leeys 發表於 2014-9-30 09:02:02

Mathematics Education and Society

Mathematics Education and Society
There is a need for a wider discussion of the social, ethical, and political dimensions of mathematics education for disseminating theoretical frameworks, discussing methodological issues, sharing and discussing research, planning for action and the development of a strong research network on mathematics education and society.
Mathematics Education and Society conferences aim at bringing together mathematics educators from around the world to provide such a forum, as well as to offer a platform on which to build future collaborative activity. It is expected that topics discussed will be wide-ranging. It is also expected that all issues will have clear and underpinning social/political/cultural/ethical themes. The general topics of the conference are:
[*]The politics of mathematics education
[*]Cultural and social aspects of mathematics learning and teaching
[*]The sociology of mathematics and mathematics education
[*]Alternative research methodologies in mathematics education
Conferences:
[*]MEAS, Nottingham, UK, September 6-11, 1998 1998 papers
[*]MES 2, Montechoro, Algarve, Portugal, March 26-31, 2000 2000 papers
[*]MES 3, Helsingør, Denmark, April 2-7, 2002 2002 papers
[*]MES 4, Gold Coast, Australia, July 2-6, 2004 2004 proceedings
[*]MES 5, Albufeira, Portugal, February 16-21, 2008 2008 papers 2008 proceedings
[*]MES 6, Berlin, Germany, March 20-25, 2010 2010 procedings, vol. 1 2010 procedings, vol. 2
[*]MES 7, Cape Town, South Africa, April 2-7, 2013 2013 procedings, vol. 1 2013 procedings, vol. 2
[*]MES 8, Portland, Oregon, USA, June 21-26, 2015 poster

Proceeding






leeys 發表於 2014-9-30 09:04:20

http://www.nottingham.ac.uk/csme/meas/measproc.html
Mathematics Education and Society
An International Conference
6th - 11thSeptember 1998
University of Nottingham Conference Proceedings
The First Mathematics Education and Society Conference (MEAS1) was organised by the Centre for the Study of Mathematics Education, and held in Nottingham6th - 11th September 1998. All papers were placed on the web in advance of the conference so that participants could come to presentations having read the papers. In addition to this hot spots are provided for pre-conference communication to colleagues presenting papers. All papers are available below, and copies of the proceedings are available from CSME.There is an email discussion list available and all those who attended the conference - as well as others - are subscribed to the list. Messages should be sent to meas-conf@nottingham.ac.uk .
This page was last updated by Peter Gates on Tuesday 5th January 1999.
Conference ActivityThe conference consists of the following four activities. Each day of the conference is given over to a general theme. This is intended not to be restrictive but to offer guidelines on areas of activity.
Plenary LecturesThere are 6 Plenary Lectures given by invited colleagues working across the world in diverse areas of mathematics education and society. The Plenary lectures are paired into general themes. Each pair of speakers will have one and a half-hours and it is intended that each speaker will speak for about 30 minutes leaving 30 minutes for contributions form the floor. Plenary speakers have been asked to produce a brief synopsis or overview of the lecture which will include the key issues and questions related to their lecture. All participants will then move into the plenary discussion Groups . . .Discussion GroupsEach plenary lecture will be followed by discussion groups of around 10 people. These are timetabled to last for 1 hour and will take up the issues and themes from the plenary lectures. .The purpose of these discussion groups is to widen participation allowing more participants to contribute to debate and discussion on the themes raised in the lectures - and indeed any others the groups feel relevant. Each discussion group will produce a brief report detailing the key themes, issues questions, etc.this will be passed to the plenary speakers. The two plenary speakers will be circulating around the 5 or 6 discussion groups and will be making notes to allow then to respond to the discussion in the Plenary Response sessions . . .Plenary Response SessionsEach afternoon will include a plenary Response Session of 1 hour where the two plenary speakers- plus possibly others will form a panel to respond to some of the issues raised in the groups through their own observations and the discussion Group Reports.Presented PapersSome 30 papers have been accepted onto the conference programme and two hours are allocated to paper presentations each day. 40 minutes will be allocated to each paper. However the sessions will run somewhat differently than presentations in other conferences. One of our intentions is to empower conference participants and to raise the profile of the social frame in conferences. Consequently paper presentations will run as follows.
[*]First 5 minutes, the presenter of the paper will introduce what s/he feels are the key issues of the paper.
[*]Next 20 minutes, in small groups, the audience will discussthe paper, its implications, frameworks, etc. etc.
[*]Next 5 minutes, the groups will feedback to the presenter the results of the small group discussions.
[*]Final 10 minutes, the presenter will respond to the issues raised.

