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<div><br>
ICMI News 18b: August 2011<br>
A Bimonthly Email Newsletter from the ICMI-International Commission on
Mathematical Instruction<br>
<br>
Editor: Jaime Carvalho e Silva, Dep. Matematica, Universidade de
Coimbra, Portugal</div>
<div><br>
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></span>---<br>
</div>
<div>Special issue on the TOPIC STUDY GROUPS of ICME-12</div>
<div><br>
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></span>---<br>
</div>
<div>All the TOPIC STUDY GROUPS (TSGs) of ICME-12 have launched their
call for contributions. Therefore we urge all people interested in
Mathematics Education to make proposals for these groups.<br>
</div>
<div><font color="#000000">One very important part of ICME-12 is the
TOPIC STUDY GROUPs (TSGs). They are allotted 4 blocks of 1h 30m during
the Congress and cover 37 different topics of Mathematics Education.
It is a major opportunity to hear, comment and discuss some very
important issues. All participants to ICME-12 are expected to
associate themselves with one TSG and to stay in that same group for
all four sessions.</font><br>
</div>
<div>The quality of a Congress like ICME-12 depends a lot of the level
of participation in these TSGs.</div>
<div>Choose the one that best suits you and send your contribution.
The deadlines are the same for all TSGs:</div>
<div><br></div>
<div><font color="#000000"><i><b>Deadline Summary</b></i><br>
November 1, 2011: On-line submission of proposal<br>
January 15, 2012: Notification of acceptance<br>
April 10, 2012: On-line submission of final draft</font></div>
<div><font color="#000000"><br>
All call for contributions are available on ICME-12
webpage</font></div>
<div><font color="#000000"><br>
</font><font color="#356FA7"><u>http://www.icme12.org/</u></font><br>
</div>
<div><font color="#000000">and on ICMI webpage.</font></div>
<div><font color="#000000">All updates will be published at least on
ICME-12 webpage.</font></div>
<div><br></div>
<div><font color="#000000">In this special number</font> of ICMI News
we<font color="#000000"> include a summary of the main focus of the
work of each group, as mentioned in the published call for papers and
contributions.</font></div>
<div><font color="#000000">Please make your proposal to the group of
your preference as soon as possible.</font></div>
<div><br></div>
<div>########################### TSG 1
#################################</div>
<div><font color="#222222"><b>TSG1: Mathematics education at preschool
level</b></font></div>
<div><font color="#222222">Submissions could fall into (but are not
limited to) the following themes:</font></div>
<div><font color="#222222">- Improving early childhood
mathematics learning: connecting research to practice</font></div>
<div><font color="#222222">- Geometry and measurement in
pre-school and toddler age.</font></div>
<div><font color="#222222">- Mathematics through play or
instruction? Tools for learning.</font></div>
<div><font color="#222222">- Pre-school teachers professionalism
in mathematics education</font></div>
<div><font color="#222222">- Readiness for success in school.
