From jaimecs at mat.uc.pt Sun Aug 7 18:35:30 2011
From: jaimecs at mat.uc.pt (J Carvalho e Silva)
Date: Sun, 7 Aug 2011 17:35:30 +0100
Subject: [ICMI-News] ICMI News 18b: August 2011
Message-ID:
ICMI News 18b: August 2011
A Bimonthly Email Newsletter from the ICMI-International Commission
on Mathematical Instruction
Editor: Jaime Carvalho e Silva, Dep. Matematica, Universidade de
Coimbra, Portugal
------------------------------------------------------------------------
Special issue on the TOPIC STUDY GROUPS of ICME-12
------------------------------------------------------------------------
All the TOPIC STUDY GROUPS (TSGs) of ICME-12 have launched their call
for contributions. Therefore we urge all people interested in
Mathematics Education to make proposals for these groups.
One very important part of ICME-12 is the TOPIC STUDY GROUPs (TSGs).
They are allotted 4 blocks of 1h 30m during the Congress and cover 37
different topics of Mathematics Education. It is a major opportunity
to hear, comment and discuss some very important issues. All
participants to ICME-12 are expected to associate themselves with one
TSG and to stay in that same group for all four sessions.
The quality of a Congress like ICME-12 depends a lot of the level of
participation in these TSGs.
Choose the one that best suits you and send your contribution. The
deadlines are the same for all TSGs:
Deadline Summary
November 1, 2011: On-line submission of proposal
January 15, 2012: Notification of acceptance
April 10, 2012: On-line submission of final draft
All call for contributions are available on ICME-12 webpage
http://www.icme12.org/
and on ICMI webpage.
All updates will be published at least on ICME-12 webpage.
In this special number of ICMI News we include a summary of the main
focus of the work of each group, as mentioned in the published call
for papers and contributions.
Please make your proposal to the group of your preference as soon as possible.
########################### TSG 1 #################################
TSG1: Mathematics education at preschool level
Submissions could fall into (but are not limited to) the following themes:
- Improving early childhood mathematics learning: connecting
research to practice
- Geometry and measurement in pre-school and toddler age.
- Mathematics through play or instruction? Tools for learning.
- Pre-school teachers professionalism in mathematics education
- Readiness for success in school. Level of early mathematics a
predictor for later mathematical outcomes?
- Different research designs in studies of early mathematics learning
- Methods in observing and assessing mathematics in early childhood
- Early childhood mathematics and relation to other developmental areas
Co-chairs : Elin Reikeras(Norway) elin.reikeraas at uis.no
Merilyn Taylor(New Zealand) meta at waikato.ac.nz
########################### TSG 2 #################################
TSG2: Mathematics education at tertiary level and access to tertiary level
Research in mathematics education at the tertiary level has
experienced tremendous growth over the last two decades. While many
of mathematics lecture halls are still dominated by instructor's
"chalk and talk" and students taking notes, others engage in creative
explorations, the use of technology and problem solving. The aim of
this Topic Study Group will be to explore recent trends and
developments from around the world. The topic is broad, not only
because of the geographical variety, but also because of diversity in
customers. Mathematics at tertiary level is taken by future research
mathematicians, taking advanced abstract courses, future consumers of
mathematics doing business calculus, liberal arts students relearning
basic algebra to comply with "numeracy" requirement, and future
teachers of mathematics, to mention just a few target groups and
levels. In this group we will also address transition problems from
school to university
Co-chairs : Ansie Harding(South Africa) aharding at up.ac.za
Juha Oikkonen(Finland) Juha.Oikkonen at helsinki.fi
########################### TSG 3 #################################
TSG3: Activities and programs for gifted students
The focal topics will include but not bounded to:
. Theoretical models of giftedness and the relationship between
creativity and giftedness.
. Empirical research that will contribute to the development of our
understanding in the field.
. Profiles of the gifted child: their range of interests, ambitions
and motivations, social behaviour, how and at
what age their giftedness is discovered or developed.
. Instructional design directed at teaching the gifted as well as
development of appropriate didactical principles.
. Teacher education aimed at mathematics teaching that encourages
mathematical promise and promotes mathematical talents.
