DOCSLIB.ORG

January 2009

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
January 2009 THE LONDON MATHEMATICAL SOCIETY NEWSLETTER No. 377 January 2009 Society COUNCIL DIARY visits, they had only reached a very small number (perhaps 400) of the Meetings 21 November 2008 members of the two societies, so and Events The meeting began, under Matters that it was difficult to form any Arising, with an update on the clear idea of members’ views in the 2009 financial situation as it affects the large. The Council rapidly agreed to Wednesday 14 January LMS, which can be summarised as proceed to the next stage, namely Northern Regional ‘gloomy but could be worse’. Under a referendum on the proposal that Meeting, Manchester President’s Business, Brian Davies the Council is commending to the [page 3] recalled that Susan Oakes, the long- LMS members, to combine in a new standing LMS Administrator, was unified mathematics society with Friday 27 February shortly to retire. He noted, moreover, the IMA. Mary Cartwright that Council had been canvassed Penny Davies, in her role as our Lecture, London by email regarding the proposal to representative on the EPSRC liaison [page 5] name the De Morgan House archive group of the Council for the Math- 31 March – 4 April room the Oakes Room in her hon- ematical Sciences, reported on a LMS Invited Lectures our, in recognition of Susan’s contri- recent meeting of the group with Edinburgh [page 9] butions to the Society, particularly David Harman, the Mathematical her work in developing the archives Sciences Programme Head, his team Friday 3 July and preserving the history of the and other EPSRC representatives. London LMS. This proposal met with the The news was rather dismal in terms Wednesday 15 July enthusiastic support of the Council. of funding for mathematics activity SW & South Wales The Council also received a re- on two fronts: the Mathematical Regional Meeting port from the President on the pro- Sciences Programme budget will fall Southampton gramme of consultation of members by another £2M next year to £4M, Wednesday of the LMS and IMA that has taken having been £2M two years ago; 16 September place over the previous few months funding for many Mathematics MSc Midlands Regional on the proposal to merge the two courses by EPSRC is disappearing as Meeting, Leicester societies. In addition to a dedicated a consequence of the move from website and many letters received, funding for training via EPSRC’s Friday 20 November the two presidents together made CTA scheme to its less mathematics AGM, London 22 visits to present the detailed and friendly KTA scheme. Annoyingly 4–6 December carefully thought through propos- for departments hoping to com- Joint Meeting with the als to members and receive feed- pete for more studentship funding, Belgian Mathematical back. We expressed our gratitude there would be no new DTA alloca- Society to Brian and David Abrahams of the tion exercise this year and no com- IMA for their efforts. Brian observed petitive Mathematics CASE scheme. that the two presidents had formed Penny noted, as an item of good an extremely good working rela- news for mathematics funding, that tionship, and noted that, even with announcement of a Science and this fairly intensive programme of Innovation award was expected in January09-NL.indd 1 11/12/2008 12:52:53 THE LONDON MATHEMATICAL SOCIETY NEWSLETTER Numerical Analysis and High Performance ANNUAL REPORT Computing imminently, with a strong numeri- cal analysis emphasis. Issues related to EPSRC ON ACTIVITIES funding of mathematics will be taken up by The Annual Report on Activities (ARA) for the CMS in a meeting with the EPSRC Chief Execu- period 1 August 2007 – 31 July 2008 is now tive David Delpy in early December. available to view online at www.lms.ac.uk/ The largest part of a rather short afternoon, contact/about_the_lms.html. before moving to UCL for the AGM, was taken The ARA aims to present the Society’s up with a presentation from the Programme achievements during the year in an accessible Secretary, Stephen Huggett, on the work of the way, and in doing so the report gives a com- Programme Committee. His committee, with a prehensive overview of the range of activi- modest budget of less than £250,000 a year in ties that the Society is involved in. It is hoped grant funding to distribute, is doing a fantas- that members will take pleasure in referring tic job assessing large numbers of proposals to the many activities their membership sup- and providing partial support for a significant ports, and will find it useful when describing number of conferences and meetings (over the Society’s work to others. 