We hope this will significantly improve the quality of paper presentations and subsequent discussion. However it does require participants to read the papers before sessions in some depth. Papers have been placed on the World Wide Web (see below), so participants with access to the WWW can read the papers before the conference. All papers will be collected into the conference proceedings, which will be available on registration. This procedure will also require presenter to be able to briefly summarise the paper and key issues it raises.SymposiaThere have been three symposia proposed for the conference:
[*]Detraditionalising Mathematics (Ole Skovsmose, Allan Tarp and Paola Valero)
[*]Ethnomathematics and Critical Mathematics (Arthur Powell, Gelsa Knijnik, Gloria Gilmer and Marilyn Frankenstein)

Symposia organisers and members will have an hour on each of the four full days of the conference at their disposal and will organise accordingly.Fringe Meetings and Networking timeOne of the most useful aspects of an international conference is the free time one has to meet informally and chat, discus, plan, get together with others interested in things you find interesting. For this reasons we have put on Fringe Meeting and Networking time each hour of the four full days of the conference. During this time participants can meet other, organise sessions or meetings of their own and just get to know each other. Time will also be available in the campus bars and city pubs in the evening!Some participants may want to organise Discussion Groups during some or all of these sessions. One such discussion group we have already been informed about is:Working with street children - Main Organiser Renuka Vithal, South AfricaPlenary Lectures

Jill AdlerUniversity of Witswatersrand, South AfricaDistribution of Resources = Equity?
Ubiratan D'AmbrosioSao Paolo University, BrazilLiteracy, Matheracy and Technocracy. The New Trivum for the Era of Technology
Alan BishopMonash University, AustraliaCultural conflicts and social change: conceptualising the possibilities and the limitations of mathematics education
Leone BurtonUniversity of Birmingham, UKThinking about Mathematical Thinking - heterogeneity and its social justice implications
Paul DowlingLondon Institute of Education, UKWhy :The Sociology of Mathematics Education?
Marilyn FrankensteinUniversity of MassachusettsThe Critical Mathematics Educators Group (CMEG): Attempting to Connect Anti-Capitalist Work with Mathematics Education
Steve Lerman andAnna TsatsaroniSouth Bank University, UK Patras University, GreeceWhy children fail and what mathematics education studies can do about it. The contribution/role of sociology
Sal RestivoRensselaer Polytechnic Institute, USAMathematics, Mind, and Society: An Anarchist Theory of Inquiry and Education
Ole SkovsmoseRoyal Danish School of Educational StudiesAporism, and the problem of democracy in mathematics education
Presented Papers