Co-chairs : Peter Taylor(Australia) pjt013 at gmail.com
Roza Leikin(Israel) rozal at construct.haifa.ac.il
########################### TSG 4 #################################
TSG4: Activities and programs for students with special needs
We invite submission of proposals for contributions to TSG-4 that
could fall into the following themes and issues:
1. International surveys of some educational systems for
students with special needs, the practices utilized in the
identification of students who face particular challenges in learning
mathematics, the legislated support for those identified and the
strategies particular to mathematical education.
2. Considerations of impact the worldwide move to "inclusive
education" on the mathematics curriculum and classroom practices and
the challenges for mathematics teachers associated with the trend in
shift the educational responsibility for students with special needs
from 'special' to mainstream schools.
3. International surveys of teacher education programs
(pre-service and in-service) to prepare mathematics teachers to work
with students with special needs, either in specialist schools or in
inclusive mathematics classrooms
4. Activities and programs for students with difficulties.
5. What theoretical frameworks and methodologies are helpful in
understanding issues related the mathematics education of students
with special needs?
6. Semiotic approaches, language and communication in
Mathematics Education for SEN-S.
7. Embodied and (multi-)cultural approaches to Mathematics
Education for SEN-S.
8. Assessment of teaching mathematics for SEN-S (in particular,
long term gains).
9. Pre-service and in-service teacher education in Mathematics for SEN-S.
10. Forms of teaching and research co-operations between
researchers, educators and teachers in Mathematics Education for
SEN-S.
Co-chairs : Jean-Philippe Drouhard (France) jpdrouhard at gmail.com
Sung-kyu Choi (Korea) skchoi at daegu.ac.kr
########################### TSG 5 #################################
TSG5: Mathematics education in and for work
The focal topics will include empirical, theoretical and
methodological issues related to questions like:
o How is mathematics embedded in work practices; what is this
mathematics like and how is it learned?
o What mathematics do people learn in preparation for work?
o How is mathematics/numeracy valued for and in employment in
different societies?
o How does the mathematics taught and learned for work differ/match
the mathematics used in work?
o How does the mathematics learning in and for work meet people's
mathematical needs in other domains of their lives?
Co-chairs : Tine Wedege (Sweden) tine.wedege at mah.se
Keiko Yasukawa (Australia) Keiko.Yasukawa at uts.edu.au
########################### TSG 6 #################################
TSG6: Mathematics literacy
The themes of this TSG include:
- Conceptual clarification of the notion(s) of mathematical literacy,
- The role and use of mathematical literacy in the teaching and
learning of mathematics,
- The role and impact of mathematical literacy in national or
international comparative studies,
- What do we gain, or lose, from placing an emphasis on mathematical literacy?,
Co-chairs: Hileni Kapenda (Namibia) (hkapenda at unam.na) ,
Mogens Niss (Denmark) (mn at ruc.dk)
########################### TSG 7 #################################
TSG7: Teaching and learning of number systems and arithmetic
(focusing especially on primary education)
The group's focus is on individuals' elementary mathematical
representations and understandings with a special interest in the way
these aspects of cognition develop through activities in and out of
school. The mathematical domains of concern include whole numbers,
integers, and rational numbers as well as representations related to
each of these domains.
A related interest of the group is socio-cultural analyses. These
analyses would include the ways that mathematics (including
mathematical argumentation, representations, problem solving,
teaching-learning interactions) is constituted in everyday practices
as well as the interplay between developing mathematical
understanding and representations in and out of school.
The group encourages cross-disciplinary contributions, including (but
not limited to) participation by educational researchers, mathematics
educators, developmental psychologists, and cultural anthropologists.
Co-chairs : Joana Brocardo (Portugal) joana.brocardo at ese.ips.pt
Geoffrey Saxe(USA) saxe at berkeley.edu
########################### TSG 8 #################################
TSG8: Measurement - focusing especially on primary education
We invite submission of proposals for contributions to TSG-8 that
could fall into (but are not restricted to) the following themes and
issues:
(1) Theoretical perspectives on mathematical growth of students'
thinking related to measurement;
(2) The development of measurement sense in students as a foundation
for grasping the basic principles of measurement;
(3) Connections between measurement and related domains such as
number sense and decimal numbers;
(4) Curriculum development and implementation related to
measurement, for instance comparative analysis of different
measurement curricula;
(5) Instructional approaches to foster students' development related
to measurement;
(6) Methods of observing and assessing mathematical proficiency
related to measurement, for instance tools to assess students'
ability or growth in measurement;
(7) Understanding of students' successes and difficulties in
measurement and related geometry, for instance problems with the
reconstruction and application of formulas for the area and perimeter
of rectangular figures;
(8) Culturally defined tools and practices for measurement and
cultural supports for the learning and teaching of measurement.