45 in the last year) and small grants for many Several copies of the ARA have been sent to visitors and collaborative projects. They are each UK mathematics department for ‘coffee 2 achieving a formidable ‘theorems per pound’ table’ use; Members may request their own ratio and grant schemes with good success copies by contacting De Morgan House. As rates. But of course, these modest amounts of ever, feedback on the effectiveness of this re- LMS money do not make up for falls in EPSRC port is also welcomed. Copies of the Trustees’ support for the careers of young mathemati- Report and Annual Accounts (a more formal cians, via studentship and postdoc funding. document prepared for the Charity Commis- Simon Chandler-Wilde sion) are also available on request. LMS Newsletter General Editor: Dr D.R.J. Chillingworth ([email protected]) Reports Editor: Dr S.A. Huggett ([email protected]) Reviews Editor: Mr A.J.S. Mann ([email protected]) Administrative Editor: Miss S.M. Oakes ([email protected]) Editorial office address: London Mathematical Society, De Morgan House, 57–58 Russell Square, London WC1B 4HS (t: 020 7637 3686; f: 020 7323 3655; e: [email protected], w: www.lms.ac.uk) Typeset by the London Mathematical Society at De Morgan House; printed by Holbrooks Printers Ltd. Publication dates and deadlines: published monthly, except August. Items and advertisements by the first day of the month prior to publication, or the closest preceding working day. News items and notices in the Newsletter are free to be used elsewhere unless otherwise stated, although attribution is requested when reproducing whole articles. Contributions to the Newsletter are made under a non-exclusive licence; please contact the author for the rights to reproduce. The LMS cannot accept responsibility for the accuracy of information in the Newsletter. Views expressed do not necessarily represent the views or policy of the London Mathematical Society. Charity registration number: 252660. January09-NL.indd 2 11/12/2008 12:52:53 No. 377 January 2009 ANNUAL REPORT ON ACTIVITIES LONDON MATHEMATICAL SOCIETY The Annual Report on Activities (ARA) for the period 1 August 2007 – 31 July 2008 is now NORTHERN REGIONAL MEETING available to view online at www.lms.ac.uk/ contact/about_the_lms.html. The ARA aims to present the Society’s Room G107, Alan Turing Building, University of Manchester achievements during the year in an accessible Wednesday 14 January 2009 way, and in doing so the report gives a com- prehensive overview of the range of activi- ties that the Society is involved in. It is hoped 14.00 Opening of the Meeting that members will take pleasure in referring to the many activities their membership sup- 14.15 Imre Leader (Cambridge) ports, and will find it useful when describing Euclidean Ramsey Theory the Society’s work to others. 15.15 Kathryn Hess (EPFL, Switzerland) Several copies of the ARA have been sent to each UK mathematics department for ‘coffee Free loop spaces in topology and physics table’ use; Members may request their own 16.15 Tea/Coffee 3 copies by contacting De Morgan House. As ever, feedback on the effectiveness of this re- 16.45 Paul Baum (Penn State, USA) port is also welcomed. Copies of the Trustees’ What is K-theory and what is it good for? Report and Annual Accounts (a more formal 18.00 Dinner at the Tai Pan restaurant document prepared for the Charity Commis- sion) are also available on request. These lectures are aimed at a general mathematical audience. All interested, whether LMS members or not, are most welcome to attend this event. LMS Newsletter For further details, to register or to reserve a place at the dinner, email magic@ General Editor: Dr D.R.J. Chillingworth ([email protected]) maths.manchester.ac.uk. The cost of the dinner will be approximately £25 including drinks. Reports Editor: Dr S.A. Huggett ([email protected]) Reviews Editor: Mr A.J.S. Mann ([email protected]) The meeting is preceded by the postgraduate student conference MAGIC09 Administrative Editor: Miss S.M. Oakes ([email protected]) from Monday 12 January to mid-day on Wednesday 14 January. For further Editorial office address: London Mathematical Society, De Morgan House, 57–58 Russell Square, details visit www.maths.manchester.ac.uk/~magic or contact the organisers London WC1B 4HS (t: 020 7637 3686; f: 020 7323 3655; e: [email protected], w: www.lms.ac.uk) Dr Marianne Johnson, Dr Andrew Hazel, Gemma Lloyd, Hadi Zare at Typeset by the London Mathematical Society at De Morgan House; printed by Holbrooks Printers Ltd. [email protected]. Publication dates and deadlines: published monthly, except August. Items and advertisements by the Lunch will be provided on Wednesday for delegates of the MAGIC09 first day of the month prior to publication, or the closest preceding working day.