May AbboudAmerican University, Beirut, LebanonTeaching mathematics in Lebanon a post-war experience
Bill AtwehQueensland University of technology, AustraliaBeginning Teachers using action research toward inclusive mathematics
Dave BakerUniversity of Brighton, Great BritainMathematics as social practice: implications for mathematics in primary teacher education
Roberto BaldinoUNESP, Rio Claro, BrazilSchool and surplus value: contribution form a third-world country
Mary BarnesUniversity of Melbourne AustraliaAnalysing power relationships in collaborative groups in mathematics
Jo Boaler, Dylan Wiliam and Margaret BrownStanford University, USA, Kings College, LondonStudents’ experiences of ability grouping -disaffection, polarisation and the construction of failure.
Mathume BopapeMathematics Science and Technology Education College, South AfricaThe South African New Mathematics Curriculum: People’s Mathematics for People’s Power?
Margarida CesarUniversidade de Lisboa, PortugalSocial interactions and mathematics learning
Tang Kwok ChunThe Open University of Honk Kong, Hong KongSocial origins of secondary mathematics knowledge in Hong Kong and Macau
Diana CobenGoldsmiths College, London, Great BritainCommon sense or Good sense? Ethnomathematics and the Prospects for a Gramscian Politics of adult Education
Barry Cooper andMairead DunneUniversity of Sussex, Great BritainSocial class, gender, equity and National curriculum tests in mathematics
Mairead DunneInstitute of Education, University of Sussex, Great BritainPupil entry for National Curriculum Mathematics tests: the public and private life of teacher assessments
Paul ErnestUniversity of Exeter, Great BritainRestoring discipline to the class: the national curriculum for primary mathematics teacher education
Jeff Evans andAnna TsatsaroniMiddlesex University, Great Britain and University of Patras, GreeceYou Are as You Read: the role of texts in the production ofsubjectivity
Marilyn FrankensteinUniversity of Massacusetts, USAReading the world with Maths: goals for a critical mathematical literacy curriculum
Gloria GilmerMath Tech, Milwaukee, USAEthnomathematics: An African American Perspective On Developing Women In Mathematics
Nuria GorgorioUniversitat Autonoma de Barcelona, SpainStarting a research project with immigrant students: constraints, possibilities, observations and challenges
Tansy HardySheffield Hallam University, Great BritainTales of Power. Foucault in the mathematics classroom.
Betty JohnstonUniversity of Technology Sydney, AustraliaMaths and gender: given or made
Lesley Jones and Barbara AlleboneGoldsmiths College, London, Great BritainResearching 'hard to reach' groups: Some methodological issues.
Herbert KhuzwayoUniversity of Zululand, South Africa"Occupation of our minds": A dominant feature in Mathematics education in South Africa
Georgianna KleinGrand Valley State University, United States of AmericaDiscourse as a problem solving strategy
Mary KleinJames Cooke University, AustraliaHow teacher subjectivity in teaching-mathematics-as-usual disenfranchises students
Gelsa KnijnikUniversity of the Vale of Rio dos Santos, BrazilEthnomathematics and postmodern thinking: conver/divergences
Darlinda MoreiraUniversidade Aberta, PortugalFacing exclusion. The student as person
Darlinda Moreiraand Jose MatosUniversidade Aberta, New University of LisbonProspecting Sociology of Mathematics form Mathematics Education
Leonor Moreira and Susana CarreiraUniversity of the Algarve, New University of Lisbon, PortugalNo excuses to command, no excuses to obey. no excuses to ignore. Some data to reflect upon
Candia MorganInstitute of Education, London, Great BritainAssessment of mathematical behaviour: a social perspective
David PadenUniversity of Kansas, USADevelopment of a community of Mathematicians in the elementary classroom
Hilary PoveySheffield Hallam University. Great Britain'Do triangles exist?': the nature of mathematical knowledge and critical mathematics education
Leo RogersRoehampton Institute, Great BritainSociety, mathematics and the cultural divide: Ideologies of policy and practice 1750 - 1900
Madalena Santos and Joao Filipe MatosUniversity of Lisbon, PortugalLearning about mathematics learning withardenas at Cabo Verde
Mary Ellen SchmidtOhio State University, USACultural Conflict: a pre-service japanese student in American schools
Jose SegarraHarvard University, United States of AmericaCommerce, Colonialism and Culture in 19th century Puerto Rican arithmetic word problems
Allan TarpThe Royal Danish School of Education, DenmarkWhat if mathematics is a social construction?
Chilakamarri VijayalakshmiSU College of Education, Hyderabad, IndiaA few thoughts and many queries about mathematical culture and mathematics education
Anne WatsonUniversity of Oxford, Great BritainPotential sources of inequity in teachers' informal judgments about pupils' mathematics
Dylan WiliamKing's College London, Great BritainHow to do things with assessments: illocutionary speech acts and communities of practice
Keiko YasukawaUniversity of Technology, Sydney, AustraliaLooking at mathematics as technology: implications for numeracy
Robyn ZevenbergenGriffith University, AustraliaClassroom interaction and linguistic capital: a Bourdieuian analysis of the construction of social difference in mathematical education
Copies of the Proceedings are available at a cost of £10 for individuals or £15 for institutions, from:Centre for the Study of Mathematics Education
School of Education, Nottingham University
Nottingham NG7 2RD, Great Britainhttp://www.nottingham.ac.uk/csme

leeys 發表於 2014-9-30 09:11:59


Mathematics Education and Society2nd International Conference Conference Programme
Contents:1. Plenary addresses2. Programme3. Papers and fringe sessions4. Symposium