Co-chairs : Jeong Suk Pang, South Korea -- jeongsuk at knue.ac.kr
Cees Buijs, Netherlands - c.buys at slo.nl
########################### TSG 9 #################################
TSG9: Teaching and learning of algebra
We invite papers which address one or more of the following issues in
the teaching and learning of algebra.
1. Issues related to early algebra.
2. Issues related to the use of ITC in algebra classrooms.
3. Issues related to proof and proving.
4. Issues related to problem solving.
5. Issues related to the process of generalization.
6. Issues related to ways in which semiotics helps us understand the
processes of communicating and signifying in the teaching and
learning of algebra in which the elaboration and use of new sign
systems are involved, students' developing ideas about algebraic
symbols, meaning making of new symbols.
7. Issues related to designing of algebra curriculum.
Co-chairs : Rakhi Banerjee (India) rakhi at tiss.edu or rakhi.banerjee at gmail.com
Luis Puig (Spain) luis.puig at uv.es
########################### TSG 10 #################################
TSG10: Teaching and learning geometry
The focus of the group will be on theoretical, empirical, or
developmental issues related to the following themes:
- Curriculum studies of new curriculum implementation, challenges and
issues, discussion of specific issues such as place and role of
vectors and transformations
- An application of geometry on the real world and other subjects, in
particular on mathematics
- The use of instrumentation such as computers in teaching and
learning of geometry,
- Explanation, argumentation and proof in geometry education
- Spatial abilities and geometric reasoning about two-dimensional and
three-dimensional shapes.
- Teacher preparation in geometry education.
Co-chairs : Colette Laborde (France) labordec at cabri.com,
coletee.laborde at imag.fr
Linquan Wang (China) wanglq at scnu.edu.cn
########################### TSG 11 #################################
TSG11: Teaching and learning of probability
The group particularly encourages contributions from researchers,
curriculum developers and teachers on:
1. Theories and frameworks for understanding teaching and learning probability.
2. The applications or values of probability in the real world and in
other subjects and corresponding implications for curriculum.
3. The nature and development of teachers' knowledge for the teaching
and learning probability.
4. The teaching of probability, including approaches that are
accessible and motivating.
5. Student's thinking of probability and the interplay between
personal beliefs, intuitions and notions of probability.
6. The nature of probability and on the distinctions between
different philosophical/theoretical interpretations of probability
(e.g., classical, frequentist, subjective, logical and propensity).
Co-chairs : Per Nilsson (Sweden) Per.Nilsson at vxu.se
Jun Li (China) lijun at math.ecnu.edu.cn
########################### TSG 12 #################################
TSG12: Teaching and learning of statistics
TSG12 welcomes presentations on the following topics:
1. Students' reasoning about key statistical concepts, such as
data, distribution, variability, comparing distributions, sample and
sampling, and covariation;
2. Students' making statistical inferences (from informal
inference to more formal inference, role of context, randomness,
models and probability in the inferential process, etc.);
3. Statistical literacy (its role in the curriculum, the
challenges in preparing teachers to teach with statistical literacy
as a goal);
4. Role of technology in teaching and learning statistics
(including software packages, simulations, Internet, online teaching,
etc.);
5. Preparing teachers to teach statistics;
6. Teaching statistics, with particular attention to research on
how to structure learning sequences that enable students to develop
over time a deep conceptual understanding;
7. Building a common research basis that will enable the field of
statistics education to move forward, in particular innovative ways
to connect data and chance.
Co-chairs: Dani Ben-Zvi (Israel) dbenzvi at univ.haifa.ac.il
Jean-Claude Oriol (France) jeanclaude.oriol at gmail.com
########################### TSG 13 #################################
TSG13: Teaching and learning of calculus
This Topic Study Group will seek contributions on the research and
development in the teaching and learning of calculus, both at upper
secondary and tertiary level.
Contributions will account for advances, new trends, and important
work done in recent years on the teaching and learning processes of
Calculus.