Load more

Recommended publications
  • Egyptian Mathematics
    Egyptian Mathematics Dr. Carmen Bruni David R. Cheriton School of Computer Science University of Waterloo November 1st, 2017 Three Part Series • Egyptian Mathematics • Diophantus and Alexandria • Tartaglia, Cardano and the Renaissance Age Egypt and Babylon Egypt circa 1500 BCE • Egyptian civilization established on the shores of the Nile about 5000 years ago • The yearly flood of the Nile brings sediments and nutriments that enriched the surrounding soils in the valley • The Nile becomes a method of transportation for both material and people and with the flood allowing for crops to grow, Egypt becomes a self-sufficient country (unlike other civilizations) Papyrus • Egyptians were the first known source of papyrus, a writing surface made from the pith (tissue in the stems) of a papyrus plant. • A lot of what we know from Egyptian mathematics originates from papyri. • We will be discussing content from two main papyri: the Rhind Mathematical Papyrus and the Moscow Mathematical Papyrus. Rhind Papyrus Written by the scribe Ahmes (also known as Ahmose or A'hmos`e). (Source: Wikimedia Commons) Moscow Papyrus (Source: Wikimedia Commons) Mathematics Arising Out of Necessity For Egyptians, mathematics was used as a tool to solve many of the problems they encountered. • Areas • Taxes • Calendars • Food • Volumes Areas Common units of measurement: • Cubit: length from the tip of the middle finger to the bottom of the elbow. Approximately 52cm. • Khet: 100 cubits • Setat/Arura/Aroura: A square khet. (About 2.7 square km or 2=3 of an acre). • Digit, palm, hand, fist: Other smaller units of measurement. This allowed them to give parcels of land to people and to keep track of these lands for taxes.
    [Show full text]
  • An Amazing Race
    THE MATHEMATICAL THE COMMON ASSOCIATION OF VICTORIA DENOMINATOR 2/15 AN AMAZING RACE Students are totally absorbed in Lumen Christi’s mathematics challenge: The Amazing Race. INSIDE As children darted from stage to stage eagerly chatting about strategies, encouraging and praising each other’s mathematical eforts it was clear that this of all school days was one that Pattern and would be remembered. A day from which we could establish interest and engagement, a day structure from which we could raise both the profile of mathematics in our school community and in the 7 minds of the students that we teach. What had started as an ambition to host a competition Problem solving challenges had quickly permeated through the school and taken on a life of its own. Indeed, from little high ability students ideas big things grow or in this case from MAV Games Days whole school engagement grows. 8 Games: In early September 2014, our school, Lumen Christi Catholic Primary School, was fortunate just trivial pursuits? enough to host a Year 6 MAV Games Day. The day was a great success and really helped 11 students apply their knowledge of mathematics in a supportive team environment, where the Mathematica and the focus was less about getting the ‘right’ answer but more about enjoying everything that maths 14Australian Curriculum has to ofer. Continued on page 4 FROM THE PRESIDENT Associate Professor Marj Horne - Faculty of Education, Australian Catholic University THE COMMON SOAK UP MATHS DURING THE REVISED VCE MATHEMATICS DENOMINATOR SUMMER STUDY IMPLEMENTATION The MAV’s magazine SUPPORT WORKSHOPS published for its members.