Level of early mathematics a predictor for later mathematical
outcomes?</font></div>
<div><font color="#222222">- Different research designs in
studies of early mathematics learning</font></div>
<div><font color="#222222">- Methods in observing and assessing
mathematics in early childhood</font></div>
<div><font color="#222222">- Early childhood mathematics and
relation to other developmental areas</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Elin
Reikeras(Norway)</font><font color="#218EF7"><u>
elin.reikeraas@uis.no</u></font></div>
<div><font
color="#222222"
> <span
></span> Merilyn Taylor(New
Zealand)</font><font color="#218EF7"><u>
meta@waikato.ac.nz</u></font></div>
<div>########################### TSG 2
#################################</div>
<div><font color="#222222"><b>TSG2: Mathematics education at tertiary
level and access to tertiary level</b></font></div>
<div><font color="#222222">Research in mathematics education at the
tertiary level has experienced tremendous growth over the last two
decades. While many of mathematics lecture halls are still dominated
by instructor's "chalk and talk" and students taking notes,
others engage in creative explorations, the use of technology and
problem solving. The aim of this Topic Study Group will be to explore
recent trends and developments from around the world. The topic is
broad, not only because of the geographical variety, but also because
of diversity in customers. Mathematics at tertiary level is taken by
future research mathematicians, taking advanced abstract courses,
future consumers of mathematics doing business calculus, liberal arts
students relearning basic algebra to comply with "numeracy"
requirement, and future teachers of mathematics, to mention just a few
target groups and levels. In this group we will also address
transition problems from school to university</font></div>
<div><font color="#000000"><b>Co-chairs</b> : Ansie Harding(South
Africa)</font><font color="#218EF7"><u>
aharding@up.ac.za</u></font><font color="#222222"><br>
</font><font
color="#000000"
> <span
></span> Juha
Oikkonen(Finland)</font><font color="#218EF7"><u>
Juha.Oikkonen@helsinki.fi</u></font></div>
<div>########################### TSG 3
#################################</div>
<div><font color="#222222"><b>TSG3: Activities and programs for gifted
students</b></font></div>
<div><font color="#222222">The focal topics will include but not
bounded to:</font></div>
<div><font color="#222222"><b>.</b> Theoretical models of
giftedness and the relationship between creativity and
giftedness.</font></div>
<div><font color="#222222"><b>.</b> Empirical research that will
contribute to the development of our understanding in the
field.</font></div>
<div><font color="#222222"><b>. </b>Profiles of the gifted child:
their range of interests, ambitions and motivations, social behaviour,
how and at</font></div>
<div><font color="#222222"> what age their giftedness is
discovered or developed.</font></div>
<div><font color="#222222"><b>.</b> Instructional design directed
at teaching the gifted as well as development of appropriate
didactical principles.</font></div>
<div><font color="#222222"><b>. </b> Teacher education aimed at
mathematics teaching that encourages mathematical promise and promotes
mathematical talents.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Peter
Taylor(Australia)</font><font color="#218EF7"><u>
pjt013@gmail.com</u> </font><font color="#222222"><br>
<span
></span> Roza
Leikin(Israel)</font><font color="#218EF7"><u>
rozal@construct.haifa.ac.il</u></font></div>
<div>########################### TSG 4
#################################</div>
<div><font color="#222222"><b>TSG4: Activities and programs for
students with special needs</b></font></div>
<div><font color="#222222">We invite submission of proposals for
contributions to TSG-4 that could fall into the following themes and
issues:</font></div>
<div><font color="#222222">1.<x-tab>
</x-tab>International surveys of some educational systems for students
with special needs, the practices utilized in the identification of
students who face particular challenges in learning mathematics, the
legislated support for those identified and the strategies particular
to mathematical education.</font></div>
<div><font color="#222222">2.<x-tab>
</x-tab>Considerations of impact the worldwide move to "inclusive
education" on the mathematics curriculum and classroom practices and
the challenges for mathematics teachers associated with the trend in
shift the educational responsibility for students with special needs
from 'special' to mainstream schools.</font></div>
<div><font color="#222222">3.<x-tab>