Co-chairs : Victor Martinez-Luaces (Uruguay) victoreml at gmail.com
Sunsook Noh (Korea) noh at ewha.ac.kr
########################### TSG 14 #################################
TSG14: Reasoning, proof and proving in mathematics education
The work of this Group will focus on four broad themes.
1) Epistemological / historical aspect such as:
* The role of RPP in the history of mathematics.
* The role of RPP in the developmental processes of mathematics as a
discipline?
2) Curriculum and textbook aspect such as:
* The status of RPP at school, at different grade levels, and in
various countries
* International comparison of the above status of RPP among countries
* Discussion of the mathematical contexts and developmental
progression of RPP in curriculum and textbooks
3) Cognitive aspect such as:
* Students' and teachers' views or concepts of RPP .
* Students' main difficulties in learning RPP.
* Description and interpretation of students' behaviors in RPP tasks.
4) Teaching and learning aspects such as:
* Approaches to the teaching and learning of RPP, at different grade
levels, and in various mathematical subject areas.
* Pedagogical content knowledge teachers need to know for the teaching of RPP
* Design of appropriate contexts to introduce students to RPP, an in
particular to overcome students' difficulties in coping with RPP
tasks.
* The role of ICT tools, and in particular of dynamic softwares, in
the teaching and learning of proof
Co-chairs : Stephane Cyr (Canada) cyr.stephane at uqam.ca
Maria Alessandra Mariotti (Italy)
marialessandra.mariotti at gmail.com
########################### TSG 15 #################################
TSG15: Mathematical problem solving
The initial list of themes to frame and structure the sessions is
presented here:
1. Origin, a historical overview, and characterization of
mathematical Problem Solving.
2. Foundations and nature of mathematical problem solving.
3. Problem solving frameworks.
4. Research programs in mathematical problem solving.
5. Curriculum proposals.
6. The influence of social and cultural perspectives on problem
solving approaches.
7. Problem solving assessment.
8. Problem solving and the use of digital tools
9. Problem solving outside schools.
10. The role of problem solving in teacher education (both
pre-service and in-service).
11. Problem solving and university / tertiary education.
12. Future directions and advances.
Co-chairs : Zahra Gooya(Iran) zahra.gooya at yahoo.com
Manuel Santos Trigo(Mexico) msantos at cinvestav.mx
########################### TSG 16 #################################
TSG16: Visualization in the teaching and learning of mathematics
The focal topics will include:
o Semiotics and the significance of signs
From images to diagrams and graphs: Epistemological questions and
classroom interactions related to the use of semiotics and the
significance of signs in learning mathematics.
o Visualization being the focus of innovative Learning & Teaching materials
Digital mathematics textbooks are now turning to be a major channel
for visual engagement and interaction.
o Visualization as understood by Cognitive & Neuro-cognitive studies
Mathematics education research is recently implementing quantitative
and qualitative methods of educational Neuroscience.
Co-chairs : Gert Kadunz(Austria) gert.kadunz at uni-klu.ac.at
Michal Yerushalmy(Israel) michalyr at construct.haifa.ac.il
########################### TSG 17 #################################
TSG17: Mathematical applications and modelling in the teaching and
learning of mathematics
We invite the mathematics education community to submit proposals
addressing the themes listed below and other related issues.
- Goals and Curriculum
- Teaching Material and Technology Use
- Experimental Research
- Pedagogy of Modelling
- Assessment
- Obstacles and Teacher Education
Co-chairs: Jill Brown (Australia) jill.brown at acu.edu.au
Toshikazu Ikeda (Japan) ikeda at ed.ynu.ac.jp
########################### TSG 18 #################################
TSG18: Analysis of uses of technology in the teaching of mathematics
We invite submissions as either abstracts or full papers. Submissions
could fall into (but are not limited to) the following themes:
. The use of technology in the classroom practice
. Design and use of digital teaching materials
. Teacher education
. The use of Internet and learning management systems
. Distance education
Co-chairs : Morten Misfeldt (Denmark) mmi at dpu.dk
Wei-Chi Yang (USA) wyang at radford.edu
########################### TSG 19 #################################
TSG19: Analysis of uses of technology in the learning of mathematics
We invite papers that especially address one or more of the following
issues in the teaching and learning of mathematics.
