From C.Foster at lboro.ac.uk Tue Feb 8 09:03:33 2022 From: C.Foster at lboro.ac.uk (Colin Foster) Date: Tue, 8 Feb 2022 09:03:33 +0000 Subject: [Maths-Education] ESRC DTP PhD Studentships at the Centre for Early Mathematical Learning Message-ID: Come and do a PhD in our Centre at Loughborough University! We are currently advertising 3 ESRC-funded PhD positions in the Centre for Early Mathematical Learning. The three topics are: 1. the emergence of the mental number line and its development across age 2. parental engagement in children?s early mathematics learning 3. how to empower educational practitioners to conduct high-quality mathematics education research Details are here: https://www.jobs.ac.uk/job/CMX710/esrc-dtp-phd-studentships-at-the-centre-for-early-mathematical-learning Deadline: 28 February 2022. 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 blog.foster77.co.uk @colinfoster77 Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes Recent publications Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2022). The use of carefully-planned board-work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-021-09511-6 Hodgen, J., Foster, C., & Brown, M. (2022). Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Curriculum Journal, 33(1), 5?24. https://doi.org/10.1002/curj.128 Foster, C., Woodhead, S., Barton, C., & Clark-Wilson, A. (2021). School students? confidence when answering diagnostic questions online. Educational Studies in Mathematics. Advance online publication. https://doi.org/10.1007/s10649-021-10084-7 https://doi.org/10.1007/s10763-021-10207-9 Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621?641. https://doi.org/10.1080/00220272.2021.1902569 Foster, C. (2021). Implementing confidence assessment in low-stakes, formative mathematics assessments. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-021-10207-9 Podcasts BAGs to Learn Podcast by Ben Gordon (2021, December 2). Episode 4 ? Colin Foster ? Problem Solving in the mathematics curriculum [Audio podcast]. https://anchor.fm/ben-gordon83/episodes/Episode-4---Colin-Foster---Problem-Solving-in-the-mathematics-curriculum-e1b5ic3 Mr Barton Maths Podcast (2021, June 21). Writing a maths curriculum with Colin Foster [Audio podcast]. http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/ Please note that I send emails at various times, but I never expect you to reply outside of your normal working hours. From C.Foster at lboro.ac.uk Wed Feb 9 09:09:33 2022 From: C.Foster at lboro.ac.uk (Colin Foster) Date: Wed, 9 Feb 2022 09:09:33 +0000 Subject: [Maths-Education] Professor Matthew Inglis: Inaugural Lecture Message-ID: Professor Matthew Inglis will be giving his Inaugural Lecture on 'How we should research mathematics learning?' at 5:00 pm ? 6:00 pm on 23 March 2022 at Loughborough University (Brockington Extension, U.0.20) and also on MS Teams. (Refreshments are available from 4:30 pm if attending in person.) Please register here: https://www.lboro.ac.uk/news-events/events/professor-matthew-inglis-inaugural-lecture/ 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 blog.foster77.co.uk @colinfoster77 Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes Recent publications Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2022). The use of carefully-planned board-work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/101007/s10857-021-09511-6 Hodgen, J., Foster, C., & Brown, M. (2022). Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Curriculum Journal, 33(1), 5?24. https://doi.org/10.1002/curj.128 Foster, C., Woodhead, S., Barton, C., & Clark-Wilson, A. (2021). School students? confidence when answering diagnostic questions online. Educational Studies in Mathematics. Advance online publication. https://doi.org/10.1007/s10649-021-10084-7 https://doi.org/10.1007/s10763-021-10207-9 Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621?641. https://doiorg/10.1080/00220272.2021.1902569 Foster, C. (2021). Implementing confidence assessment in low-stakes, formative mathematics assessments. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-021-10207-9 Podcasts BAGs to Learn Podcast by Ben Gordon (2021, December 2). Episode 4 ? Colin Foster ? Problem Solving in the mathematics curriculum [Audio podcast]. https://anchor.fm/ben-gordon83/episodes/Episode-4---Colin-Foster---Problem-Solving-in-the-mathematics-curriculum-e1b5ic3 Mr Barton Maths Podcast (2021, June 21). Writing a maths curriculum with Colin Foster [Audio podcast]. http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/ Please note that I send emails at various times, but I never expect you to reply outside of your normal working hours. From alexschuelermeyer at gmail.com Wed Feb 9 10:20:04 2022 From: alexschuelermeyer at gmail.com (=?utf-8?Q?Alexander_Sch=C3=BCler-Meyer?