</x-tab>International surveys of teacher education programs
(pre-service and in-service) to prepare mathematics teachers to work
with students with special needs, either in specialist schools or in
inclusive mathematics classrooms</font></div>
<div><font color="#222222">4.<x-tab>
</x-tab>Activities and programs for students with
difficulties.</font></div>
<div><font color="#222222">5.<x-tab>
</x-tab>What theoretical frameworks and methodologies are helpful in
understanding issues related the mathematics education of students
with special needs?</font></div>
<div><font color="#222222">6.<x-tab>
</x-tab>Semiotic approaches, language and communication in Mathematics
Education for SEN-S.</font></div>
<div><font color="#222222">7.<x-tab>
</x-tab>Embodied and (multi-)cultural approaches to Mathematics
Education for SEN-S.</font></div>
<div><font color="#222222">8.<x-tab>
</x-tab>Assessment of teaching mathematics for SEN-S (in particular,
long term gains).</font></div>
<div><font color="#222222">9.<x-tab>
</x-tab>Pre-service and in-service teacher education in Mathematics
for SEN-S.</font></div>
<div><font color="#222222">10.<x-tab>
</x-tab>Forms of teaching and research co-operations between
researchers, educators and teachers in Mathematics Education for
SEN-S.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Jean-Philippe Drouhard
(France)</font><font color="#0035F4">
jpdrouhard@gmail.com</font></div>
<div><font
color="#222222"><x-tab>
</x-tab><x-tab>
</x-tab>Sung-kyu Choi (Korea)</font><font color="#0035F4">
skchoi@daegu.ac.kr</font></div>
<div>########################### TSG 5
#################################</div>
<div><font color="#222222"><b>TSG5: Mathematics education in and for
work</b></font></div>
<div><font color="#222222">The focal topics will include empirical,
theoretical and methodological issues related to questions
like:</font></div>
<div><font color="#222222">o How is mathematics embedded in work
practices; what is this mathematics like and how is it learned?<br>
o What mathematics do people learn in preparation for
work?</font></div>
<div><font color="#222222">o How is mathematics/numeracy valued
for and in employment in different societies?</font></div>
<div><font color="#222222">o How does the mathematics taught and
learned for work differ/match the mathematics used in work?<br>
o How does the mathematics learning in and for work meet
people's mathematical needs in other domains of their
lives?</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Tine Wedege
(Sweden)</font><font color="#218EF7"><u>
tine.wedege@mah.se</u></font><font color="#222222"><br>
<span
></span> Keiko Yasukawa
(Australia)</font><font color="#218EF7"><u>
Keiko.Yasukawa@uts.edu.au</u></font></div>
<div>########################### TSG 6
#################################</div>
<div><font color="#222222"><b>TSG6: Mathematics
literacy</b></font></div>
<div><font color="#222222">The themes of this TSG
include:</font></div>
<div><font color="#222222">- Conceptual clarification of the notion(s)
of mathematical literacy,</font></div>
<div><font color="#222222">- The role and use of mathematical literacy
in the teaching and learning of mathematics,</font></div>
<div><font color="#222222">- The role and impact of mathematical
literacy in national or international comparative
studies,</font></div>
<div><font color="#222222">- What do we gain, or lose, from placing an
emphasis on mathematical literacy?,</font></div>
<div><font color="#222222"><b>Co-chairs</b>: Hileni Kapenda
(Namibia) (</font><font color="#0035F4">hkapenda@unam.na</font><font
color="#222222">) ,</font></div>
<div><font
color="#222222"
> <span
></span> Mogens Niss (Denmark)
(</font><font color="#0035F4">mn@ruc.dk</font><font
color="#222222">)</font></div>
<div>########################### TSG 7
#################################</div>
<div><font color="#222222"><b>TSG7: Teaching and learning of number
systems and arithmetic (focusing especially on primary
education)</b></font></div>
<div><font color="#222222">The group's focus is on individuals'
elementary mathematical representations and understandings with a
special interest in the way these aspects of cognition develop through
activities in and out of school. The mathematical domains of concern
include whole numbers, integers, and rational numbers as well as
representations related to each of these domains.</font></div>
<div><font color="#222222">A related interest of the group is
socio-cultural analyses. These analyses would include the ways that
mathematics (including mathematical argumentation, representations,
problem solving, teaching-learning interactions) is constituted in
everyday practices as well as the interplay between developing