1. Issues related to the design of digital technology
2. Issues related to the design of learning environments
3. Issues related to large-scale and long-standing digital technology
implementation projects
4. Issues related to assessing mathematics learning with and through
Digital Technologies
5. Issues related to the interaction between ICT and learners of mathematics
6. Issues related to connectivity of ICT
7. Issues related to theoretical and empirical models for learning with ICT
8. Issues related to the implementation of Curricula
Co-chairs : Hans-Georg Weigand (Germany) weigand at mathematik.uni-wuerzburg.de
Marcelo Borba (Brazil) mborba at rc.unesp.br
########################### TSG 20 #################################
TSG20: The role of history of mathematics in mathematics education
It is expected that participants will share their ideas and classroom
experience in connection with the following main issues:
(1) Theoretical and/or conceptual frameworks for including history in
mathematics education;
(2) The role of the history of mathematics in pre- and in-service
teacher education;
(3) The role of the history of mathematics at school;
(4) Original sources in the classroom, and their educational effects; or
(5) Design and/or assessment of teaching/learning materials on using
history in mathematics education.
Co-chairs : Renaud Chorlay(France) renaud-chorlay at noos.fr
Wann-Sheng Horng(Taiwan) horng at math.ntnu.edu.tw
########################### TSG 21 #################################
TSG21: Research on classroom practice
The focus of TSG 21 is a discussion of research related to
mathematics classroom practice. Classroom practice includes
activities of learning and teaching processes located within the
classroom as a system. Possible themes of TSG21 include the following:
1. Theoretical perspectives and research approaches in defining,
identifying, assessing, and improving the quality of classroom
practice;
2. Methodological advances in research on classroom practice, such as
the use of video clips;
3. High-quality classroom practices that are identified, valued, and
assessed in different education systems;
4. Various issues concerning research on classroom practice and
possible (dis)connections between research and practice.
Co-chairs : Yeping Li (Texas A&M University, USA) yepingli at tamu.edu
Helia Oliveira (University of Lisbon, Portugal)
hmoliveira at ie.ul.pt
########################### TSG 22 #################################
TSG22: Learning and cognition in mathematics
The focal topics will involve but not be confined to:
1. Psychological characteristics of students that influence their
inclination to think creatively in mathematics
2. Cognitive processing associated with the creative constructing of knowledge
3. Mathematical thinking accompanied by affective elements
4. Social interactions associated with creative mathematical thinking
5. The nature of mathematical understanding
Co-chairs : Hsin-Mei Huang(Taiwan) hhuang22 at gmail.com
Gaye Williams(Australia) gaye.williams at deakin.edu.au
########################### TSG 23 #################################
TSG23: Mathematical knowledge for teaching at primary level
Many countries have experienced reforms in school mathematics
curricula and/or in teaching policies over the past three decades.
These have resulted in more demands on teachers than before in terms
of their knowledge and skills in teaching mathematics. There has also
been growing concern over the mathematical knowledge required for
teaching mathematics in schools. Specifically, mathematics educators
have sought to understand what mathematical knowledge teachers need
to know as well as know how to use in teaching. Concerns about
teacher knowledge emanate from both the increasing demands on
mathematics teachers and the perceived lack of, or gaps in, knowledge
that is observed in many teachers.
This is a broad field and there has been substantial amount of
research across countries and contexts. The TSG will provide
opportunities to share experiences of researchers in their work, to
interrogate the diverse outcomes of different research, and to
understand the nature of mathematical knowledge for teaching. The
main objective of the TSG is to examine
(i) what we know,
(ii) what we do not know, and
(iii) what we need to know or know more of - for us to understand the
mathematical knowledge for teaching at primary level.
The TSG will focus on primary level mathematics and will invite
researchers that have researched, or are interested, in primary
school mathematics teaching.
Co-chairs : Christoph Selter(Germany) christoph.selter at t-online.de
Suck Yoon Paik(Korea) sypaik at snue.ac.kr
########################### TSG 24 #################################
TSG24: Mathematical knowledge for teaching at the secondary level
The focal topics will include but not be limited to
1. Theoretical perspectives or conceptual frameworks for mathematical
knowledge for teaching at secondary level.
2. Empirical researches that will contribute to our understanding of
what mathematical knowledge is needed or how it is assessed in
different scenarios.
3. Empirical researches to explore relationships between teachers'
learning of teaching (both pre-service and in-service) and students'
learning of mathematics.
4. Empirical researches to explore the various factors which lead to
commonalities or differences of mathematical knowledge for teaching
in different countries, regions, and individuals.