=) Date: Wed, 9 Feb 2022 11:20:04 +0100 Subject: [Maths-Education] Vacancy Postdoc Math Education Message-ID: <9BA9F5BA-C492-49E1-9EF3-5D64947FB577@gmail.com> There is a vacancy open for a three year postdoc position in the Netherlands, with a focus on teacher education. https://jobs.tue.nl/en/vacancy/postdoc-on-mathematics-education-909192.html The position is located at Eindhoven University of Technology. Dr. Alexander Sch?ler-Meyer Assistant Professor Mathematics Education Eindhoven University of Technology, Eindhoven, the Netherlands. From B.Jaworski at lboro.ac.uk Wed Feb 9 10:32:41 2022 From: B.Jaworski at lboro.ac.uk (Barbara Jaworski) Date: Wed, 9 Feb 2022 10:32:41 +0000 Subject: [Maths-Education] PLATINUM book published Message-ID: Dear Colleagues PLATINUM, an EU Erasmus+ project has come to an end. We celebrate the conclusion of PLATINUM with the publication of our (open access) book addressing all aspects of the project. The book is: Inquiry in University Mathematics Teaching and Learning The PLATINUM Project Edited by Ines Gomez-Chacon, Reinhard Hochmuth, Barbara Jaworski, Josef Rebenda, Johanna Ruge, and Stephanie Thomas The book focuses on university mathematics teaching from inquiry perspectives. It presents our theoretical perspectives * a three-layer model of inquiry, involving * Inquiry in mathematics with students * Inquiry into teaching by teachers and researchers * Research inquiry building on data from across the project and promoting professional development of teachers. * and theory of Communities of Inquiry and Critical Alignment. It focuses on the practical side of teaching development in which university teachers work together in inquiry communities to explore new ways of working and develop new knowledge and understanding. Particularly the book incudes a set of case studies, one from each of the eight partners presenting their developmental work related to the project and so illuminating the whole process of developing in inquiry ways. One highlight of the book is a focus on teaching units and associated inquiry-based mathematical tasks in a range of mathematical topics. The book is open access available in PDF. The DOI of the book https://doi.org/10.5817/CZ.MUNI.M210-9983-2021 We are very pleased to include a Foreword by Michele Artigue (Diderot University, Paris) appended below. We invite you to share in our pleasure with the book and perhaps to get involved yourself in inquiry-based learning and teaching in university mathematics All very good wishes Barbara Emeritus Professor B Jaworski Mathematics Education Centre Loughborough University Loughborough LE11 3TU Foreword to the book: This book reports on the work carried out within the Erasmus+ PLATINUM project by eight European universities from seven countries: the University of Agder, in Kristiansand, Norway-the coordinator of the project-the University of Amsterdam in The Netherlands, Masaryk University and Brno University of Technology in Czech Republic, Leibniz University Hannover in Germany, the Complutense University of Madrid in Spain, Loughborough University in the UK, and Borys Grinchenko Kyiv University in Ukraine. In this 21st century, projects aimed at studying and disseminating inquiry-based approaches in the teaching of STEM disciplines in primary and secondary education have proliferated in Europe, benefiting from the impulse of the publication of the Rocard's report in 2007. However, university mathematics teaching has remained mainly traditional, especially in the first university years, crucial for the students' orientation and retention. As the authors point out Considerable evidence shows that the learning of mathematics widely is highly pro- cedural and not well adapted to using and working with mathematics in science and engineering and the wider world; also that students learn to reproduce mathematical procedures in line with tests and examinations, rather than developing a relational, ap- plicable, creative view of mathematics that they can use more widely. The PLATINUM project was set up to move this situation, with the aim of developing an inquiry-based approach towards the teaching and learning of university mathematics and for the development of an international community of university mathematics lecturers who practice, explore and encourage others to use inquiry-based teaching approaches in teaching mathematics. (p. 7) The consortium partners were well aware that they were facing a major challenge as university teaching conditions, particularly in the first university years, are not conducive to inquiry-based practices: courses gathering large numbers of students with diverse backgrounds and professional projects, loaded curricula to be covered in a short period of time, etc., not to mention the lack of pedagogical and didactic preparation and experience of such practices for the majority of university mathematics lecturers. The way the consortium partners organised themselves to meet this challenge is particularly interesting. They have adopted a broad and flexible conceptualisation of IBME (Inquiry-Based Mathematics Education), referring rather to definitions such as that proposed by Dorier and Maa? in the Encyclopedia of Mathematics Educa- tion than the more demanding characterisations proposed for Inquiry-Based Oriented (IBO) practices in the United States where such practices seem more developed in Rocard, M., Cesrmley, P., Jorde, D., Lenzen, D., Walberg-Herniksson, H., & Hemmo, V. (2007). Dorier, J.