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28 June 2013 The Association for Mathematics Education of South Africa 19th Annual National Congress 24 - 28 June 2013 Faculty of Education University of the Western Cape Bellville, Cape Town FINAL ANNOUNCEMENT AND REGISTRATION FORM Design, printing and postage made possible by: Intentionally blank You are invited to the Ninet eenth Annual National Congress of the Association for Mathematics Education of South Africa (AMESA) and to submit contributions around the theme: Mathematics vs. the Curriculum: What’s the score? VENUE: Faculty of Education, University of the Western Cape Modderdam Road, Bellville, Cape Town DATE: 24 – 28 June 2013 CONGRESS THEME For the past two decades AMESA has been witness to and has, in diverse ways, participated in the transformations of t he school curriculum for mathematics, away from the apartheid-era curriculum to the in terim curricula and on to the variou s iterations of Curriculum 2005, including the current result of such transformations, commonly referred to as CAPS. The relation between mathematics as a disciplinary field of research and what comes to be constituted as mathematics in schooling is almost always in a state of tension, not least because the recontex tualising of mathematics contents to schooling has never been a smooth proce ss. Schooling is c ut across by the interests of many important stakeholders, each making their particular demands o n the mathematics curriculum, and usually in a manner that does not concern itself with the mathematical consist ency and coherence of school mathematics. We recognise that schooling is an ar ena in which competing social, political, economic, cultural and civil interests generate distorting effects on school mathematics as they play themselves out. We also note that school mathematics is, nevertheless, obliged to strive to realise some degr ee of fidelity to the field of mathematics, and the ways in which school curricula, texts, teachers and students attempt to realise that goa l while themselves im mersed in a sea of c ompeting interests, generates a rich and fascinating world of human endeavour. The c ontents of this world are not always fully congruent with their counterparts in the fi eld of mathematics, but that is not to be lamented because it offers us a context to study and appreciate the mathematical resourcefulness of those who contribute to the realisation of school mathematics in all its forms. The theme of the conference asks us to attend to the specific and peculiar ways in which mathematics comes to be constituted in schooling and how, and even to offer some ideas of why. 1 THE PROGRAMME will include: Pre-congress workshops on 23 June 2013, 14:00−17:00: Patterns, algebra and functions for Foundation Phase (Nicky Roberts) Patterns all around us for Intermediate Phase (Agatha Lebethe, Gabeba Agherdien, Heather Collins) Playing with geometry in the Senior Phase (Yusuf Johnson) Geogebra for teaching and learning high school mathematics (Cerenus Pheiffer) Plenary addresses by the following invited speakers: Zalman Usiskin (University of Chicago, USA) Hamsa Venkat (University of the Witwatersrand, SA) Peter Dankelmann (University of Johannesburg, SA) Phadiela Cooper (Centre of Science and Technology, SA) Zain Davis (University of Cape Town, SA) Panel discussions on important issues in Mathematics: Mathematics vs. the Curriculum: What’s the score? (Chair: Cyril Julie) Mathematics teaching and learning in the Western Cape (Chair: Shaheeda Jaffer) History of AMESA – Twenty years (Chair: Nico Govender) Parallel sessions presented by participants, in the following areas: Foundation Phase, Intermediate Phase, Senior Phase, FET Phase, and Teacher Education. The following presentation formats will be used: Long papers (40 minutes plus 20 minutes discussion) Short papers (20 minutes plus 10 minutes discussion) “How I Teach” papers (20 minutes plus 10 minutes discussion) Workshops (1 or 2 hours) Posters (Exhibited on a 1, 2 m x 1, 8 m board, for the duration of the conference. Authors should be available at certain hours for discussion.) AMESA interest group discussion sessions: Curriculum Phase Committees Mathematics Olympiad Mathematical Problem solving Writing and reviewing for AMESA Mathematics Teacher Education Activity centre: Hands-on practical activities to enhance teachers’ and learners’ mathematical concepts. Exhibits and Maths Market: Vendors will exhibit and promote their products. AMESA Annual General Meeting AMESA Regional Meetings OTHER FEATURES OF CONGRESS Social events Congress bags Daily competitions Memorabilia Activity centre Internet facilities Transport 20th Celebration of AMESA Excursions Library facilities 2 THE VENUE Faculty of Education, University of Western Cape, Modderdam Road, Bellville, Cape Town Registration, the Opening Ceremo ny and plenary sessio ns will take place in t he Main (Great) Hall, which is no. 8 on the map. Other activities will be in the buildings marked 9 and 19. LOCAL ORGANISING COMMITTEE (LOC) Members of the AMESA LOC come from a va riety of backgrounds a nd include teachers, subject