Co-chairs : Aihui Peng (China) aihuipeng at gmail.com, huihuiai0 at 163.com,
Hikma Smida (Tunisia) Hikma.Smida at ipest.rnu.tn
########################### TSG 25 #################################
TSG25: In-service education, professional development of mathematics teachers
We welcome submissions of project reports and research articles
addressing the following topics:
- Approaches in developing expertise in effective mathematics teaching
- The challenges, contents, and forms of effective in-service
education and professional development
- Empirical studies on teacher change through in-service education or
professional development and evaluation of professional development
- Promising programs and projects focusing on the in-service
education and professional development of mathematics teacher leaders
- Further topics
Co-chairs: Shuha An (USA), san at csulb.edu,
Andrea Peter-Koop (Germany)
peter-koop at mathematik.uni-oldenburg.de
########################### TSG 26 #################################
TSG26: Pre-service mathematical education of teachers
The main focus of TSG 26 will be on empirical, as well as theoretical
and developmental papers on issues such as:
1. A comparison of the educational programs of pre-service education
of mathematics teachers or pre-service education of teachers teaching
mathematics at primary level in different countries, including
empirical studies on effectiveness of various teacher educational
systems all over the world, with a special focus of East-West
comparisons ;
2. The link or relationship between the various parts of the
education programs such as mathematical knowledge, pedagogical
content knowledge and pedagogical knowledge, the role of practical
experiences in teacher education, for pre-service mathematical
primary and secondary teachers and eventually the learning outcomes
of their students ;
3. Detailed analysis of the kind of mathematics, that is necessary
for pre-service teacher education, the role of elementary mathematics
from an advanced standpoint, especially for primary future teachers ;
4. Innovative and creative approaches including training resources
for a redesign of pre-service mathematics education (under
educational/curriculum reforms in particular) existing at various
parts of the world.
Co-chairs : Sylvie Coppe (France), sylvie.coppe at univ-lyon2.fr
Ngai-Ying Wong (Hong Kong)
nywong at cuhk.edu.hk
########################### TSG 27 #################################
TSG27: Motivation, beliefs and attitudes towards mathematics and its teaching
The aims are:
1. To address researchers working in the field of affect in
mathematics education.
2. To generate discussion on motivation, beliefs, and attitudes in
mathematics education, both at the student's and the teacher's level.
3. To present research results and reports on research activities
that will allow the group to make an updated sketch of the state of
the art, thus further developing the aims of the 27th ICMI Study, and
addressing new trends and developments in research and practice in
these areas.
We expect that participants will engage in the review process prior
to the conference, and we will nominate respondents to all
presentations in order to enable deeper levels of critical discussion
during the conference.
Co-chairs : Birgit Pepin (Norway) birgit.pepin at hist.no
Ji Won Son (USA) sonjiwon at utk.edu
########################### TSG 28 #################################
TSG28: Language and communication in mathematics education
This topic study group will allow participants to present and discuss
the latest research in language and communication in mathematics
education internationally. We consider language in its broadest sense
to include all modes of communication and welcome contributions
addressing visual and gestural as well as spoken and written modes.
Sub-themes within the topic include:
Relationships among language, mathematical thinking and the learning
of mathematics
Studying classroom interactions
Analysis of communicative activity in mathematics and mathematics education
Teaching and learning mathematics in bilingual and multilingual settings
Co-chairs : Tracy Craig (South Africa) Tracy.craig at uct.ac.za
Candia Morgan (UK) C.Morgan at ioe.ac.uk
########################### TSG 29 #################################
TSG29: Gender and mathematics education
Here are some of the subjects that could be of great interest for
participants in the topic study group.
1. Gender inequalities in participation, achievement and attitudes in
particular countries as well as data from international comparative
studies like TIMSS or PISA.
2. Cultural, economical, sociological, psychological, others factors
that contribute to gender inequalities and inequities in mathematics
3. Approaches to reduce gender inequities in classrooms, in schools,
colleges or universities: research findings as well as institutional
plans or individual experiments are welcome.