1. Plenary addresses26 March

16:30: Opening
Maria Manuel Vieira, Universidade de Lisboa, Mathematics Education and Society revisited


27 March

Theme: The Politics of Mathematics Education
Michael Apple, University of Wisconsin-Madison, United States: Standards, Markets and Inequality

Reactions from:

Peter Gates, University of Nottingham, Markets, Marx, Modernity and Mathematics Education. A Response to Michael Apple

Fernando Nunes, Escola Preparatória Marquesa de Alorna, Portugal,In Reaction of "Standards, Markets, and Inequality" by Michael Apple


28 March

Theme: Cultural and Social Aspects of Mathematics Learning
Richard Smith, Griffith University, Austrália:Policy, Labour Markets and School 'Pathways'. school mathematics and social justice

Reactions from:

Robyn Zevenbergen, Griffith University, Austrália, Pathways: Possibilities for Reform and Social Justice

Jose Manuel Duarte, Escola Secundária da Parede, Portugal, Comments on R. Smith paper


29 March

Theme: The Sociology of Mathematics and Mathematics Education
Candia Morgan, Institute of Education of the University of London: Discourses of Assessment - Discourses of Mathematics

Reactions from:

José Manuel Matos, Universidade Nova de Lisboa, Portugal, Dilemmas in assessment — Dilemmas in mathematics education

Isolina Oliveira, bolseira do Ministério da Educação, Portugal, Commentary on Discourses of Assessment – Discourses of Mathematics



30 March

Theme: Alternative Research Methodologies in Mathematics Education
Renuka Vithal, University of Durban-Westville, South Africa: Re-Searching Mathematics Education from a critical Perspective

Reactions from:

Dylan Wiliam, King's College, United Kingdom
Meanings and consequences of research in mathematics education

Gelsa Knijnik, Universidade do Vale do Rio dos Sinos, Brasil, Some words about Re-searching mathematics education from a critical perspective"




2. Programme

26 - Mar
Day 127 - Mar
Day 2
Politics28 - Mar
Day 3
Cult & social29 - Mar
Day 4
Sociology30 - Mar
Day 5
Alt research31 - Mar
Day 6
9.00
Registration
M. Apple
Peter Gates
F. NunesR. Smith
R. Zevenberge
J. DuarteC. Morgan
José Matos
Isolina Ol.R. Vithal
D. William
G. KnijnikPlenary

Genaral Meeting


10.30C. BreakC. BreakC. BreakC. BreakC. Break
11.00

DGDGDGDGClosing
12.00LunchLunchLunchLunchLunch
13.30PapersDG
PapersDG
PapersDG
PapersDG

16.00C. BreakC. BreakC. BreakC. Break
16.30Opening
M. M. Vieira
Univ. LisboaPlenary
response +
discussionPlenary
response +
discussionPlenary
response +
discussionPlenary
response +
discussion
17.30Reception
at 17.45SymposiaSymposiaFringe sessionsand networking
Symposia
19.00

20.00DinnerDinnerDinnerDinnerDinner
DG = Discussion Groups
AGM = Annual General Meeting3. Papers and fringe sessionsTamara Bibby, School of Education, King’s College, UK
All change, no change: shifting discourses in the official rhetoric of primary school mathematics

Karin Brodie, Wits University, South Africa
Mathematics teacher development and learner failure: challenges for teacher education

Dimitris Chassapis, Aristotle University of Thessaloniki, Greece
The relationship of children to mathematical knowledge and its alienation through and by the schooling evaluation practices

Vicky Kouba, Audrey Champagne, and Zalene Roy-Campbell, University of Albany, USA
The Unseen Social and Cultural Substance Of Written Responses in Mathematics

John Mason, Open University, UK
The Epistemology of JPFS: When is research in Mathematics education valid, for whom, and under what circumstances?