-L. & Maa?, K. (2020). Inquiry-based mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 384-388). Springer Verlag. mathematics university courses. And they have created tools, especially spidercharts, providing criteria for assessing the degree of inquiry involved in student tasks and their management. They also formed mixed teams combining a diversity of expertise, those of aca- demic mathematicians and mathematics education specialists, and built the concep- tual foundations of their project by positioning all actors, not only students, in an inquiry-based learning posture. The conceptual model which is described in detail in Chapter 2 is, in fact, made up of three nested levels. At the first level, inquiry concerns the mathematics at play in the classroom (lectures, tutorials or other devices); at the second level, it concerns teaching processes, pedagogical and didactic choices and their effects; at the third level, inquiry concerns the entire developmental process in which participants reflect on practices in the other two layers, and gather, analyse, and feed-back data to inform practice and develop knowledge in practice. (p. 20) Thus Communities of Inquiry were formed which supported the work and professional development of their members, and were themselves supported by the collective work of the consortium as Chapter 7 and the various case studies show (see for example Chapters 14 and 15). In the European IBME projects I have been involved in, the collective produc- tion of resources in the form of inquiry-based tasks and teaching units has always been an important component. This is also the case in PLATINUM and I partic- ularly appreciated the diversity of the resources produced. As far as students are concerned, they address many mathematical domains-complex numbers, functions of one or more variables, differential equations and dynamical systems, linear algebra, geometry, statistics and numerical analysis-teaching aimed at future mathematicians and mathematics teachers, but also very often service mathematics courses, a sector where, as underlined in Chapter 8, IBME and mathematical modelling are closely linked. They also show that it is possible to engage in inquiry-based practices without revolutionising one's teaching, that many ordinary tasks, if reformulated, can engage students in more conceptual work and bring them into the spirit of inquiry aimed at. Another interesting and original dimension of this project is the attention paid to students with special needs and the difficulties they may encounter in the different phases of an inquiry process. Chapter 4, which is very informative, is devoted to this dimension. It specifies the forms that these difficulties may take according to the students' profiles and also makes many practical suggestions. Chapter 6 devoted to the creation of teaching units for students' inquiry explains the principles of Universal Design for Learning, "a methodology adopted by PLATINUM partners to strive for an inclusive learning environment reaching the needs of as many students as possible" (p. 118), and Chapter 12 provides an insightful illustration of the use of these design principles. There is no doubt that the work carried out in the PLATINUM project should help us to make IBME more inclusive. I enjoyed reading the pages of the pre-final manuscript I received. I appreciated its structure, the eight chapters in Parts 1 and 2 which present the project in a very detailed way, its origin, its long maturation, its implementation, its conceptual basis and the ingenious methodological tools developed, connecting these to the six main intellectual outputs structuring the project. I also very much appreciated the eight chapters in Part 3 where each partner presents in great detail one or two case studies and analyses them with great intellectual honesty. In these case studies, the authors also make clear how digital tools-both educational mathematical software already used in secondary education and professional tools used by mathematicians, and com- munication tools-have supported the implementation of inquiry-based approaches in their institution, and how they have also helped teams adapt to the new constraints due to the pandemic situation. There is no doubt in my mind that PLATINUM represents an important milestone for the evolution of practices in university mathematics education. It shows that this evolution is possible if it is thought of as a progressive dynamic, adapted to the contexts, and carried out by communities combining a diversity of expertise and seeing themselves as communities of inquiry. I hope that this book will be a source of inspiration for many academics. Mich`ele Artigue Paris Diderot University, France From B.Jaworski at lboro.ac.uk Thu Feb 10 08:47:49 2022 From: B.Jaworski at lboro.ac.uk (Barbara Jaworski) Date: Thu, 10 Feb 2022 08:47:49 +0000 Subject: [Maths-Education] Re: PLATINUM book published In-Reply-To: References: Message-ID: Hello again everyone. Please forgive another posting. However, some people have told me they cannot open the link I sent to the PLATINUM book. I am therefore sending a new link, with my apologies. Do get in touch if you have problems in linking. Best wishes Barbara https://munispace.muni.cz/library/catalog/view/2132/5995/3467-1/0#preview From: Barbara Jaworski Sent: 09 February 2022 10:33 To: maths-education at lists.nottingham.ac.uk Cc: Yuriy Rogovchenko ; Josef Rebenda ; A Heck Subject: PLATINUM book published Dear Colleagues PLATINUM, an EU Erasmus+ project has come to an end. We celebrate the conclusion of PLATINUM with the publication of our (open access) book addressing all aspects of the project. The book is: Inquiry in University Mathematics Teaching and Learning The PLATINUM Project Edited by