Responding to the Mathematics Problem
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The Mathematics Teacher in the Digital
Mathematics Education in the Digital Era Alison Clark-Wilson Ornella Robutti Nathalie Sinclair Editors The Mathematics Teacher in the Digital Era An International Perspective on Technology Focused Professional Development The Mathematics Teacher in the Digital Era MATHEMATICS EDUCATION IN THE DIGITAL ERA Volume 2 Series Editors: Dragana Martinovic, University of Windsor, ON, Canada Viktor Freiman, Université de Moncton, NB, Canada Editorial Board: Marcelo Borba, State University of São Paulo, São Paulo, Brazil Rosa Maria Bottino, CNR – Istituto Tecnologie Didattiche, Genoa, Italy Paul Drijvers, Utrecht University, The Netherlands Celia Hoyles, University of London, London, UK Zekeriya Karadag, Bayburt University, Turkey Stephen Lerman, London South Bank University, London, UK Richard Lesh, Indiana University, Bloomington, USA Allen Leung, Hong Kong Baptist University, Hong Kong John Mason, Open University, UK John Olive, The University of Georgia, Athens, USA Sergey Pozdnyakov, Saint-Petersburg State Electro Technical University, Saint-Petersburg, Russia Ornella Robutti, Università di Torino, Turin, Italy Anna Sfard, Michigan State University, USA & University of Haifa, Haifa, Israel Bharath Sriraman, The University of Montana, Missoula, USA Anne Watson, University of Oxford, Oxford, UK For further volumes: http://www.springer.com/series/10170 Alison Clark-Wilson • Ornella Robutti Nathalie Sinclair Editors The Mathematics Teacher in the Digital Era An International Perspective on Technology Focused Professional Development Editors Alison -
IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners
IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners 10 – 12 June 2015 University of Glasgow, Glasgow, Scotland Call for Papers This is the first international conference of the Institute of Mathematics and its Applications (IMA) about approaches to teaching and learning mathematics. Mathematics should be understood in the widest possible sense to cover all aspects of mathematics, including number, pure mathematics, applied mathematics, statistics and the full range of applications of mathematics. The conference examines learning and teaching throughout the life span, from the most basic to the most advanced topics and for the full range of learners, including people with dyscalculia and other maths learning difficulties, gifted learners and mathematicians. This should lead to cross-fertilisation between different areas of learning and teaching. The conference is also highly interdisciplinary. In addition to mathematicians, it should be of interest amongst others to psychologists, teachers, pedagogical and educational experts, engineers, scientists and social scientists. The conference is organised into the following four tracks: Motivation and maths anxiety Inclusive practice and learners’ particular requirements Effective practice: what does and does not work The use of technology Submission of papers and proposals for special thematic sessions is invited to the above tracks. Confirmed invited speakers: Dame Celia Hoyles DBE (The Institute of Education, University -
Teaching Repertoire
Mathematics Education Review, No 15, March 2002 The Advisory Committee on Mathematics Education Mission Statement The Advisory Committee on Mathematics Education (ACME) is an independent committee established by the Joint Mathematical Council of the UK and the Royal Society with the explicit support of all major mathematics organisations. ACME is funded by the Gatsby Charitable Foundation and acts as a single voice for the mathematical community, seeking to improve the quality of mathematics education in schools and colleges. Its role is to advise Government on issues such as the curriculum, assessment and the supply and training of mathematics teachers. Committee Membership Professor Sir Christopher Llewellyn Smith FRS (Chairman), Sir Christopher is the current Provost of University College London and was previously the Director of CERN; Chris Belsom is Head of Mathematics at Ampleforth College; Annie Gammon is Key Stage 3 Numeracy Co-ordinator for Tower Hamlets, previously Head of Maths in London comprehensive school; Professor Celia Hoyles is Professor of Mathematics Education at the Institute of Education, University of London, Chair: Joint Mathematical Council of UK; Professor Chris Robson is Professor of Pure Mathematics at University of Leeds; Dr Sue Sanders is Senior Lecturer at University of Wales Swansea, Honorary Secretary: Joint Mathematical Council of UK. ACME email address is: [email protected] 4 Mathematics Education Review, No 15, March 2002 Planning for an Extended Teaching Repertoire Jim D N Smith Sheffield Hallam University This article reports on the design and evaluation of lesson planning guidance. Guidelines were developed specifically to support and encourage student teachers to use a variety of pupil-activities in their lessons. -
Engaging Mathematics for All Learners