4. Sensitizing or training teachers to questions related to gender in
mathematics education
5. Others not listed before but of interest for the topic.
Co-chairs : Olof Steinthorsdottir (USA) steintho at email.unc.edu
Veronique Lizan (France) veronique.lizan at math.univ-toulouse.fr
########################### TSG 30 #################################
TSG30: Mathematics education in a multilingual and multicultural environment
Contributions related to TSG 30 will be around issues and questions such as:
o What is distinctive about the learning and teaching of mathematics
in multicultural and multilingual settings?
o How do curricula and policy take account (or not) of cultural and
linguistic diversity?
o How do methods of assessment and evaluation take account of
cultural and linguistic diversity?
o How does/should teacher education take account of cultural and
linguistic diversity?
o What is the experience of education systems that have changed the
medium of instruction in mathematics?
o What is the experience of education systems that use a former
colonial language as the medium of instruction in mathematics?
o How does/should the teaching and learning of mathematics adapt to
changes in cultural and linguistic diversity e.g. In the light of
migration, political instability, etc.
o How can mathematics teaching respond to the oppression of
cultural and linguistic minorities?
o How does mathematics teaching contribute to the oppression of
cultural and linguistic minorities?
o What is distinctive about mathematics learning out of school in
multicultural and multilingual settings?
o What theoretical perspectives on cultural and linguistic diversity
are most helpful in investigating the teaching and learning of
mathematics?
Co-chairs : Anjum Halai(Pakistan) anjum.halai at aku.edu
Clement Dlamini(Swaziland) dlamini.c at examscouncil.org.sz
########################### TSG 31 #################################
TSG31: Task design and analysis
We have a particular interest in empirically grounded contributions
that underline design principles and theoretical approaches, and give
examples of tasks designed for promoting mathematical development. We
plan to discuss (but are not limited to) the following themes:
1. Theoretical and practical development that guides task design and analysis
2. Diverse theoretical approaches or principles that guide task
design and analysis
3. Diverse practical traditions/approaches that guide task
design/analysis and their theoretical accounts
4. Examples of task analysis for studying the relations between
tasks, psychological development, and
mathematical development.
5. Critical literature studies or meta-analysis of task design and analysis
The group will welcome contributions that focus on primary or
secondary education.
Co-chairs : Xuhua Sun(China) xhsun at umac.mo
Lalina Coulange(France) lalina.coulange at free.fr or
lalina.coulange at gmail.com
########################### TSG 32 #################################
TSG32: Mathematics curriculum development
In relation to this theme, we especially want to solicit papers that
may foster the deliberation on the varied aims of the curriculum and
bring concerns and experiences from different contexts. For example
what should students learn to be well prepared to participate in
everyday activities of their present lives as well as at the
workplace in future. Two issues arise from this, one is the role of
globalization and informatization, the other concerns issues of
emancipation and social justice. For different countries, different
concerns may be the most pressing. For many industrialized countries,
for instance, outsourcing, and computerization of work will have a
strong impact on employability, and--par extension-- on the goals of
mathematics education. Should these concerns be allowed to influence
elementary curricula or should these be manifest only at the
secondary/post-compulsory stage? However, for many students the
emphasis may have to be on math for empowerment, to avoid the
alienation and marginalization that formal schools tend to produce by
terming the disadvantaged as 'slow learners' and 'not good enough'
for more challenging/stimulating mathematical tasks. And alongside
these other curricular concerns how can the transmission of
traditional cultural knowledge and the needs of further and higher
education in a variety of subjects be taken account of?
Co-chairs: Anita Rampal (India), anita.rampal at gmail.com
Koeno Gravemeijer (Netherlands),
koeno.gravemeijer at esoe.nl
########################### TSG 33 #################################
TSG33: Assessment and testing in mathematics education
We are seeking contributions of research in and new perspectives on
assessment in mathematics education that address issues in current
assessment practices. We see these issues as falling into two main
strands, large-scale assessment and classroom assessment, but also
recognize that there are broad issues that fall across both strands.
We invite papers that address one or more of the following topics:
Large-scale assessment
1.Issues related to the development of large-scale assessments, which
might include such areas as the conceptual foundations of such
assessments, designing tasks that value the complexity of
mathematical thinking, etc.
2.Issues related to the purposes and use of large-scale assessment in
mathematics.
3.Issues related to the development of large-scale assessment of
mathematics teachers' mathematical and pedagogical content knowledge.
Classroom assessment
4.Issues connected to the development of teachers' professional
knowledge of assessment and their use of assessment in the
mathematics classroom.