Alison Tomlin, King’s College London, UK
A ‘democratic classroom’, but who speaks loudest? Research with basic mathematics students

Anne Watson, University of Oxford
Candia Morgan, Institute of Education, University of London
Tachers-Assessment and Equity
Roberto Ribeiro Baldino, Action Research Group in Mathematics Education, UNESP, Rio Claro, SP, Brazil
Neurone-Z, Philosophy of the Mind and Symptom
Mamokgethi Setati, Wits University, South Africa
Classroom-based resaerch: from with or on teachers to with and on teachers


Mark Boylan, Sheffield Hallam University
Numeracy, numeracy, numeracy and ideology, ideology, ideology

Florinda Costa, Escola Básica 2,3 do Monte de Caparica
Rita Bastos, Escola Secundária António Arroio, Lisboa
Transdisciplinarity and Curriculum Organisation

Anna Chronaki, School of Education, The Open University
School maths in ‘themes’: moving beyond ‘traditional’ and ‘progressive’ pedagogies?


Enrique de la Torre , Facultade de Ciencias da Educación. Universidade da Corunna. Spain
Working with pre-service primary schools' teachers: project works in mathematics and society

John M. Green, University of Southern Queensland, Australia
An experiment in using video to scaffold method with pedagogy

Liora Linchevski, Bilha Kutscher, The Hebrew University of Jerusalem, Israel
Alwyn Olivier, Kate Bennie, MALATI, South Africa
Diversity Acknowledged and Ignored: Achieving Equity in School Mathematics

Jo Boaler, Stanford University, California
Dylan Wiliam, King’s College London
Robyn Zevenbergen, Griffith University, Queensland
The Construction of Identity in Secondary Mathematics Education

Leonor Moreira, CIEFCUL and Universidade do Algarve
Some reflections on democracy with regard to curricula and vice versa

Núria Gorgorió, Núria Planas, Universitat Autonoma de Barcelona
Researching multicultural classes: a collaborative approach

Marilyn Frankenstein, College of Public & Community Service, U/Mass/Boston,USA
What is criticalmathematics literacy for the working class?

Tansy Hardy and Tony Cotton, Sheffield Hallam University
Problematising culture and discourse for maths education research: tools for research


Leo Rogers, University of Surrey, Roehampton, London
Pedagogical Traditions in Mathematics Teaching: English Arithmetic Textbooks from 1780 to 1850


Ole Skovsmose and Keiko Yasukawa
Formatting power of mathematics - a case study and questions for mathematics education


Paola Valero – Royal Danish School of Educational Studies
João Filipe Matos – University of Lisbon
Dilemmas of Social/political /cultural Research in Mathematics Education


Jose Antonio Segarra, Harvard University
A Numerical Archeology


D A Baker, B V Street and A Tomlin, School of Education, University of Brighton
Schooled and Community numeracies; understanding social factors and 'under-achievement' in numeracy


Mellony Graven, RADMASTE Centre, University of the Witwatersrand, South Africa
The Process of Teacher Learning within an INSET practice stimulated by curriculum change: emerging methodological and epistemological issues



4. SyposiumThe will to mathematics: minds, morals and numbers
Wenda Bauchspies, Pennsylvania State University
Sal Restivo, Rensselaer Polytechnic Institute

Mathematical thinking: bringing together alternative perspectives
Susana Carreira, Universidade Nova de Lisboa
Jeff Evans, Middlesex University
Stephen Lerman, South Bank University
João Filipe Matos, Universidade de Lisboa
Candia Morgan, Institute of Education University of London
Madalena Santos, CIEFCUL
Anna Tsatsaroni, University of Patras