    [Show full text]
  • JPBM Communications Award
    JPBM Communications Award The 2010 Communications Award of the Joint the Riemann hypothesis, entitled The Music of the Policy Board for Mathematics (JPBM) was presented Primes, is a best seller which has been translated at the Joint Mathematics Meetings in San Francisco, into ten languages. In his 2008 book, Symmetry: California, in January 2010. A Journey into the Patterns of Nature, du Sautoy The JPBM Communications Award is presented guides the reader through groups and symmetry, annually to reward and encourage journalists from Babylonia to Moonshine theory, while at the and other communicators who, on a same time giving an engaging glimpse into math- sustained basis, bring mathematical ematicians’ minds. His four-part television series, ideas and information to nonmathe- The Story of Maths, presents a fascinating look at matical audiences. JPBM represents the the development of mathematics from the design American Mathematical Society, the of the pyramids in Egypt to Perelman’s proof of American Statistical Association, the Poincaré’s conjecture. Whether it is talking about Mathematical Association of America, Beckham’s choice of number on a sports radio pro- and the Society for Industrial and Ap- gram, explaining the work of the Abel prize winner plied Mathematics. The award carries on Norwegian television, writing a weekly math a cash prize of US$1,000. column for the London Times, hosting a television Previous recipients of the JPBM game show based on math puzzles, or delivering Communications Award are: James the Royal Institution Christmas Lectures, Marcus Gleick (1988), Hugh Whitemore (1990), du Sautoy invariably seizes opportunities to make Ivars Peterson (1991), Joel Schneider mathematics more accessible and more appealing.
    [Show full text]
  • Resource Pack for Level 3 Preparation Programmes for Entry to Numeracy Teacher Training
    SkillsSkills for for LifeLife Support Programme Support Programme Resource pack for Level 3 preparation programmes for entry to numeracy teacher training The Skills for Life Support Programme CfBT Education Trust T: 0118 902 1920 is delivered on behalf of the Learning 60 Queens Road F: 0845 838 1207 and Skills Improvement Service by Reading E: [email protected] CfBT Education Trust and partners RG1 4BS W: www.excellencegateway.org.uk/sflsp Skills for Life Support Programme Acknowledgements This pack is the result of input and work from a range of individuals including the participants at the three events run by the Skills for Life Support Programme in 2010 and the members of CfBT, LLU+ at London South Bank University, LSN, NIACE and NRDC. The authors wish to thank these individuals for their input into this resource. Skills for Life Support Programme Contents Chapter 1 Introduction and rationale 3 1.1 Introduction and rationale 4 Chapter 2 Self assessment, number and geometry 8 2.1 Level 3 Self assessment carousel activity 9 2.2 Checklist of level 3 personal skills 49 2.3 Group summary checklist 53 2.4 Number systems and place value 59 2.5 Number systems 63 2.6 Egyptian multiplication 65 2.7 The commutative, associative and distributive laws 66 2.8 Approaches for dividing fractions 70 2.9 Pythagoras’ theorem 71 2.10 Discovering ratios in right angled triangles 72 2.11 Trigonometry 76 Chapter 3 Algebra and its applications 78 3.1 Kinaesthetic equations 79 3.2 Algebra carousel activity 82 3.3 I think of a number 105 3.