mathematical understanding and representations in and out of
school.</font></div>
<div><font color="#222222">The group encourages cross-disciplinary
contributions, including (but not limited to) participation by
educational researchers, mathematics educators, developmental
psychologists, and cultural anthropologists.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Joana Brocardo
(Portugal)</font><font color="#218EF7"><u>
joana.brocardo@ese.ips.pt</u></font><font color="#222222"><br>
<span
></span> Geoffrey Saxe(USA)</font><font
color="#218EF7"><u> saxe@berkeley.edu</u></font></div>
<div>########################### TSG 8
#################################</div>
<div><font color="#222222"><b>TSG8: Measurement - focusing especially
on primary education</b></font></div>
<div><font color="#222222">We invite submission of proposals for
contributions to TSG-8 that could fall into (but are not restricted
to) the following themes and issues:</font></div>
<div><font color="#222222">(1) Theoretical perspectives on
mathematical growth of students' thinking related to
measurement;</font></div>
<div><font color="#222222">(2) The development of measurement
sense in students as a foundation for grasping the basic principles of
measurement;</font></div>
<div><font color="#222222">(3) Connections between measurement
and related domains such as number sense and decimal
numbers;</font></div>
<div><font color="#222222">(4) Curriculum development and
implementation related to measurement, for instance comparative
analysis of different measurement curricula;</font></div>
<div><font color="#222222">(5) Instructional approaches to
foster students' development related to measurement;</font></div>
<div><font color="#222222">(6) Methods of observing and
assessing mathematical proficiency related to measurement, for
instance tools to assess students' ability or growth in
measurement;</font></div>
<div><font color="#222222">(7) Understanding of students'
successes and difficulties in measurement and related geometry, for
instance problems with the reconstruction and application of formulas
for the area and perimeter of rectangular figures;<br>
(8) Culturally defined tools and practices for measurement and
cultural supports for the learning and teaching of
measurement.</font></div>
<div><font color="#222222"><b>Co-chairs : </b>Jeong Suk Pang,
South Korea -- jeongsuk@knue.ac.kr<br>
<span
></span> Cees Buijs, Netherlands
-</font><font color="#0035F4"> c.buys@slo.nl</font></div>
<div>########################### TSG 9
#################################</div>
<div><font color="#222222"><b>TSG9: Teaching and learning of
algebra</b></font></div>
<div><font color="#222222">We invite papers which address one or more
of the following issues in the teaching and learning of
algebra.</font></div>
<div><font color="#222222">1. Issues related to early
algebra.</font></div>
<div><font color="#222222">2. Issues related to the use of ITC
in algebra classrooms.</font></div>
<div><font color="#222222">3. Issues related to proof and
proving.</font></div>
<div><font color="#222222">4. Issues related to problem
solving.</font></div>
<div><font color="#222222">5. Issues related to the process of
generalization.</font></div>
<div><font color="#222222">6. Issues related to ways in which
semiotics helps us understand the processes of communicating and
signifying in the teaching and learning of algebra in which the
elaboration and use of new sign systems are involved, students'
developing ideas about algebraic symbols, meaning making of new
symbols.</font></div>
<div><font color="#222222">7. Issues related to designing of
algebra curriculum.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Rakhi Banerjee
(India)</font><font color="#218EF7"><u>
rakhi@tiss.edu</u></font><font color="#222222"> or</font><font
color="#218EF7"><u> rakhi.banerjee@gmail.com</u></font><font
color="#222222"><br>
<span
></span> Luis Puig (Spain)</font><font
color="#218EF7"><u> luis.puig@uv.es</u></font></div>
<div>########################### TSG 10
#################################</div>
<div><font color="#222222"><b>TSG10: Teaching and learning
geometry</b></font></div>
<div><font color="#222222">The focus of the group will be on
theoretical, empirical, or developmental issues related to the
following themes:</font></div>
<div><font color="#222222">- Curriculum studies of new curriculum
implementation, challenges and issues, discussion of
specific issues such as place and role of vectors and
transformations</font></div>
<div><font color="#222222">- An application of geometry on the real
world and other subjects, in particular on mathematics</font></div>
