From cathy.smith at open.ac.uk Fri Dec 10 09:04:40 2021 From: cathy.smith at open.ac.uk (Cathy.Smith) Date: Fri, 10 Dec 2021 09:04:40 +0000 Subject: [Maths-Education] Special Issue of Teaching Mathematics and its Applications: Restarting the New Normal Message-ID: Dear All, Please see the announcement below. Several members of our community have papers published in this Special Issue. It also includes papers from the Undergraduate Mathematics Support community. All the best Duncan New Special Issue: Restarting the New Normal Teaching Mathematics and its Applications is pleased to announce the publication of its 2021 Special Issue 40(4): Restarting the New Normal. Fourteen papers provide a record of practitioner-focused research on how the pandemic is changing teaching and learning mathematics for students from upper secondary/high school level through to university first degree level. Topics range across students' motivation and preparedness for school and university transitions, reconceptualising and trialling undergraduate mathematics support, mapping the effects of remote emergency teaching and longer-term changes to the medium of provision for undergraduate learning. International commonalities and differences are traceable via these studies from Irish, English, German, Australian and Welsh perspectives. All articles are available here. The launch of the Special Issue will be marked by an online webinar on 9th February 2022, 9-11am GMT, hosted by Teaching and Learning Mathematics Online (TALMO). Details of the event are available here. You are cordially invited to join this event, live or recorded. The authors will briefly present their work and take questions. Best wishes Cathy [cid:image002.jpg at 01D7EDA4.DFE78330] Dr Cathy Smith Mathematics Education School of Maths and Statistics Faculty of Science, Technology, Engineering and Mathematics (preferred pronouns she/her) ________________________________________________________ The Open University, Walton Hall, Milton Keynes, MK7 6AA Tel: 01908 659707 -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 2285 bytes Desc: image002.jpg URL: From melih.turgut at gmail.com Tue Dec 14 09:40:15 2021 From: melih.turgut at gmail.com (Melih Turgut) Date: Tue, 14 Dec 2021 10:40:15 +0100 Subject: [Maths-Education] PhD Candidate: Computational Thinking and Programming in Mathematics Education Message-ID: Dear all, NTNU ? Norwegian University of Science and Technology (Department of Teacher Education) has a vacant PhD (4-year) position regarding computational thinking and programming in mathematics education:PhD Candidate in Mathematics Education (217001) | NTNU - Norwegian University of Science and Technology (jobbnorge.no) Healthy days and best from Trondheim. Melih Turgut NTNU, Trondheim Norway From P.Ernest at exeter.ac.uk Tue Dec 14 20:05:53 2021 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Tue, 14 Dec 2021 20:05:53 +0000 Subject: [Maths-Education] The Philosophy of Mathematics Education Journal No. 38 (2021) NOW ONLINE In-Reply-To: References: Message-ID: Dear Colleagues I am delighted to announce that The Philosophy of Mathematics Education Journal No. 38 (2021) is NOW ONLINE I hope you will agree that it is an interesting new issue with lots of fascinating and valuable contributions Please feel free to forward this to any ond your colleagues, contacts or news groups Best wishes to all for the seasonal break peaceful new year 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 LINK https://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/welcome.htm Philosophy of Mathematics Education Journal No. 38 (December 2021) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Paul Ernest The Ethics of Mathematical Practice: Rejection, Realisation and Responsibility Roberto Ribeiro Baldino & T?nia Cristina Baptista Cabral Criticizing Epistemic Injustice: Rewarding Effort to Compensate for Epistemic Exclusion Michelle Stephan and colleagues Ethical Mathematics Awareness in Students? Big Data Decision Making Daniela Steflitsch Why (Mathematics) Education in a Democracy Must be Critical Education Kathleen Nolan & Shana Graham Challenging what counts as mathematics: Reflecting on teacher?s perceptions of culturally responsive pedagogy in the mathematics classroom Margaret Walshaw Who Can Know Mathematics? Adriano