advisors and university lecturers: Aletta Loopuyt, Alwyn Olivier, Andre Lamprecht, Andrew Lewis, Anita Campbell, Bridget Cameron, Bruce May, C erenus Pfeiffer, Cyril Julie, Desiree Timmett, Duncan Mhakure, Faaiz Gierdien, Gary Powell, Gasant Gamiet, Lesley Jennings, Loveness Mahwire, Mdu Ndlovu, Memory Dhiza, Michae l Cameron, Monde Mbekwa, Neil Eddy, Rajendra n Govender, Roland Fray, Shaheeda Jaffer, Sheena Rughubar-Reddy, Sibawu Siyepu, Stanley Adendorff, Zain Davis DEADLINES Submission of papers for reviewing: 18 March Receive reviewed papers back: 29 April Application for financial support: 30 April Early registration: By 30 April Normal registration: 1 May to 31 May Late registration: After 31 May Cancellation of any costs: 31 May Equipment requests for presenters: 10 June 3 CONTACT DETAILS Please send all communication about Please send all communication about the administrative matters to: academic programme to: The Congress Secretary The Academic Coordinator Kim Styer Zain Davis Room 61 Room 5.20.5 Faculty of Education Graduate School in Humanities University of the Western Cape (UWC) University of Cape Town Private Bag X17 Private Bag Bellville Rondebosch 7535 7701 Tel: 021 959 2229 Tel: 021 650 2775 Fax: 021 959 1508 Fax: 021 650 3489 Email: [email protected] E-mail: [email protected] Congress Director Rajendran Govender Room 69 School of Science & Mathematics Education Faculty of Education University of the Western Cape Private Bag X17 Bellville 7535 Tel: 021 959 2248 Fax: 021 959 1524 Email: [email protected] Congress website See the congress website for updated relevant information: http://www.amesa.org.za/AMESA2013/index.htm 4 PLENARY SPEAKERS Zalman Usiskin (USA) is a professor emeritus of education at the University of Chicago, where he was an active fa culty member f rom 1969 through 2007. He continues as Director of the Univers ity of Chic ago School Ma thematics Project (UCSMP), a position he has held since 1987. UCSM P is the largest university-based curriculum project for K-12 mathematics in the USA, with several million students using its elementary and secondary textbooks and other materials. His rese arch has focused on the teaching and learning of arithme tic, algebra, and geometry, w ith particular attention to applications of mathematics at all levels and the use of transformations and related concepts in geometry, algebra, and statistics and matters related to curriculum, instruction, and testing. He is the author or co-author of more than 1 50 publications on mathematics and mathematics education, dozens of books and research monographs, including textbooks for Grades 6-12 and a mathema tics text for teachers . Zalman is a well-known and sought-after speaker in the USA. and internationally. He received the Glenn Gilbert (National Leadership) Award from the National Council of Supervisors of Mathematics in 1994, and a Lifetime Achievement Award from the National Council of Teachers of Mathematics in 2001. Hamsa Venkat (SA) currently holds the position of SA Numeracy Chair at the University of the Wit watersrand. The w ork associated with this position inv olves a five year research and development project (the Wits Maths Con nect - Primary project) working to design and monitor interventions focu sed on improving the teaching and learning of primary mathematics in ten primary schools in one district. Hamsa began her career as a high school mathematics teacher in Lo ndon comprehensive schools before moving into mathematics teacher education at the Institute of Education in London. She holds a PhD from Kings College London, which was awarded the British Educational Research Association award in 2004 for making the most significant doctoral contribution in education. Hamsa has lived in South Africa for eight years. Her early research at Wits was focused on Mathematical Literacy. Her current focus is on primary mathematics teaching and learning, working with a project team consisting of Wits staff and postgraduate students. Peter Dankelmann (SA) is Profess or of Mathematics at t he University of Johannesburg. He was born and educated in Germany, where he received his doctorate from the University RWTH Aachen. He worked at the University of (KwaZulu-)Natal from 1993, before joining the University of Johannesburg in 2012. Peter is an a ctive researcher in Graph Theory, a modern a rea of mathe matics which is used to model networks. He has published more than 70 research papers in leading international journals. He is a member of the editorial board of t he international journal Utilitas Mathematica, and a founder member of t he editorial board of the in ternational journal Electronic Journal of Graph Theory and its Applications. Peter believes that, due to its visual impact, Graph Theory could play an important role in making mathematics more accessible an d more exciting for learners and adults. Peter was active in the Interprovincial Mathematics Olympiad as a national organiser for nearly a decade, and he is currently a member of the organising committee of the South African Tertiary Mathematics Olympiad.
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