<div><font color="#222222">- The use of instrumentation such as
computers in teaching and learning of geometry,</font></div>
<div><font color="#222222">- Explanation, argumentation and proof in
geometry education</font></div>
<div><font color="#222222">- Spatial abilities and geometric reasoning
about two-dimensional and three-dimensional shapes.</font></div>
<div><font color="#222222">- Teacher preparation in geometry
education.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Colette Laborde
(France)</font><font color="#218EF7"><u>
labordec@cabri.com</u></font><font color="#222222">,</font><font
color="#218EF7"><u> coletee.laborde@imag.fr</u></font><font
color="#222222"><br>
<span
></span> Linquan Wang
(China)</font><font color="#218EF7"><u>
wanglq@scnu.edu.cn</u></font></div>
<div>########################### TSG 11
#################################</div>
<div><font color="#222222"><b>TSG11: Teaching and learning of
probability</b></font></div>
<div><font color="#3D3D3D">The group particularly encourages
contributions from researchers, curriculum developers and teachers
on:</font></div>
<div><font color="#3D3D3D">1. Theories and frameworks for
understanding teaching and learning probability.</font></div>
<div><font color="#3D3D3D">2. The applications or values of
probability in the real world and in other subjects and corresponding
implications for curriculum.</font></div>
<div><font color="#3D3D3D">3. The nature and development of teachers'
knowledge for the teaching and learning probability.</font></div>
<div><font color="#3D3D3D">4. The teaching of probability, including
approaches that are accessible and motivating.</font></div>
<div><font color="#3D3D3D">5. Student's thinking of probability and
the interplay between personal beliefs, intuitions and notions of
probability.</font></div>
<div><font color="#3D3D3D">6. The nature of probability and on the
distinctions between different philosophical/theoretical
interpretations of probability (e.g., classical, frequentist,
subjective, logical and propensity).</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Per Nilsson
(Sweden)</font><font color="#218EF7"><u>
Per.Nilsson@vxu.se</u></font></div>
<div><font
color="#222222"
> <span
></span> Jun Li (China)</font><font
color="#218EF7"><u> lijun@math.ecnu.edu.cn</u></font></div>
<div>########################### TSG 12
#################################</div>
<div><font color="#222222"><b>TSG12: Teaching and learning of
statistics</b></font></div>
<div><font color="#222222">TSG12 welcomes presentations on the
following topics:</font></div>
<div><font color="#222222"> 1. Students'
reasoning about key statistical concepts, such as data, distribution,
variability, comparing distributions, sample and sampling, and
covariation;<br>
2. Students' making statistical inferences (from
informal inference to more formal inference, role of context,
randomness, models and probability in the inferential process,
etc.);<br>
3. Statistical literacy (its role in the
curriculum, the challenges in preparing teachers to teach with
statistical literacy as a goal);<br>
4. Role of technology in teaching and learning
statistics (including software packages, simulations, Internet, online
teaching, etc.);<br>
5. Preparing teachers to teach statistics;<br>
6. Teaching statistics, with particular attention
to research on how to structure learning sequences that enable
students to develop over time a deep conceptual understanding;<br>
7. Building a common research basis that will
enable the field of statistics education to move forward, in
particular innovative ways to connect data and chance.</font></div>
<div><font color="#222222"><b>Co-chairs</b>: Dani Ben-Zvi
(Israel)</font><font color="#0035F4">
dbenzvi@univ.haifa.ac.il</font></div>
<div><font
color="#222222"
> <span
></span>
Jean-Claude Oriol (France)</font><font color="#0035F4">
jeanclaude.oriol@gmail.com</font></div>
<div>########################### TSG 13
#################################</div>
<div><font color="#222222"><b>TSG13: Teaching and learning of
calculus</b></font></div>
<div><font color="#222222">This Topic Study Group will seek
contributions on the research and development in the teaching and
learning of calculus, both at upper secondary and tertiary
level.</font></div>
<div><font color="#222222">Contributions will account for advances,
new trends, and important work done in recent years on the teaching
and learning processes of Calculus.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Victor Martinez-Luaces
(Uruguay)</font><font color="#218EF7"><u>
victoreml@gmail.com</u></font><font color="#222222"><br>
<span
></span> Sunsook Noh
(Korea)</font><font color="#218EF7"><u>
noh@ewha.ac.kr</u></font></div>
