite widely. Given the current situation, time is of the essence. > > The above is just a sample of what's available. To set up your own tests visit > > http://www.mathcentre.ac.uk:8081/mathseg/ to explore what's available and > > http://www.mathcentre.ac.uk:8081/mathsegteacher/teacher.jsp to set up your own tests (ask me, martin.greenhow at brunel.ac.uk how to do this if need be) > > Best wishes, > Martin Greenhow, Maths at Brunel > > Dr Martin Greenhow > > Tower A Room 217 > Maths Dept, Brunel University > From Gwen.Ineson at brunel.ac.uk Tue Mar 31 18:51:16 2020 From: Gwen.Ineson at brunel.ac.uk (Gwen Ineson (Staff)) Date: Tue, 31 Mar 2020 17:51:16 +0000 Subject: [Maths-Education] A potentially useful resource In-Reply-To: References: Message-ID: Please see message below from Martin Greenhow, Brunel University London Dear maths teacher, I have set up a suite of tests for bored GCSE and A level students who will be missing their maths lessons! There is an entry page at: http://people.brunel.ac.uk/~mastmmg/Mathematics_for_dogs_and_cats.htm It has already received favourable comments from others since its launch recently. I hope you will find it useful for your students. I now need to disseminate it as widely as possible, especially to schoolteachers and wonder if you can help here by telling colleagues at other institutions (schools/colleges/universities) about the above links. I believe it will be useful quite widely. Given the current situation, time is of the essence. The above is just a sample of what's available. To set up your own tests visit http://www.mathcentre.ac.uk:8081/mathseg/ to explore what's available and http://www.mathcentre.ac.uk:8081/mathsegteacher/teacher.jsp to set up your own tests (ask me, martin.greenhow at brunel.ac.uk how to do this if need be) Best wishes, Martin Greenhow, Maths at Brunel Tower A Room 217 Maths Dept, Brunel University Dr Gwen Ineson Director of Postgraduate Research Senior Lecturer - Mathematics Education Brunel University London College of Business, Arts and Social Sciences Department of Education Room 065, Gaskell Building, Brunel University London, Uxbridge, UB8 3PH, United Kingdom T +44 (0)1895 265865