Ines Gomez-Chacon, Reinhard Hochmuth, Barbara Jaworski, Josef Rebenda, Johanna Ruge, and Stephanie Thomas The book focuses on university mathematics teaching from inquiry perspectives. It presents our theoretical perspectives * a three-layer model of inquiry, involving * Inquiry in mathematics with students * Inquiry into teaching by teachers and researchers * Research inquiry building on data from across the project and promoting professional development of teachers. * and theory of Communities of Inquiry and Critical Alignment. It focuses on the practical side of teaching development in which university teachers work together in inquiry communities to explore new ways of working and develop new knowledge and understanding. Particularly the book incudes a set of case studies, one from each of the eight partners presenting their developmental work related to the project and so illuminating the whole process of developing in inquiry ways. One highlight of the book is a focus on teaching units and associated inquiry-based mathematical tasks in a range of mathematical topics. The book is open access available in PDF. The DOI of the book https://doi.org/10.5817/CZ.MUNI.M210-9983-2021 We are very pleased to include a Foreword by Michele Artigue (Diderot University, Paris) appended below. We invite you to share in our pleasure with the book and perhaps to get involved yourself in inquiry-based learning and teaching in university mathematics All very good wishes Barbara Emeritus Professor B Jaworski Mathematics Education Centre Loughborough University Loughborough LE11 3TU Foreword to the book: This book reports on the work carried out within the Erasmus+ PLATINUM project by eight European universities from seven countries: the University of Agder, in Kristiansand, Norway-the coordinator of the project-the University of Amsterdam in The Netherlands, Masaryk University and Brno University of Technology in Czech Republic, Leibniz University Hannover in Germany, the Complutense University of Madrid in Spain, Loughborough University in the UK, and Borys Grinchenko Kyiv University in Ukraine. In this 21st century, projects aimed at studying and disseminating inquiry-based approaches in the teaching of STEM disciplines in primary and secondary education have proliferated in Europe, benefiting from the impulse of the publication of the Rocard's report in 2007. However, university mathematics teaching has remained mainly traditional, especially in the first university years, crucial for the students' orientation and retention. As the authors point out Considerable evidence shows that the learning of mathematics widely is highly pro- cedural and not well adapted to using and working with mathematics in science and engineering and the wider world; also that students learn to reproduce mathematical procedures in line with tests and examinations, rather than developing a relational, ap- plicable, creative view of mathematics that they can use more widely. The PLATINUM project was set up to move this situation, with the aim of developing an inquiry-based approach towards the teaching and learning of university mathematics and for the development of an international community of university mathematics lecturers who practice, explore and encourage others to use inquiry-based teaching approaches in teaching mathematics. (p. 7) The consortium partners were well aware that they were facing a major challenge as university teaching conditions, particularly in the first university years, are not conducive to inquiry-based practices: courses gathering large numbers of students with diverse backgrounds and professional projects, loaded curricula to be covered in a short period of time, etc., not to mention the lack of pedagogical and didactic preparation and experience of such practices for the majority of university mathematics lecturers. The way the consortium partners organised themselves to meet this challenge is particularly interesting. They have adopted a broad and flexible conceptualisation of IBME (Inquiry-Based Mathematics Education), referring rather to definitions such as that proposed by Dorier and Maa? in the Encyclopedia of Mathematics Educa- tion than the more demanding characterisations proposed for Inquiry-Based Oriented (IBO) practices in the United States where such practices seem more developed in Rocard, M., Cesrmley, P., Jorde, D., Lenzen, D., Walberg-Herniksson, H., & Hemmo, V. (2007). Dorier, J.-L. & Maa?, K. (2020). Inquiry-based mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 384-388). Springer Verlag. mathematics university courses. And they have created tools, especially spidercharts, providing criteria for assessing the degree of inquiry involved in student tasks and their management. They also formed mixed teams combining a diversity of expertise, those of aca- demic mathematicians and mathematics education specialists, and built the concep- tual foundations of their project by positioning all actors, not only students, in an inquiry-based learning posture. The conceptual model which is described in detail in Chapter 2 is, in fact, made up of three nested levels. At the first level, inquiry concerns the mathematics at play in the classroom (lectures, tutorials or other devices); at the second level, it concerns teaching processes, pedagogical and didactic choices and their