5.Issues and examples related to the enactment of classroom practices
that reflect current thinking in assessment and mathematics education
(e.g. the use of assessment for learning, as learning, and of
learning in mathematics classrooms)
Broad issues
6.The development of assessment tasks that reflect the complexity of
mathematical thinking, problem solving and other important
competencies.
7.The design of alternative modes of assessment in mathematics (e.g.
online , investigations, various forms of formative assessment, etc.).
Co-chairs : Michael Neubrand(Germany) neubrand at mathematik.uni-oldenburg.de
Christine Suurtamm(Canada) suurtamm at uottawa.ca
########################### TSG 34 #################################
TSG34: The role of mathematical competitions and other challenging
contexts in the teaching and learning of mathematics
The aim is:
1. To gather teachers, mathematicians, mathematics educators,
researchers and other congress participants who are interested in
mathematical competitions and other challenging contexts in the
teaching and learning of mathematics at all levels.
2. To present research results and reports on activities that will
allow the group to make an updated sketch of the state of the art,
thus further developing the aims of the 16th ICMI Study, and
colouring it in by addressing new trends and developments in research
and practice in mathematics competitions and other challenging
contexts and their effect on mathematics teaching and learning.
Co-chairs : Maria de Losada(Columbia) mariadelosada at gmail.com
Ali Rejali(Iran) a.rejali at yahoo.com
########################### TSG 35 #################################
TSG35: The history of the teaching and learning of mathematics
Possible themes to be treated are HISTORY of:
- changes of curricula in the various countries
- changes of mathematics education as a professional
independent discipline
- the cultural and social role of mathematics
- policies in teacher education
- changes and roles of teachers' associations
- the situation of journals on mathematics education
- the role of textbooks in the teaching and learning of mathematics
- general trends in the organizing of the lesson
- the overall impact of digital technologies in the learning
and teaching of mathematics
- treatment of particular topics (geometry, algebra, etc.)
- interdisciplinarity and contexts
- reforms movements
- methods
Co-chairs : Brito Arlete De Jesus (Brazil)
Furinghetti Fulvia furinghe at dima.unige.it
########################### TSG 36 #################################
TSG36: The role of ethnomathematics in mathematics education
This group will be an opportunity to present research or theoretical
elaborations on these questions:
1. What is the mathematical thinking developed by people outside schools?
2. How can mathematics education use information regarding
mathematical thinking developed outside school to improve our
understanding of mathematics and mathematics teaching and learning in
school?
3. How can a wider, cultural view of mathematics expand the
possibilities for peace, prosperity, and elimination of
discrimination?
4. What has been done in terms of research on the role of
ethnomathematics in mathematics education and what are the current
lines for new and relevant research?
5. Ethnomathematics can be defined both broadly and narrowly. How do
these definitions influence/impact the ways in which ethnomathematics
is incorporated into formal educational settings?
6. What impact is an appreciation of culture and its mathematics
having on mathematics education.
Co-chairs : Pedro Palhares(Portugal) palhares2307 at gmail.com
Lawrence Shirley(USA) lshirley at towson.edu
########################### TSG 37 #################################
TSG37: Theoretical issues in mathematics education
Submissions should include concrete examples and could employ (but
are not limited to) the following approaches:
(1) Theories from outside mathematics education:
o Identifying theories particularly suitable for use in mathematics
education (and those that are not);
o Contrasting the treatment of particular constructs relevant to
mathematics education within two or more theories;
o Suggesting inadequacies in the capacity of currently available
theories to meet the needs of mathematics education and recommending
what developments are required.
(2) Diversity of theories within mathematics education:
o Addressing the challenge of utilising the results of research
studies in mathematics education undertaken using different theories;
o Networking strategies designed to provide heightened insight into a
complex setting;
o Reporting or exploiting examples of the networking of theories
concerning their limits and potential for advancing the field of
mathematics education.
(3) Conditions for theory use and development:
o Interrogating the role and function of theories in mathematics
education (and mathematics education research) with specific examples;
o Exploring the adequacy of a particular theory to provide insight
into two or more different contexts or issues in mathematics
education;
o Discussing the methodological entailments of the selection of
particular theories in the process of research design.
Co-chairs : Angelika Bikner(Germany) bikner at t-online.de
David Clarke(Australia) clarke at unimelb.edu.au
------------------------------------------------------------------------
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