    [Show full text]
  • History of Mathematics in the Higher Education Curriculum
    History of Mathematics in the Higher Education Curriculum Mathematical Sciences HE Curriculum Innovation Project Innovation Curriculum HE Sciences Mathematical Edited by Mark McCartney History of Mathematics in the Higher Education Curriculum Edited by Mark McCartney A report by the working group on History of Mathematics in the Higher Education Curriculum, May 2012. Supported by the Maths, Stats and OR Network, as part of the Mathematical Sciences Strand of the National HE STEM Programme, and the British Society for the History of Mathematics (BSHM). Working group members: Noel-Ann Bradshaw (University of Greenwich; BSHM Treasurer); Snezana Lawrence (Bath Spa University; BSHM Education Officer); Mark McCartney (University of Ulster; BSHM Publicity Officer); Tony Mann (University of Greenwich; BSHM Immediate Past President); Robin Wilson (Pembroke College, Oxford; BSHM President). History of Mathematics in the Higher Education Curriculum Contents Contents Introduction 5 Teaching the history of mathematics at the University of St Andrews 9 History in the undergraduate mathematics curriculum – a case study from Greenwich 13 Teaching History of Mathematics at King’s College London 15 History for learning Analysis 19 History of Mathematics in a College of Education Context 23 Teaching the history of mathematics at the Open University 27 Suggested Resources 31 History of Mathematics in the Higher Education Curriculum Introduction Introduction Mathematics is usually, and of course correctly, presented ‘ready-made’ to students, with techniques and applications presented systematically and in logical order. However, like any other academic subject, mathematics has a history which is rich in astonishing breakthroughs, false starts, misattributions, confusions and dead-ends. This history gives a narrative and human context which adds colour and context to the discipline.
    [Show full text]
  • Mathematics in India
    TRADITIONSKnowledg & PRACTICES OF INDIA e Textbook for Class XI Module 7 Mathematics in India CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India TRADITIONSKnowledg & PRACTICESe OF INDIA Textbook for Class XI Module 7 Mathematics in India CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India No part of this publication may be reproduced or stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical photocopying, recording or otherwise, without the prior permission of the Central Board of Secondary Education (CBSE). Preface India has a rich tradition of intellectual inquiry and a textual heritage that goes back to several hundreds of years. India was magnificently advanced in knowledge traditions and practices during the ancient and medieval times. The intellectual achievements of Indian thought are found across several fields of study in ancient Indian texts ranging from the Vedas and the Upanishads to a whole range of scriptural, philosophical, scientific, technical and artistic sources. As knowledge of India's traditions and practices has become restricted to a few erudite scholars who have worked in isolation, CBSE seeks to introduce a course in which an effort is made to make it common knowledge once again. Moreover, during its academic interactions and debates at key meetings with scholars and experts, it was decided that CBSE may introduce a course titled ‘Knowledge Traditions and Practices of India’ as a new Elective for classes XI - XII from the year 2012-13. It has been felt that there are many advantages of introducing such a course in our education system.
    [Show full text]
  • Program at a Glance
    Program at a Glance This document provides a thumbnail sketch of all scientific and social events so you can easily see which events may overlap and better plan your time. Saturday, January 3 8:00 a.m.– 12:00 p.m. AMS SHORT COURSE ON QUANTUM COMPUTATION AND QUANTUM INFORMATION (PART I) 8:00 a.m.– 12:00 p.m. MAA SHORT COURSE ON DATA MINING AND NEW TRENDS IN TEACHING STATISTICS (PART I) Sunday, January 4 8:00 a.m.– 6:30 p.m. AMS DEPARTMENT CHAIRS WORKSHOP 9:00 a.m.– 5:00 p.m. AMS SHORT COURSE ON QUANTUM COMPUTATION AND QUANTUM INFORMATION (PART II) 9:00 a.m.– 4:00 p.m. MAA SHORT COURSE ON DATA MINING AND NEW TRENDS IN TEACHING STATISTICS (PART II) 9:00 a.m.– 5:00 p.m. MAA BOARD OF GOVERNORS 1:30 p.m.– 10:00 p.m. AMS COUNCIL 3:00 p.m.– 7:00 p.m. JOINT MEETINGS REGISTRATION, Marriot Ballroom Lobby, Lobby Level, Marriott Wardman Park Hotel Monday, January 5 7:30 a.m.– 4:00 p.m. JOINT MEETINGS REGISTRATION, Marriot Ballroom Lobby, Lobby Level, Marriott Wardman Park Hotel 8:00 a.m.– 10:50 a.m. AMS-MAA-SIAM SPECIAL SESSION ON RESEARCH IN MATHEMATICS BY UNDERGRADUATES, I AMS SPECIAL SESSIONS 8:00 a.m.– 10:50 a.m. Recent Trends in Coding Theory, I 8:00 a.m.– 10:50 a.m. Representation Theory of Lie Algebras and Algebraic Groups, I 8:00 a.m.– 10:50 a.m. Nonlinear Partial Differential Equations and Applications, I 8:00 a.m.– 10:50 a.m.