<div>########################### TSG 14
#################################</div>
<div><font color="#222222"><b>TSG14: Reasoning, proof and proving in
mathematics education</b></font></div>
<div><font color="#222222">The work of this Group will focus on four
broad themes.</font></div>
<div><font color="#222222">1) Epistemological / historical aspect such
as:<br>
* The role of RPP in the history of mathematics.</font></div>
<div><font color="#222222">* The role of RPP in the developmental
processes of mathematics as a discipline?</font></div>
<div><font color="#222222">2) Curriculum and textbook aspect such
as:<br>
* The status of RPP at school, at different grade levels, and in
various countries<br>
* International comparison of the above status of RPP among
countries</font></div>
<div><font color="#222222">* Discussion of the mathematical contexts
and developmental progression of RPP in curriculum and
textbooks</font></div>
<div><font color="#222222">3) Cognitive aspect such as:<br>
* Students' and teachers' views or concepts of RPP .<br>
* Students' main difficulties in learning RPP.</font></div>
<div><font color="#222222">* Description and interpretation of
students' behaviors in RPP tasks.</font></div>
<div><font color="#222222">4) Teaching and learning aspects such
as:</font></div>
<div><font color="#222222">* Approaches to the teaching and learning
of RPP, at different grade levels, and in various mathematical subject
areas.<br>
* Pedagogical content knowledge teachers need to know for the teaching
of RPP<br>
* Design of appropriate contexts to introduce students to RPP,
an in particular to overcome students' difficulties in coping with
RPP tasks.</font></div>
<div><font color="#222222"> * The role of ICT tools, and in
particular of dynamic softwares, in the teaching and learning of
proof<br>
<b>Co-chairs</b> : Stephane Cyr (Canada)</font><font
color="#218EF7"><u> cyr.stephane@uqam.ca</u></font><font
color="#222222"><br>
<span
></span> Maria Alessandra Mariotti
(Italy)</font><font color="#218EF7"><u>
marialessandra.mariotti@gmail.com</u></font></div>
<div>########################### TSG 15
#################################</div>
<div><font color="#222222"><b>TSG15: Mathematical problem
solving</b></font></div>
<div><font color="#222222">The initial list of themes to frame and
structure the sessions is presented here:</font></div>
<div><font color="#222222">1. Origin, a historical overview, and
characterization of mathematical Problem Solving.</font></div>
<div><font color="#222222">2. Foundations and nature of
mathematical problem solving.</font></div>
<div><font color="#222222">3. Problem solving
frameworks.</font></div>
<div><font color="#222222">4. Research programs in mathematical
problem solving.</font></div>
<div><font color="#222222">5. Curriculum proposals.</font></div>
<div><font color="#222222">6. The influence of social and
cultural perspectives on problem solving approaches.</font></div>
<div><font color="#222222">7. Problem solving
assessment.</font></div>
<div><font color="#222222">8. Problem solving and the use of
digital tools</font></div>
<div><font color="#222222">9. Problem solving outside
schools. </font></div>
<div><font color="#222222">10. The role of problem solving in
teacher education (both pre-service and in-service).</font></div>
<div><font color="#222222">11. Problem solving and university /
tertiary education.</font></div>
<div><font color="#222222">12. Future directions and
advances.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Zahra
Gooya(Iran)</font><font color="#218EF7"><u>
zahra.gooya@yahoo.com</u></font><font color="#222222"><br>
<span
></span> Manuel Santos
Trigo(Mexico)</font><font color="#218EF7"><u>
msantos@cinvestav.mx</u></font></div>
<div>########################### TSG 16
#################################</div>
<div><font color="#222222"><b>TSG16: Visualization in the teaching and
learning of mathematics</b></font></div>
<div><font color="#222222">The focal topics will include:</font></div>
<div><font color="#222222">o Semiotics and the significance of
signs</font></div>
<div><font color="#222222">From images to diagrams and graphs:
Epistemological questions and classroom interactions related to the
use of semiotics and the significance of signs in learning
mathematics.<br>
o Visualization being the focus of innovative Learning &
Teaching materials</font></div>
<div><font color="#222222">Digital mathematics textbooks are now
turning to be a major channel for visual engagement and
interaction.</font></div>
<div><font color="#222222">o Visualization as understood by
Cognitive & Neuro-cognitive studies</font></div>
<div><font color="#222222">Mathematics education research is recently
