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PLENARY SESSIONS AND RESEARCH FORUMS
There are five Plenary Addresses from invited speakers who will approach the theme of the conference from different perspectives:
Dr. Ubiratan D’Ambrósio, Emeritus Professor of Mathematics, State University of Campinas, Brazil. From Ea, through Pythagoras, to Avatar: different settings for mathematics.
Dr. Anne Watson, Professor of Mathematics Education, Linacre College, The University of Oxford, UK. Locating the spine of mathematics teaching. Reactor: Professor Alan Bishop.
Dr. Joao Felipe Matos, Professor of Education, Institute of Education, University of Lisbon, Portugal. Towards a conceptual framework that takes learning as participation and transformation: implications for mathematics education practices.
Dr. Brent Davis, Professor, Distinguished Research Chair in Mathematics Education University of Calgary, Canada. Concept Studies: creating settings for teachers’ disciplinary knowledge. Reactor: Professor Terezinha Nunes.
Dr. Fou-Lai Lin, Professor at Mathematics Department, National Taiwan Normal University, Taiwan. Mathematics Tasks Designing for different settings.
A Plenary Panel will also be offered on: Mathematics in different settings Convenor: Jeff Evans, Middlesex University, UK. Panelists:
The goal of a Research Forum is to create dialogue and discussion, by offering PME members more elaborated presentations, reactions, and discussions on topics on which substantial research has been undertaken and which continue to hold the active interest of a large subgroup of PME. A Research Forum is not supposed to be a collection of presentations, but to convey an overview of an area of research, its main current questions and perspectives.
Two 90-minute slots will be devoted to each Research Forum.
The following Research Forums have been approved by the International Program Committee of PME34:
RF-1: Networking of theories in mathematics education. Co-ordinators: Angelika Bikner-Ahsbahs, Universität Bremen, Germany. Tommy Dreyfus, Tel Aviv University, Israel. Ivy Kidron, Jerusalem College of Technology, Israel. Ferdinando Arzarello, Università di Torino, Italia. Luis Radford, Université Laurentienne, Canada. Michèle Artigue, Université Paris, France. Cristina Sabena, Università di Torino, Italia. Abstract: The networking of theories is a promising research practice for connecting theories systematically while valuing their identities. It is regarded as a cultural practice of dialogue. Strategies for the networking of theories are presented and four case studies offer different profiles. Theoretical reflections on the cases show that the networking of theories can be regarded as a process that begins with differentiating among theories and develops in the direction of connecting theories towards integration. A final discussion focuses on benefits and limits and a commentary describes its potential for future research.
RF-2: Argumentation and proof: a contribution to theoretical perspectives and their classroom implementation. Co-ordinators: Paolo Boero, DIMA, Genoa University. Nadia Douek, IUFM, Nice University. Francesca Morselli, DIMA, Genoa University. Bettina Pedemonte, ITD-CNR. Abstract: In this Research Forum we will focus on the integration of Toulmin's model of argumentation and Habermas' elaboration of rational behavior, both adapted to proof and proving. After a presentation of Toulmin's and Habermas' tools at work, we will motivate their integration on the theoretical ground. We will show how this construct allows to frame the planning, management and analysis of some classroom activities aimed at students' approach to relevant aspects of proving and proof. Finally we will hint some further developments.
RF-3: Speaking in and about the mathematics classroom Co-ordinators: David Clarke, University of Melbourne, Australia. Jonas Emanuelsson, University of Gothenburg, Sweden. Minoru Ohtani, Kanazawa University, Japan. Abstract: The Research Forum takes patterns of language use as the entry point for the consideration of discourses in and about the mathematics classroom. These patterns of language use take the form of discourses performed within the mathematics classroom and within the international mathematics education community about the mathematics classroom. Cross-cultural comparisons reveal how discourses in and about the mathematics classroom have developed in different cultures. Research is used to stimulate discussion of the role of spoken language in the mathematics classroom and of how language is and might be used to describe the events of the mathematics classroom.