leeys 發表於 2014-9-30 09:13:15





http://mes3.learning.aau.dk/images/top.gif
HomeAnnouncementProgrammePlenary SpeakersSymposia & AgoraPapersProject Discussions All Documents Mathematics Education Centres in DenmarkWebsite of MES1Website of MES2Website of MES4(n/a)Website of MES5 http://mes3.learning.aau.dk/images/pil.gif http://mes3.learning.aau.dk/images/pil.gif http://mes3.learning.aau.dk/images/pil.gifPapers
Atweh, B. & Clarkson, P.: Mathematics educators' views about globalization and internationalization of their discipline: Preliminary findings [pdf] Baba, T.: Significance of ethnomathematical research: Towards international cooperation with the developing countries [pdf] Bartholomew, H.: Negotiating identity in the community of the mathematics classroom [pdf] Barton, B.; Autagavaia, J.; Poleki, A. & Alangui, W.: The Mathematics Enhancement Project: A theoretical approach to research and development [pdf] Barwell, R.: Linguistic discrimination and mathematics education research [pdf] Bibby, T.: Primary school mathematics: An inside view [pdf] Bishop, A. J.: Research, policy and practice: The case of values [pdf] Boylan, M.: Teacher questioning in communities of political practice [pdf] Brodie, K.: Between the old and the new: A study of a mathematics teacher�s changing practices in South Africa [pdf] Brown, R.: Summative assessment and the empowerment of teachers [pdf] Carvalho, V.; Mendon�a, M. D. C.; Santos, S. A. & Santos-Wagner, V. M.: Mathematics education for the consumption: A citizenship question [pdf] Charoula, S. & Fragiskos, K.: Teaching mathematics to first grade Romany children, through familiar every day money dealings [pdf] Chassapis, D.: Social groups in mathematics education research. An investigation into mathematics education-related research articles published from 1971 to 2000 [pdf] Cotton, T.: The club that rejects me is the club I want to join: Identity, mathematics learning and mathematics education research [pdf] Ernest, P.: What is empowerment in mathematics education? [pdf] Favilli, F. &Tintori, S.: Teaching mathematics to foreign pupils in Italian compulsory schools: Findings from an European project [pdf] Gates, P.:- Excavating and mapping the social landscape of beliefs [pdf] Gomez, P.: Theory and practice in pre-service mathematics teacher education from a social perspective [pdf] Graven, M.: The effect of the South African curriculum change process on mathematics teacher roles [pdf] Hackenberg, A. J. & Lawler, B. R.: An ethics of liberation emerging from a radical constructivist foundation [pdf] Hardy, T. & Hanley, U.: A re-examination of reflective practice: Is it a viable frame for mathematics teacher education at the present time and was it ever? [pdf] Hungwe, G. & Nyikahadzoi, M.: Marking pupils� written exercises in mathematics: What are the benefits? [pdf] Johansen, L.: Why teach math to the "excluded"? [pdf] Kanes, C.: Towards numeracy as a cultural historical activity system [pdf] Kitchen, R.: Transforming mathematics education: Barriers to reform in high poverty, diverse schools [pdf] Knijnik, G.: Two political facets of Mathematics Education in the production of social exclusion [pdf] McMahon, B.: Marginalising practices of mathematics: Why young people opt out of school mathematics [pdf] Mendick, H.: Narratives of gender and maths [pdf] Mesquita, M.: Space notion and children in the street situation [pdf] Moreira, L.: Is the forbidden fruit the most tempting? [pdf] Morgan, C.; Evans, J. & Tsatsaroni, A.: Emotion in school mathematics practices: A contribution from discursive perspectives [pdf] Nielsen, R.: Is educational research in university mathematics possible from a global social perspective? [pdf] Noyes, A.: School transfer and the learning of mathematics: Learning landscapes and Bourdieuan frameworks [pdf] Parra, H.: Toward conforming an alternative model for internship (professional practice) in mathematics education [pdf] Rogers, L.: Epistemology, methodology and the building of meaning in a community of practice in England 1960 - 1980 [pdf] Sauian, M. S.: Mathematics education: The relevance of "contextual teaching" in developing countries [pdf] Segarra, J.: Los problemas ordinarios de la vida: Problematisaciones de las vidas de estudiantes (Ordinary word problems from the lives of students) [pdf] Thompson, A.: Mathematics standards as political activity [pdf] Tomlin, A.: 'Real life' in everyday and academic maths [pdf] Tomlin, A.; Baker, D. & Street, B.: Home and school numeracy practices: Where are the borders and overlaps? [pdf] Valero, P.: The myth of the active learner: From cognitive to socio-political interpretations of students in mathematics classrooms [pdf] Vithal, R.: Crucial descriptions: Talking back to theory and practice in mathematics education through research [pdf] Zevenbergen, R.: Streaming in school mathematics: A Bourdieuian analysis [pdf] Zevenbergen, R.; Sullivan, P. & Mousley, J.: Contexts in mathematics education: Help? Hindrance? For whom? [pdf]
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leeys 發表於 2014-9-30 09:14:14