Dematt? On Student?s Ethical Relation with a Mathematical Written Text: Meaning and Empirical Evidence James Drimalla An Augustinian Take: The Loves of the Mathematics Education Research Community Josh Markle Enactive Hermeneutics as an Interpretive Framework in the Mathematics Classroom Kathleen Nolan Reframing Mathematics/Teacher Education Through Culturally Responsive (Disruptive) Pedagogy Dionysia Pitsili-Chatzi Mathematics as a social practice? Antagonisms as a conceptual tool for examining discourses Johannes Berggren Conceptual, Extraneous or Other? A Configurative Review Concerning Mathematical Metaphors in Empirical Education Research Wajeeh Daher Convergence of tools, the Student and the Teacher in the Mathematics Classroom: Instrumental Genesis and Orchestration John L Bell Some Remarks on Current Mathematical Practice John Mason Gazing Mathematically: Seeing-As and Seeing-In Jerzy Pogonowski On the Invention?Discovery Dilemma Yang Liu Generalization and Construction Beauties and Philosophy in Mathematics Hamlet Mikaelian & Anahit Yenokyan The Problem of Formation of Moral Values in the Process of Teaching Mathematics From P.Ernest at exeter.ac.uk Tue Dec 14 20:06:11 2021 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Tue, 14 Dec 2021 20:06:11 +0000 Subject: [Maths-Education] The Philosophy of Mathematics Education Journal No. 38 (2021) NOW ONLINE In-Reply-To: References: Message-ID: Dear Colleagues I am delighted to announce that The Philosophy of Mathematics Education Journal No. 38 (2021) is NOW ONLINE I hope you will agree that it is an interesting new issue with lots of fascinating and valuable contributions Please feel free to forward this to any ond your colleagues, contacts or news groups Best wishes to all for the seasonal break peaceful new year 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 LINK https://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/welcome.htm Philosophy of Mathematics Education Journal No. 38 (December 2021) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Paul Ernest The Ethics of Mathematical Practice: Rejection, Realisation and Responsibility Roberto Ribeiro Baldino & T?nia Cristina Baptista Cabral Criticizing Epistemic Injustice: Rewarding Effort to Compensate for Epistemic Exclusion Michelle Stephan and colleagues Ethical Mathematics Awareness in Students? Big Data Decision Making Daniela Steflitsch Why (Mathematics) Education in a Democracy Must be Critical Education Kathleen Nolan & Shana Graham Challenging what counts as mathematics: Reflecting on teacher?s perceptions of culturally responsive pedagogy in the mathematics classroom Margaret Walshaw Who Can Know Mathematics? Adriano Dematt? On Student?s Ethical Relation with a Mathematical Written Text: Meaning and Empirical Evidence James Drimalla An Augustinian Take: The Loves of the Mathematics Education Research Community Josh Markle Enactive Hermeneutics as an Interpretive Framework in the Mathematics Classroom Kathleen Nolan Reframing Mathematics/Teacher Education Through Culturally Responsive (Disruptive) Pedagogy Dionysia Pitsili-Chatzi Mathematics as a social practice? Antagonisms as a conceptual tool for examining discourses Johannes Berggren Conceptual, Extraneous or Other? A Configurative Review Concerning Mathematical Metaphors in Empirical Education Research Wajeeh Daher Convergence of tools, the Student and the Teacher in the Mathematics Classroom: Instrumental Genesis and Orchestration John L Bell Some Remarks on Current Mathematical Practice John Mason Gazing Mathematically: Seeing-As and Seeing-In Jerzy Pogonowski On the Invention?Discovery Dilemma Yang Liu Generalization and Construction Beauties and Philosophy in Mathematics Hamlet Mikaelian & Anahit Yenokyan The Problem of Formation of Moral Values in the Process of Teaching Mathematics From Peter.Gates at nottingham.ac.uk Wed Dec 15 10:20:50 2021 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Wed, 15 Dec 2021 10:20:50 +0000 Subject: [Maths-Education] Cambridge Maths we are seeking to recruit a research assistant for the New Year Message-ID: Dear all, Here at Cambridge Maths we are seeking to recruit a research assistant for the New Year. Please do spread the word to any likely candidates. Many thanks Lynne McClure Director, Cambridge Maths