RF-4: Identity and affect in the context of teachers’professional development. Co-ordinators: Cristina Frade, Federal University of Minas Gerais, Brazil. Bettina Roesken, University of Duisburg-Essen, Germany. Markku S. Hannula, University of Helsinki, Finland. Abstract: Both affect and identity may be seen as constructed individually through personal experiences, or as constructed socially through shared scenarios. This tension becomes salient as we examine relationships between affect and identity in the context of mathematics teachers’ professional development. We present and discuss a spectrum of theoretical and methodological perspectives, including: the structured nature of affect and beliefs (Goldin, Roesken & Toerner), Lacan’s model of subjectivity and new teacher identity (Brown), the social nature of affect and a pragmatist perspective on identity formation (Frade & Meira), present and ideal teacher identity (Krzywacki & Hannula), and local and global affective structures (Gómez-Chacón).
RF-5: The Conceptualisation and Role of Context in Research with Digital Technologies Programme. Co-ordinators: Candia Morgan, Institute of Education, University of London, UK. C Kynigos, Educational Technology Lab, Department of Education, School of Philosophy, University of Athens and RACTI, Athens, Greece. Jean-Baptiste Lagrange, LDAR, Université Paris Diderot, Paris 7, France. Abstract: There is an apparent disjunction between the positive findings of research into digital technologies for learning mathematics and their lack of penetration into classroom practice. We hypothesise that this disjunction is largely due to a lack of attention to contextual factors affecting the design of technological artefacts, the nature of research into their use, and the ways in which teachers and students are able to integrate them into their practice. In the Research Forum, we will share experiences of recent cross-national research that has attempted to develop understanding of the nature and role of context. Participants will have opportunities to examine how experimental data is illuminated by contextual considerations and to debate the theoretical notion of context and how it may inform design and research practices.
RF-6: Mathematics and culture and its relation to mathematics education. Co-ordinators: Pedro Palhares, University of Minho, Portugal. Terezinha Nunes, University of Oxford, United Kingdom. Abstract: This research forum aims at highlighting and synthesizing the significant body of research conducted for many years on mathematics and culture and its relation to mathematics education, in order to share and create dialogue with the PME community about significant issues raised through this research. Four themes will be presented and discussed: Studying people’s out of school mathematical practices (Gelsa Knijnik); Studying artifacts in order to find out people’s ways of thinking mathematically (Pedro Palhares); Continuities and discontinuities between informal and scientific mathematical thinking: insights for education (Terezinha Nunes); Attending to language and culture as children learn fractions (K. Subramaniam & Shweta Naik). One final presentation will discuss directions and possibilities for research on mathematics and culture in relation to mathematics education (Alan Bishop). The papers will be made available prior to the forum so that participants can read and therefore participate actively. During the forum a brief presentation will be followed by discussion on each of the themes/presentations.
RF-7: Mathematics teachers’ learning through engagement in ‘Research projects’: challenges, potential, constraints, and experiences. Co-ordinators: Vânia Maria Santos-Wagner, Universidade Federal do Espírito Santo (Brazil) Maria Luiza Cestari, University of Agder, Norway. Olive Chapman, University of Calgary, Canada. Lurdes Serrazina, Instituto Politécnico de Lisboa, Portugal. João Pedro da Ponte , Universidade de Lisboa, Portugal. Abstract: This research forum will focus on mathematics teachers’ learning through engagement in ‘research projects’ or investigations of practice and theory. The main goal is to create a space for discussion of the potential, experiences, challenges and constraints related to this perspective of teacher learning. Five current research studies from four countries based on this way of facilitating mathematics teachers’ learning and growth will provide the basis of the discussions. Much of the forum time will be allocated to engaging participants with samples of data from these studies and in group discussions in order to consider possible meanings, issues, benefits, and implications for research regarding this perspective of mathematics teachers’ learning.
The deadline for proposed Research Forums for PME 35, in 2011, is October 1st, 2010. Information for the 2011 Research Forums can be found at http://igpme.org. |
Plenary Sessions