    [Show full text]
  • A MATHEMATICAL COLLABORATION ACROSS the ATLANTIC Elaine W. Clark, Assistant Professor University of New Mexico-Valencia Departme
    25TH ANNIVERSARY International Conference on Technology in Collegiate Mathematics A MATHEMATICAL COLLABORATION ACROSS THE ATLANTIC Elaine W. Clark, Assistant Professor University of New Mexico-Valencia Department of Mathematics and Statistics 280 La Entrada Los Lunas, NM 87031 [email protected] Francesca Bevilacqua, Maths Teacher Rolando da Piazzola High School – Piazzola sul Brenta (Padua) in 2011 Sandro Pertini High School – Camposampiero (Padua) currently in the Province of Padua, Italy [email protected] During the Spring 2011 semester Prof. Elaine Clark from the United States worked with Ms. Francesca Bevilacqua from Piazzola sul Brenta, Italy to create a research project through which college students and high school pupils could learn about some of the history of mathematics. The participants were college students in a second-semester mathematical content course for pre-service teachers at University of New Mexico- Valencia, in Tome, New Mexico, USA and high school pupils from Rolando da Piazzola High School in Piazzola sul Brenta, Italy. As the framework for this project Prof. Clark and Ms. Bevilaqua used portions selected from the first part of the four-part BBC series The Story of Maths hosted by Professor Marcus du Sautoy from the University of Oxford and The Open University (BBC and Open University; 2008). The entire series explores the historical underpinnings of mathematics, beginning with the ancient civilizations of Egypt, Sumeria, and Babylon and working up through more current mathematics. Prof. Clark and Ms. Bevilaqua decided to focus on the beginning, ancient cultures in Part I: The Language of the Universe. This choice was partly because of the learning objectives for the college students, and because they were unsure of possible language barriers with the Italian high school pupils.
    [Show full text]
  • History Can Be a Powerful Ally in Teaching Difficult Mathematical Ideas for the First Time”
    Comment Marcus du Sautoy on… the importance of the history of maths “History can be a powerful ally in teaching difficult mathematical ideas for the first time” hen I learnt my mathematics at gence during the Renaissance. But I discovered how school it was taught in a very much exciting mathematics was being done in India ahistorical manner. The people, the long before Fibonacci (c1175–c1250) kickstarted the cultures, the politics were all mathematical revolution in Europe, and that there W missing. It was the ideas that were inklings of the calculus bubbling away in India counted. I learnt how negative numbers worked. in the 14th century, well before Newton and Leibniz What to do with a sine and a cosine. How to calculate articulated their theory. But these historical vignettes volumes of solids. I knew little of the history of these aren’t just interesting curiosities. ideas. Personally, the abstract ideas were enough to Witnessing the way teachers have used excerpts excite me, but the missing stories of where these ideas from the Story of Maths in the classroom, I’ve seen came from could have engaged so many more in the Marcus du how history can be a powerful ally in teaching wonders of mathematics. Sautoy is the difficult mathematical ideas to those encountering For example, sines and cosines were our best tools Simonyi them for the first time. A historical perspective for navigating the night sky centuries before Galileo Professor for has even helped me in my own journey to create ever had a telescope in his hands.