Engaging mathematics for all learners PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 2 Engaging mathematics for all learners Contents Foreword . .3 Introduction . .5 What are you trying to achieve? . .6 How will you organise learning? . .8 Planning a compelling learning experience 8 Getting started – what are rich mathematical activities? 8 Some strategies for devising and working with rich mathematical activities 9 Finding rich contexts for mathematics 13 How will you know that you are achieving your aims? . .20 Case studies . .22 1: Every Child Matters – using recreational activities to engage learners 22 2: Every Child Matters – working inclusively with all ability groups 23 3: Historical and cultural roots of mathematics – understanding numbers 24 4: Historical and cultural roots of mathematics – the golden ratio 26 5: Modelling with mathematics 27 6: Mathematics in society – ‘number sense’ 28 7: Mathematics in society – technology and the environment 29 8: Mathematics across the curriculum – performing arts 31 9: Mathematics across the curriculum – STEM 32 10: Mathematics across the curriculum – STEM and PE 33 11: Mathematics and curriculum dimensions – healthy lifestyles 34 12: Mathematics and curriculum dimensions – technology and the media 34 13: Mathematics and curriculum dimensions – creativity and critical thinking 35 14: Using timetable opportunities for engaging mathematical activities 1 36 15: Using timetable opportunities for engaging mathematical activities 2 37 16: Working together to trial engaging mathematical activities (Bowland maths)38 17: Working together to introduce rich tasks into the mathematics curriculum for all learners 39 Working together to engage learners . .40 Making it happen . .44 Resources . .46 Acknowledgements . -
Popularising Mathematics
Popularising Mathematics Philipp Legner August 2013 Abstract Mathematics has countless applications in science, engineering and technology, yet school mathematics is one of the most unpopular subjects, perceived as difficult, boring and not useful in life. ‘Popularisation’ projects can help bridge this gap, by showing how exciting, applicable and beautiful mathematics is. Some popularisation projects focus on telling the wider public about mathematics, including its history, philosophy and applications; other projects encourage you to actively do mathematics and discover surprising relationships and beautiful results using mathematical reasoning and thinking. In this report I will develop a framework to classify and evaluate popularisation, and analyse a wide range of existing projects – ranging from competitions to websites, movies, exhibitions, books and workshops. I also reflect upon my personal experiences in designing popularisation activities. I would like to thank Professor Dave Pratt for his advise while writing this report. Table of Contents Introduction 1 Part 1: A Framework for Mathematics Popularisation The Value of Mathematics ........................................................................... 2 Defining Mathematics Popularisation ...................................................... 4 Designing Mathematics Popularisation ................................................... 8 Evaluating Popularisation Projects ............................................................ 11 Part 2: Case Studies of Popularisation Projects -
Celia Hoyles and Richard Noss
Celia Hoyles Richard Noss University College London University College London Institute of Education Institute of Education United Kingdom United Kingdom Constructionism at Scale: Some Thoughts on Evaluation Education systems in the developed world might seem close to Papert’s “tipping point’ for meaningful learning with digital technology, in which schools have easy access to hardware, an awareness of the importance of the teacher’s role, well-designed materials and syntactically meaningful programming languages. As Papert would have been first to acknowledge, the mere existence of hardware (or software) tells us little if anything about actual use in homes and schools, let alone any clear idea of what people might be learning as they interact with the computer. Still, we ought to be getting near the point at which we can say what remains to be done to bring out effective change in empowerment of learners and just ordinary folk? But deciding how far we have been successful in implementing the constructionist vision inevitably raises a tricky problem. While it is relatively straightforward to identify performance in clearly pre-defined skills, it is much more difficult to do the same for necessarily open questions: How does programming (in Scratch) engage students in ways that supports them see learning as worthwhile? How do learners express themselves using Scratch? What can a Scratch-aware learner do that he/she couldn’t have done without Scratch?’. Questions like this are hard to answer – we have been trying and will report on the outcomes of our endeavors. It turns out that this is a problem for researchers in the scientific as well as social domains. -
