Jorge Urencio Auditorium - FIME
What is the relationship between ethnomathematics, mathematics and anthropology and the politics of mathematics education? What evidence is there, and how do we get more, that school programmes incorporating ethnomathematical ideas succeed in achieving their (ethnomathematical?) aims? What are the implications of existing ethnomathematical studies for mathematics and mathematics education? What is the relationship of different languages (or other cultural features) to the production of different mathematics?
Sections:
René Montante Auditorium - FIME
Joaquín Antonio Mora Auditorium - Architecture
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