    [Show full text]
  • An Aesthetic Knowing of Mathematical Identity: Performing Stories of Mathematical
    An Aesthetic Knowing of Mathematical Identity: Performing stories of Mathematical Identity through filmed drama A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy (PhD) in the Faculty of Humanities 10/25/2016 Kelly Pickard-Smith 69960 words School of Environment, Education and Development Table of Contents Abstract .......................................................................................................................... 8 DECLARATION .............................................................................................................. 9 COPYRIGHT STATEMENT ............................................................................................ 9 Acknowledgements ....................................................................................................... 10 Chapter 1. Finding identity and wisdom through the arts ....................................... 11 1.1 Introduction: The background, justification and focus of the thesis .................... 11 1.2 Background to the study .................................................................................... 12 1.2.1 Performing mathematically .......................................................................... 13 1.2.2 A rationale for the research: Personal and professional context .................. 17 1.2.3 A rationale for the research: A previous study on learner experience .......... 20 1.3 Framing the study contribution .......................................................................... 22
    [Show full text]
  • The Role of the History and Epistemology of Mathematics in Teachers Training Panel Discussion
    27 THE ROLE OF THE HISTORY AND EPISTEMOLOGY OF MATHEMATICS IN TEACHERS TRAINING PANEL DISCUSSION INTRODUCTION Evelyne BARBIN IREM and Centre François Viète, University of Nantes, France [email protected] The theme of “History of mathematics in pre and in-service teacher training” has already been established as one of the six topics of the 1st European Summer University in Montpellier (France) where one panel and many workshops were held. The Proceedings of this meeting contain 7 papers on this theme (IREM, 1993, pp.451-496). Five years later, it was also the subject of chapter 4 of the ICMI Study (Fauvel & van Maanen, 2000). The current contribution will offer the possibility to study evolution of ideas on the theme, as well as some institutional changes. If we are not able to give a complete outline of the situation in each country from which our members come, it is clear that the possibility of communication among the participants in our different meetings is important for both encouragement, and as a way of communication, in order to compare and exchange thoughts and information on projects we are involved with. The panel was organized to enable 4 communications concerning 4 countries: Italy, Norway, England and France. In order to have a more fruitful interaction, the four participants had to answer the same 6 questions in total, divided into three groups. The aim of the first group was to situate the purpose of investigation in an institutional frame for each country: 1. How is teacher training conceived in your country (pre and in-service teacher training)? 2.
    [Show full text]
  • A Week with Secondary Mathematics Through History and Culture
    A week with secondary mathematics through history and culture Ioanna Georgiou Institute of Education, University of Warwick This paper is about the mathematics lessons I delivered during the last week of the previous school year at a secondary school, years seven to ten. The lessons involved history of mathematics as well as sociocultural elements. The material chosen are described and briefly examined. The students' reactions to the idea and whether they engaged with the lesson is also looked at. The kind of questions students asked in class and what these revealed is discussed. Another area of discussion is students’ answers as well as their interpretations of the issues raised in class. As each of the four classes was of different achievement (from bottom to top sets), I comment on whether achievement seemed to have any effect on students’ reactions. Finally, some teaching issues I encountered when attempting to teach with this approach are raised. Introduction The series of lessons described in this paper is the last cycle of an one-year action research project I started in 2007-08. Three years ago, I had worked with a group of 12 academically challenged students teaching them mathematics through history and culture. The one-year course I taught was called Cultural Mathematics and relevant information can be found in Georgiou (2008). The lessons that are described here were informed by this action research project, as well as by my general experience as a mathematics teacher and an action researcher. What does mathematics through history and culture mean? It has been extensively identified that mathematics curricula are more often than not disconnected from real life situations thus making it harder for the students to make sense of it (Frankenstein 1994).
    [Show full text]