https://careers.cambridge.org/jobs/vacancy/1220/description Please note my new email from 4th Oct: lynne.mcclure at cambridge.org Lynne McClure Director Cambridge Mathematics Please note my usual working days are Monday to Thursday. I do however often email outside working hours - please do not feel compelled to do the same. Tel: +44 (0)1223 558 874 Mob: +44 (0)7714 917 355 Address: The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA Web: www.cambridgemaths.org IMPORTANT: The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email by mistake, please notify the sender immediately and do not disclose the contents to anyone or make copies thereof. Cambridge University Press & Assessment is the publishing and assessment department of the University of Cambridge. The corporate title of the University is The Chancellor, Masters, and Scholars of the University of Cambridge, but you may know us simply as 'Cambridge'. Our principal office is at Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom, with registered VAT number GB 823 8476 09. We are a not-for-profit organisation and an exempt charity under the Charities Act 2011. Disclaimer This email is intended solely for the recipient and may contain confidential information. If you have received this email in error, please let us know and then delete the original email and any attachments. Do not use, copy or disclose the contents of this email or any attachment. Any views or opinions in this email are solely those of the author and do not necessarily represent those of Cambridge, unless specifically stated. This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please contact the sender and delete the email and attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of the University of Nottingham. Email communications with the University of Nottingham may be monitored where permitted by law. From R.G.Marks at brighton.ac.uk Thu Dec 16 19:12:59 2021 From: R.G.Marks at brighton.ac.uk (Rachel Marks) Date: Thu, 16 Dec 2021 19:12:59 +0000 Subject: [Maths-Education] Request for support in circulating primary curriculum resources survey Message-ID: Dear all, You may be aware that a group of us at the University of Brighton are currently working on a Nuffield funded project (Grant reference number: EDO /FR-000022614) aimed at mapping the current range and use of mathematics curriculum resources in primary mathematics in England. For the purpose of the project, we are defining curriculum resources as the printed, online and hybrid resources teachers use to structure and resource their mathematics teaching, such as White Rose, Abacus, and Times Table Rock Stars (to name but a few ? we are currently aware of 64 different resources!). We are also interested in where DfE approved textbooks (Maths ? No Problem! and Power Maths) fit into the picture. We have invited all state-maintained primary schools (and schools covering some of the primary ages) in England to complete a survey. We had an initial flurry of responses but would like to increase our response rate. If you happen to be working in or have links with primary schools (or mathematics subject leads) we would really appreciate you sharing our survey link with them. You can access the survey here: https://brighton.onlinesurveys.ac.uk/curriculum-resources-in-primary-maths The survey will be live until Friday 28th January 2022. As a thank-you for completing our survey, participants will have the option to enter a prize draw to win one of 25 ?100 national book tokens (perfect for the New Year sales!). Thanks and kind regards, Rachel Marks, Nancy Barclay & Alison Barnes Dr Rachel Marks Principal Lecturer in Mathematics Education https://research.brighton.ac.uk/en/persons/rachel-marks PGCE Primary Year Lead (Academic) School of Education Learning & Teaching Co-Lead Teaching, Learning & Professional Lives (TLPL) Research & Enterprise Group Co-Lead Principal Investigator: 'The prevalence and use of textbooks and curriculum resources in primary mathematics' (Nuffield Foundation EDO/FR-000022614) - See our Website here. Are you a Maths Lead in a state-maintained (inc. academies & free schools) school with primary-aged pupils (inc. infant, junior, first, middle and all-through) in England? If so, please consider completing our survey and possibly winning yourself ?100! You can access our survey here.