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HomeSecond AnnouncementProgrammePlenary SpeakersSymposia & AgoraPapersProject Discussions All Documents Website of MES1Website of MES2Website of MES3Website of MES4 (n/a)











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http://mes5.learning.aau.dk/images/pil.gifPapers
Anastasiadou, S.: The effects of representational systems on the learning of statistics between greek primary school students and immigrants. [pdf] Ara�jo, J. de L.: Contradictions in mathematical modelling activities from a critical mathematics education perspective. [pdf] Chartres, M.: Are my students engaged with critical mathematics education? [pdf] Chassapis, D. & Chatzivasileiou, E.: Socio-cultural influences on children's conceptions of chance and probability. [pdf] Cury, H. N. & Ogliari, L. N.: Critical mathematical education and STS studies: Approaches to discuss a research. [pdf] Domite, M. do C. S. & Carvalho, V. de: Teacher education and culture: Understanding and asking for changes. [pdf] Fantinato, M. C. de C. B: Teachers' practice under the ethnomathematical perspective: A study case in young and adult. [pdf] Fernandes, E.: Rethinking success and failure in mathematics learning: The role of participation. [pdf] Frade, C. & Faria, D.: Is mathematics learning a process of enculturation or a process of acculturation? [pdf] Frankenstein, M.: Quantitative form in arguments. Short version [pdf]. Long version [pdf] de Freitas, E.: Enacting identity through narrative: Interrupting the procedural discourse in mathematics classrooms. [pdf] G�mez, P.: Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective. [pdf] Greer, B.: Discounting Iraqi deaths: A societal and educational disgrace. [pdf] Higginson, W.: Toward a theory of maesthetics: Preliminary considerations of the desirability of bringing an aesthetic perspective to mathematics, education and society. [pdf] Knijnik, G.: Landless peasants of Southern Brazil and mathematics education: A study of three different language games. [pdf] Knipping, C., Reid, D. A., Gellert, U. & Jablonka. E.: The emergence of disparity in performance in mathematics classrooms. [pdf] Lavy, I. & Shriki, A.: Social and didactical aspects of engagement in innovative learning and teaching methods: The case of Ruth. [pdf] Lerman, S. & Marcou, A.: Are all studies on equity in school mathematics equal? [pdf] Llewellyn, A.: 'Maths with Sam and Alex': A discussion of choice, control and confidence. [pdf] Machado, R. & Cesar, M.: Broccoli and mathematics: Students' social representations about mathematics. [pdf] Matos, J. F., & Santos, M. P. dos: Activity, artefacts and power: Contribution of activity theory and situated learning to the analysis of artefacts in mathematical thinking in practice. [pdf] Nikolantonakis, K. & Lemonidis, C.: Multiculturalism, history of mathematics and schoolbook of the third class in primary school in Greece. [pdf] Nolan, K.: Theory- Practice transitions and dis/positions in secondary mathematics teacher education. [pdf] Pais, A. & Mesquita, M.: If school is like this, there is nothing we can do: Some thoughts. [pdf] Powell, A. B. & Brantlinger, A.: A pluralistic view of critical mathematics. [pdf] le Roux: Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts. [pdf] Savizi, B., Hajjari, T. & Shahvarani, A.: Situated decision making in mathematics education. [pdf] Shriki, A. & Lavy, I.: Teachers as partners for designing professional development programs. [pdf] Teles, L. & C�sar, M.: Batiks: How to learn mathematics a different way and in a particular scenario. [pdf] Vlachou, M.: The assessment discource of teachers' textbooks in primary school mathematics. [pdf] Walls, F.: Children talk about mathematics assessment. [pdf] Walls, F.: "Down in the dark zone": Teacher identity and compulsory standardised mathematics assessment. [pdf] Yasukawa, K., Widin, J. & Chodkiewicz, A.: The benefits of adults learning numeracy. [pdf] Zevenbergen, R.: The dilemmas of indigenous education: The passion for ignorance. [pdf]
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