[Maths-Education] London Mathematics Education Seminar Series
Candia Morgan
C.Morgan at ioe.ac.uk
Thu Nov 8 16:16:49 GMT 2007
correct link to map of location of IoE
http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?
cid=4075&4075_0=9083#travelGuide
On 8 Nov 2007, at 15:56, Candia Morgan wrote:
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> London Mathematics Education Seminar Series
> Seminar No.2
> 5.30 - 7.00 pm Tuesday 4th December
> Institute of Education, University of London
> Bedford Way Room 736
> http://ioewebserver.ioe.ac.uk/ioe/cms/
> get.aspcid=4075&4075_0=9083#travelGuide
>
> The Relationship between Mathematics and Mathematics Teacher Education
> - a panel discussion
> Each of the three panel members will present a different perspective
> on this issue. We hope that this will stimulate a fruitful discussion,
> involving all participants in the seminar.
>
> Teresa Smart/ Dietmar Küchemann/ Melissa Rodd
> Institute of Education, University of London
> There are many relationships teachers and prospective teachers have
> with mathematics. In our course on geometry - Learning Geometry for
> Teaching - we shall be asking teachers to develop different ways of
> reasoning about geometric propositions. The rationale for this is not
> only to conceptualise geometry as a site for visual reasoning,
> deductive reasoning and practical reasoning but to stimulate teachers'
> understanding of learners' different potential entry to geometric
> experience. Thus we are developing philosophical, cognitive and
> pedagogical relationships with geometry in education.
>
> Jill Adler
> King’s College, London and University of Witwatersrand
> In South Africa there are new mathematics teacher education programmes
> aimed at teacher ‘upgrading’ or ‘retraining’, and contain mathematics
> courses specifically designed for teachers. These provide an
> interesting empirical context through which to explore the mathematics
> – mathematics teacher education relationship. I will do this with a
> focus on assessments in these courses – working with the assumption
> that changes in educational systems bring contestation, inevitable
> contradictions and dilemmas, and reflected in assessment practices.
>
> Clive Kanes
> King’s College, London
> In this brief presentation I want to consider, using an historical
> approach, to what extent ‘mathematics’ is already
> pedagogical-mathematics. The significance of this issue is around
> where mathematics subject knowledge stands in relation to what Lave &
> Wenger refer to as the (mathematics) teaching curriculum.
>
> ***********************************************************************
> **
> Dr Candia Morgan
> Reader in Mathematics Education
> Department of Geography, Enterprise, Mathematics and Science
> 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
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