Engaging with Mathematics in the Digital Age1
i i View metadata, citation and similar papers at core.ac.uk brought to you by CORE i i provided by Funes 1 Engaging with Mathematics in the Digital Age Professor Dame Celia Hoyles UCL Institute of Education, University College London United Kingdom [email protected] Abstract There is widespread acceptance that mathematics is important, for an individual and for society. However there are still those who disagree arguing that the subject is boring and irrelevant. It is therefore crucial that mathematics teaching strives to engage all learners at all levels, without of course sacrificing the rigour and ‘essence’ of the subject. In this talk, I will argue that one way to achieve both rigour and broader access to mathematics lies with using appropriately designed digital technology. I will illustrate my argument with examples from research and practice. Key words Mathematics Education, digital technology. 2 Resumen Existe una aceptación generalizada de que las matemáticas son importantes pa- ra un individuo y para la sociedad. Sin embargo, todavía hay quienes están en desacuerdo y argumentan que la disciplina es aburrida e irrelevante. Por tanto, es crucial que la enseñanza de las matemáticas se esfuerce en involucrar a todos los estudiantes en todos los niveles; por supuesto, sin sacrificar el rigor y la “esencia” de la disciplina. En este trabajo voy a argumentar que una manera de lograr tanto el rigor como un acceso más amplio a las matemáticas se encuentra con el uso de la tecnología digital diseñada adecuadamente. Voy a ilustrar mi argumento con ejemplos de la investigación y la práctica. -
MATHS-HUB-Summer-2016-Newsletter-LONDON-CENTRAL-NW-ST-MARYLEBONE-F.Pdf
Maths Hub London Central & NW Newsletter Spring – summer 2016 Newsletter quick Maths Hub national Maths Hub local The National Maths How to get involved links projects >> projects >> Hub Overview >> >> Primary Sector Secondary Sector NC Primary Calculation guidance Primary Text Book to/from China to/from China assessment >> >> project >> Nov. ’14 >> Aut’15 >> Post 16 - Core Maths All our resources Maths Hub twitter Maths organisations Contact us >> >> here >> >> >> London Central & NW Maths Hub Projects 2015-16 What are we actually doing: The London Central and North West Maths Hub is working with schools across London with a particular focus on seven boroughs in Central and NW London: Westminster, Camden, Islington, Ealing, Brent, Barnet and Harrow. The programme is funded by the Department for Education (DfE) and coordinated centrally by the National Centre for Excellence in the Teaching of Mathematics (NCETM). Courses booking now – most are FREE 1. Shanghai Maths session – FREE Teacher Research Group (TRG) is taking place on Thursday suitable for primary & 23rd June 11.30-3.30pm See a lesson co-planning session; then see the lesson taught; secondary teachers then be part of the debrief. At St Marylebone School Book this FREE course here: https://goo.gl/WNZUVt >> 2. Introducing Maths Mastery Introducing Maths Mastery and The Shanghai Maths Project seminars. Harper Collins - Shanghai Maths Project - an approach to Mastery 16th June 1.00-4.00pm hosted at St Marylebone Cost: £50 per person register your interest now to reserve your place. email [email protected] 3. Core Maths post 16 FREE session on the Core Maths Course and sharing schemes of work. -
Maths Hub London Central and NW Bulletin Edition 2
Maths Hub London Central and NW Bulletin edition 2. June 2015 update Bulletin quick links and index for this newsletter: Overview | Area we cover with this Maths Hub | How you can get involved | Courses booking now | Courses booking for next term | Maths Hub Launch and London Maths Conference 9th July | Shanghai Maths report | Shanghai how you get involved | Text Book project | Maths Mastery | Primary Subject Enhancement | Secondary Subject Enhancement | Post 16 – Core Maths | Post 16 Increasing Participation | Maths/Numeracy SLE Bursaries | Resources | Maths organisations | Maths Hub FAQs | Add your name to our contact list | Contact us | 1. Maths Hub overview Who are we? Maths Hub London Central and NW, one of 34 Maths Hubs in England London Central and North West Maths Hub is led by The St Marylebone CE School. Area covered by this Maths Hub London Central and NW: The geographical area we cover comprises of the London Boroughs of Westminster, Camden, Islington, Harrow, Barnet, Brent (Shared with Fox Primary: Central & West London Maths Hub), and Ealing (Shared with Fox Primary: Central & West London Maths Hub) Who are we working with to deliver Maths CPD: NCETM | MEI – Mathematics in Education and Industry | Core Maths Support Programme | IoE UCL | The five other London Maths Hubs | St Vincent’s Catholic Primary | St. Dominic’s Sixth Form, Harrow | Swiss Cottage TSA | West London TSA | Ealing TSA | Compton TSA | Camden Primary Partnership TSA A short three minute jazzy video produced by NCETM giving a national overview. It includes a section from our Maths Hub. Click here to play 2. How you can get involved i. -