effects; at the third level, inquiry concerns the entire developmental process in which participants reflect on practices in the other two layers, and gather, analyse, and feed-back data to inform practice and develop knowledge in practice. (p. 20) Thus Communities of Inquiry were formed which supported the work and professional development of their members, and were themselves supported by the collective work of the consortium as Chapter 7 and the various case studies show (see for example Chapters 14 and 15). In the European IBME projects I have been involved in, the collective produc- tion of resources in the form of inquiry-based tasks and teaching units has always been an important component. This is also the case in PLATINUM and I partic- ularly appreciated the diversity of the resources produced. As far as students are concerned, they address many mathematical domains-complex numbers, functions of one or more variables, differential equations and dynamical systems, linear algebra, geometry, statistics and numerical analysis-teaching aimed at future mathematicians and mathematics teachers, but also very often service mathematics courses, a sector where, as underlined in Chapter 8, IBME and mathematical modelling are closely linked. They also show that it is possible to engage in inquiry-based practices without revolutionising one's teaching, that many ordinary tasks, if reformulated, can engage students in more conceptual work and bring them into the spirit of inquiry aimed at. Another interesting and original dimension of this project is the attention paid to students with special needs and the difficulties they may encounter in the different phases of an inquiry process. Chapter 4, which is very informative, is devoted to this dimension. It specifies the forms that these difficulties may take according to the students' profiles and also makes many practical suggestions. Chapter 6 devoted to the creation of teaching units for students' inquiry explains the principles of Universal Design for Learning, "a methodology adopted by PLATINUM partners to strive for an inclusive learning environment reaching the needs of as many students as possible" (p. 118), and Chapter 12 provides an insightful illustration of the use of these design principles. There is no doubt that the work carried out in the PLATINUM project should help us to make IBME more inclusive. I enjoyed reading the pages of the pre-final manuscript I received. I appreciated its structure, the eight chapters in Parts 1 and 2 which present the project in a very detailed way, its origin, its long maturation, its implementation, its conceptual basis and the ingenious methodological tools developed, connecting these to the six main intellectual outputs structuring the project. I also very much appreciated the eight chapters in Part 3 where each partner presents in great detail one or two case studies and analyses them with great intellectual honesty. In these case studies, the authors also make clear how digital tools-both educational mathematical software already used in secondary education and professional tools used by mathematicians, and com- munication tools-have supported the implementation of inquiry-based approaches in their institution, and how they have also helped teams adapt to the new constraints due to the pandemic situation. There is no doubt in my mind that PLATINUM represents an important milestone for the evolution of practices in university mathematics education. It shows that this evolution is possible if it is thought of as a progressive dynamic, adapted to the contexts, and carried out by communities combining a diversity of expertise and seeing themselves as communities of inquiry. I hope that this book will be a source of inspiration for many academics. Mich`ele Artigue Paris Diderot University, France From M.J.Inglis at lboro.ac.uk Fri Feb 25 11:15:35 2022 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Fri, 25 Feb 2022 11:15:35 +0000 Subject: [Maths-Education] Job Opportunities at Loughborough Message-ID: <57B69399-27E9-4E84-AF01-314C49D169C9@lboro.ac.uk> Dear all We have a number of opportunities to work in a new ESRC Centre for Early Mathematics Learning. The posts are all based at Loughborough, but the Centre also involves investigators at Bristol, Ulster, Edinburgh, Oxford, York and UCL. Specifically, we're currently advertising five five-year postdoc roles, a Partnership Development Manager post, and three PhD studentships. Details of the various posts here: https://www.lboro.ac.uk/join-us/centre-for-early-mathematical-learning/ Please do share with anyone who you think might be interested. All the best Matthew -- Matthew Inglis Professor of Mathematical Cognition Centre for Mathematical Cognition Loughborough University http://mcg.lboro.ac.uk/mji/ From E.Nardi at uea.ac.uk Fri Feb 25 11:50:22 2022 From: E.Nardi at uea.ac.uk (Elena Nardi (EDU - Staff)) Date: Fri, 25 Feb 2022 11:50:22 +0000 Subject: [Maths-Education] Job Opportunity at UEA / Lecturer in Education Message-ID: Job Opportunity at UEA (Norwich, UK) Lecturer in Education Advert and further particulars at: https://myview.uea.ac.uk/webrecruitment/pages/vacancy.jsf?vacancyRef=ATR1598 https://www.jobs.ac.uk/job/CNM117/lecturer-in-education-atr1598 The closing date is 12 midnight on 21 March 2022. Sent on behalf of the RME Group at UEA