Room A202 and A203
Room B105 and B106
Room A104 and A105
Manuel Martínez Carranza 1 Auditorium - Civil
What are the forces that drive or inhibit curriculum reform, and what are the instruments for reform? How do we know whether reform is progress? How do the various agents responsible for mathematics education policy interact?
Sections:
Organizing team composition
Aims and focus
Call for papers
Papers and discussion documents
Team chairs:
James Tarr (USA) TarrJ@missouri.edu
Fan Liang Huo (Singapore) lianghuo.fan@nie.edu.sg
José Aymerich Miralles, Universitat JAUME I de Castellón (España)
Spanish
Enseñanza, Calidad, Planes de mejora, Competencia matemática, PISA.
Survey Team 1. --- Chair: Derek Holton (New Zealand) - dholton@maths.otago.ac.nz --- Team members: Ren Zizhao (China) - renzz@mail.neea.edu.cn, Eric Muller (Canada) - emuller@brocku.ca, Oscar Adolfo Sánchez Valenzuela (Mexico), and Juha Oikkonen (Finland) - Juha.Oikkonen@helsinki.fi
English
Mathematics education, Tertiary/university education, Retention, Recruitment, Technology, Careers, Outreach
Francis (Skip) Fennell, Professor of Education, McDaniel College, Westminster, MD & Past President, National Council of Teachers of Mathematics
English
Policy, Research, Elementary and Middle School Mathematics, Algebra
Patricia Sadovsky
English
Student as a producer of knowledge- Teacher as an intellectual worker- Teacher as a producer of knowledge- Dialogue between teachers and researchers- Didactic research aiming modifying the conception
Hideki IWASAKI (Hiroshima University, Japan) & Takeshi YAMAGUCHI (Hiroshima University, Japan)
English
Doerfler’s model, Separation model, Extensional generalization, Intensional generalization
Susan Starkings, London South Bank University, UK. starkisa@lsbu.ac.uk
English
Schools Lecture, Guy Lecturer, The Royal Statistical Society