Volume 3 Research Reports Ead - Kou
Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education Prague, Czech Republic July 16-21, 2006 Volume 3 Research Reports Ead - Kou Editors: Jarmila Novotná Hana Moraová, Magdalena Krátká, Naďa Stehlíková Charles University in Prague Faculty of Education Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education Volume 3 Editors Jarmila Novotná Hana Moraová Magdalena Krátká Naďa Stehlíková Charles University in Prague Faculty of Education Czech Republic The Proceedings are also available on CD-ROM Copyright © 2006 left to the authors All rights reserved ISSN 0771-100X Logo: Ivan Špirk Cover Design: Jarmila Novotná & Ivan Špirk Printing: Atelier Guimaec, s.r.o 3-ii PME30 — 2006 TABLE OF CONTENTS VOLUME 3 Research Reports Eade, Frank & Dickinson, Paul 3-1 Exploring realistic mathematics education in English schools Ebersbach, Mirjam & Resing, Wilma C. M. 3-9 Reasoning about non-linearity in 6- to 9-year-olds: the role of task presentation Eichler, Andreas 3-17 Teachers, classroom, students – A holistic view on beliefs concerning the educational practice Elia, Iliada & Gagatsis, Athanasios 3-25 The effects of different modes of representation on problem solving: Two experimental programs Ell, Fiona 3-33 Can moderate hermeneutics help us to understand learning and teaching in the mathematics classroom? Evans, Jeff & Zan, Rosetta 3-41 Sociocultural approaches to emotions in mathematics education: Initial comparisons Falkenberg, Thomas 3-49 Moral -
Learning to Teach Mathematics in the Secondary School: a Companion to School Experience / Edited by Sue Johnston-Wilder...[Et Al.]
LEARNING TO TEACH MATHEMATICS IN THE SECONDARY SCHOOL What is the role of mathematics in the secondary classroom? What is expected of a would-be maths teacher? How is mathematics best taught and learnt? Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in modern secondary school classrooms. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of math- ematics, including: I the role of ICT I planning mathematics lessons I Assessment for LearningNEW I including special-needs pupils I using mathematics in contextNEW I teaching mathematics post-16 I communicating mathematically I professional development. Already a major text for many university teaching courses, this fully revised third edition takes into account new developments in the National Curriculum as well as recent changes to the standards for Qualified Teacher Status. Featuring two brand new chapters, a glossary of useful terms, addresses for resources and organisations, and tasks designed to prompt critical reflection and support thinking and writing at Masters level, this book will help you make the most of school experience, during your training, your NQT year and beyond. Designed for use as a core textbook, this new edition of Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all trainee and practising teachers of secondary mathematics. Sue Johnston-Wilder is Associate Professor at the University of Warwick; she works with PGCE students and in-service teachers in the West Midlands. -
The Council for the Mathematical Sciences De Morgan House, 57-58 Russell Square, London WC1B 4HS 020 7927 0803 / [email protected]
The Council for the Mathematical Sciences De Morgan House, 57-58 Russell Square, London WC1B 4HS 020 7927 0803 / [email protected] Students and Universities The Council for the Mathematical Sciences (comprising the Institute of Mathematics and its Applications, the London Mathematical Society, the Royal Statistical Society, the Edinburgh Mathematical Society and the Operational Research Society) is pleased to present its evidence for the Innovation, Universities, Science and Skills Select Committee’s Inquiry into Students and Universities. Our response focuses on matters relating specifically to mathematical sciences. As a result not all aspects of the Committee’s inquiry are addressed in the text below. General comments 1. The geographical remit of this inquiry is not clear. The terms of reference refer to UK HEIs but subsequently only to HEFCE; given that education is a devolved issue the remit should be clarified in the Committee’s report. The effectiveness of the process for admission to HEIs, including A-levels, Advanced Diplomas, apprenticeships and university entrance tests. 2. Current A-level mathematics is doing a reasonable job; numbers taking A-level Mathematics are increasing1 following a slump in the change to the AS-A2 system, with dramatic increases in Further Mathematics thanks to the Further Mathematics Network2. 3. However, A-level mathematics fails to distinguish between high-achieving students; an ‘A*’ grade may help to some extent, but only if it rewards mathematical thought rather than simply a higher degree of accuracy. 4. It is unclear that the proposed diplomas in science or engineering will have anything close to the content of the current mathematics A-level, which suggests that these would not be appropriate preparation for university-level mathematical sciences programmes.