[Maths-Education] CERME5- WG8
Barbara Jaworski
barbara.jaworski at hia.no
Thu Sep 14 14:52:44 BST 2006
Anna, and all,
You will find details of CERME 5 papers, instructions for authors and
various sets of guidelines on the CERME 5 website at
http://www.cyprusisland.com/cerme/index.htm
Deadline is 10th OCTOBER 2006 for:
Pre-registration
Paper and poster submissions
There are details of all the groups -- 15 of them -- and any paper
should be submitted to just one group.
All details and instructions are provided on the web site.
Welcome to CERME5!!!
Barbara
Den 14.09.2006 13:10, skrev Anna Chronaki:
> ***********************************************************************************************************
> This message has been generated through the Mathematics Education email discussion list.
> Hitting the REPLY key sends a message to all list members.
> ***********************************************************************************************************
>
>
> ------------------------------------------------------------------------
>
> Dear Candia hi!
> How are you? I hope all is well with you, enjoying life in London.
> I am thinking to submitt a paper for the CERME conference in Cyprus
> based on some work we did with a colleague on a popular student journal
> for mathematics. We have found the format template for the paper but we
> do not know exactly how long should be the paper. Could you let us know
> about its length? Is it 8 -10 pages?
> We are also interesyted for proposing some practical activity using data
> from this journal and we need more detalis abouyt that, too (e.g. how
> long should that activity be, should it be realted to the paper, or
> separate etc).
> Looking forward to your reply.
> best regards,
> Anna.
>
> ------------------------------------------------------------------------
> *From:* maths-education-bounces at lists.nottingham.ac.uk
> [mailto:maths-education-bounces at lists.nottingham.ac.uk] *On Behalf
> Of *Candia Morgan
> *Sent:* ?????, 29 ????????? 2006 7:31 ??
> *To:* Mathematics Education discussion forum
> *Subject:* [Maths-Education] CERME5- WG8
>
> The Fifth Conference of the European Society for Research in Mathematics
> Education (CERME 5)
> 22nd b 26th February 2007
>
> Working Group 8
>
> Mathematics and Language
>
> Call for papers
>
> The importance of language and communication in learning and in the
> social practices of classrooms has been recognised increasingly in
> recent years both within the mathematics education community and
> more generally among social scientists and educators. This
> recognition has had both theoretical and practical aspects. On the
> one hand, researchers have been seeking to develop theoretical
> frameworks for understanding the nature of mathematical language and
> other specialised semiotic systems and processes of communication in
> mathematics classrooms, the relationships between these and doing
> and learning mathematics, and the role of beverydayb language in
> mathematical activity. They have also sought to develop
> methodologies for studying language-based practices in mathematics
> classrooms. The development of theory and of empirical research in
> this area has been marked by the use of a wide variety of
> theoretical and methodological resources adopted and adapted from
> the disciplines of linguistics, semiotics, psychology and sociology
> as well as those developed primarily within mathematics education
> itself.
>
> At the same time, many curriculum reformers have been advocating the
> development and use of activities for teaching and learning
> mathematics that involve learners in generative language use such as
> discussing or writing-to-learn or engaging in argumentation. Such
> curriculum innovations have sometimes arisen from clearly stated
> principles or beliefs about the effects they may have on learning
> but have also sometimes been adopted from a less rigorously
> articulated belief in the benefits of b
classroom discourseb
.
>
> A basic goal for research in this area is to develop our
> understanding of which aspects of the various semiotic systems used
> in doing, learning and teaching mathematics and which processes of
> language use and communication are critical to the construction of
> specifically mathematical meanings and how these are effective. This
> is needed to lead us to a better understanding of the linguistic and
> communicative competences and means appropriate for doing and
> learning mathematics. It should also provide us with well-founded
> suggestions for the design of language-related practices to develop
> and support mathematical thinking at various levels of education.
>
> This Working Group aims to provide a critical forum for dialogue:
> B& to develop better understanding of the various theoretical
> approaches, what each has to offer and how they may complement or
> present alternatives to each other;
> B& to consider methodological approaches to the study of language
> and other semiotic systems, their use, and communication within
> mathematics and mathematics education;
> B& to share the outcomes of empirical studies of language use and
> communication within mathematical practices;
> B& to consider implications for practice.
>
> Our focus is on language and communication, interpreted in a broad
> sense to include different forms of representation and channels of
> communication, within the contexts of study of mathematics and
> mathematics education. Any paper of relevance to the overall focus
> of the group will be considered, though we will be particularly
> interested in theoretical, methodological, empirical or
> developmental papers on themes such as:
> B& the nature of semiotic systems and processes in mathematics and
> their interplay
> B& the role of semiotic systems and processes in the development of
> conceptualisation
> B& multi-modal communication in mathematics
> B& mathematics and/or mathematics education as discursive practices
> B& the study of communication in mathematics classrooms
> B& linguistic and/or communicative competence and mathematics learning
> B& development of linguistic and/or communicative competences in
> mathematics
> B& learning mathematics in multilingual settings (contributors on
> this theme should consider before submitting their papers whether
> these will be better suited to the work of this group or of Working
> Group 10 b
Mathematics Education in Multicultural Settingsb
)
> B& teaching or curriculum strategies that promote use of language by
> learners of mathematics.
> In order for this field of research to develop greater maturity,
> analytic tools need to be published in a form that is explicit
> enough to allow them to be applied by others. This would enable
> researchers to build productively on earlier work and to make
> meaningful evaluations and comparisons between the results of
> studies undertaken by different researchers in different contexts.
> We therefore particularly welcome papers that focus on the
> development and application of analytic tools to address
> language-related research questions.
>
> Submitting papers
> Papers for WG8 should be submitted electronically by the 10th
> October 2006, to the Congress Secretary. The submission form and
> details of papersb format and the reviewing process are given on
> the CERME5 web site http://www.cyprusisland.com/cerme/
>
> Organisation of the sessions during CERME 5
> We will have 12 hours over four days in which to meet and progress
> our work on issues related to research in mathematics and language.
> The working program will be organised in order to discuss, in large
> or small groups, common ideas, research programs, difficulties,
> doubts, the international agenda and shared interests.
> The participants in the WG8 at CERME4 recommended that some time
> during CERME5 should be devoted to discussion of methodology and
> analytic tools, possibly including some practical activity involving
> application of analytic tools to examples of data. Suggestions for
> the format of such activity and proposals of examples to be used
> should be sent to Candia Morgan (c.morgan at ioe.ac.uk). Such
> suggestions may be related to a paper proposal or may be independent.
>
> Contact and questions
> If you have further questions, please contact any of the leaders of
> the group.
> Candia Morgan c.morgan at ioe.ac.uk
> Pier Luigi Ferrari pferrari at unipmn.it
> Gotz Krummheuer krummheuer at math.uni-frankfurt.de
> Nadia Douek ndouek at wanadoo.fr
>
>
> *************************************************************************
> Dr Candia Morgan
> Senior Lecturer in Mathematics Education
> School of Mathematics Science and Technology
> Institute of Education, University of London
> 20 Bedford Way
> London WC1H 0AL
> United Kingdom
>
> tel. +44 (0)20 7612 6677 fax. +44 (0)20 7612 6792
>
> c.morgan at ioe.ac.uk
>
> http://www.ioe.ac.uk
>
>
> ------------------------------------------------------------------------
>
> +++++++++++++++++++++++++++++++++++++++++++++++++++++++
> An international directory of mathematics educators is available on the web at www.nottingham.ac.uk/csme/directory/main.html
> ______________________________________________
> Maths-Education mailing list
> Maths-Education at lists.nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/maths-education
--
Professor Barbara Jaworski
Høgskolen i Agder (Agder University College)
Institutt for Matematiske Fag
Serviceboks 422
4604 Kristiansand
Norway
email: barbara.jaworski at hia.no
Telephone: +47 381 41627
More information about the Maths-Education
mailing list