implementing quantitative and qualitative methods of educational
Neuroscience.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Gert
Kadunz(Austria)</font><font color="#218EF7"><u>
gert.kadunz@uni-klu.ac.at</u></font></div>
<div><font
color="#222222"
> <span
></span> Michal
Yerushalmy(Israel)</font><font color="#218EF7"><u>
michalyr@construct.haifa.ac.il</u></font></div>
<div>########################### TSG 17
#################################</div>
<div><font color="#222222"><b>TSG17: Mathematical applications and
modelling in the teaching and learning of mathematics</b></font></div>
<div><font color="#222222">We invite the mathematics education
community to submit proposals addressing the themes listed below and
other related issues.</font></div>
<div><font color="#222222">- Goals and Curriculum</font></div>
<div><font color="#222222">- Teaching Material and Technology
Use</font></div>
<div><font color="#222222">- Experimental Research</font></div>
<div><font color="#222222">- Pedagogy of Modelling</font></div>
<div><font color="#222222">- Assessment</font></div>
<div><font color="#222222">- Obstacles and Teacher
Education</font></div>
<div><font color="#222222"><b>Co-chairs</b>: Jill Brown</font>
(Australia)<font color="#0035F4"> jill.brown@acu.edu.au</font></div>
<div><font
color="#222222"
> <span
></span> Toshikazu
Ikeda</font> (Japan)<font color="#0035F4">
ikeda@ed.ynu.ac.jp</font></div>
<div>########################### TSG 18
#################################</div>
<div><font color="#222222"><b>TSG18: Analysis of uses of technology in
the teaching of mathematics</b></font></div>
<div><font color="#222222">We invite submissions as either abstracts
or full papers. Submissions could fall into (but are not limited to)
the following themes:</font></div>
<div><font color="#222222">. The use of technology in the
classroom practice<br>
. Design and use of digital teaching materials<br>
. Teacher education<br>
. The use of Internet and learning management systems<br>
. Distance education</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Morten Misfeldt
(Denmark)</font><font color="#218EF7"><u> mmi@dpu.dk</u></font><font
color="#222222"><br>
<span
></span> Wei-Chi Yang (USA)</font><font
color="#218EF7"><u> wyang@radford.edu</u></font></div>
<div>########################### TSG 19
#################################</div>
<div><font color="#222222"><b>TSG19: Analysis of uses of technology in
the learning of mathematics</b></font></div>
<div><font color="#222222">We invite papers that especially address
one or more of the following issues in the teaching and learning of
mathematics.</font></div>
<div><font color="#222222">1. Issues related to the design of digital
technology</font></div>
<div><font color="#222222">2. Issues related to the design of learning
environments</font></div>
<div><font color="#222222">3. Issues related to large-scale and
long-standing digital technology implementation projects</font></div>
<div><font color="#222222">4. Issues related to assessing mathematics
learning with and through Digital Technologies</font></div>
<div><font color="#222222">5. Issues related to the interaction
between ICT and learners of mathematics</font></div>
<div><font color="#222222">6. Issues related to connectivity of
ICT</font></div>
<div><font color="#222222">7. Issues related to theoretical and
empirical models for learning with ICT</font></div>
<div><font color="#222222">8. Issues related to the implementation of
Curricula</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Hans-Georg Weigand
(Germany)</font><font color="#218EF7"><u>
weigand@mathematik.uni-wuerzburg.de</u></font><font
color="#222222"><br>
<span
></span> Marcelo Borba
(Brazil)</font><font color="#218EF7"><u>
mborba@rc.unesp.br</u></font></div>
<div>########################### TSG 20
#################################</div>
<div><font color="#222222"><b>TSG20: The role of history of
mathematics in mathematics education</b></font></div>
<div><font color="#222222">It is expected that participants will share
their ideas and classroom experience in connection with the following
main issues:<br>
(1) Theoretical and/or conceptual frameworks for including history in
mathematics education;<br>
(2) The role of the history of mathematics in pre- and in-service
teacher education;<br>
(3) The role of the history of mathematics at school;<br>
(4) Original sources in the classroom, and their educational effects;
or</font></div>
<div><font color="#222222">(5) Design and/or assessment of
teaching/learning materials on using history in mathematics
education.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Renaud
Chorlay(France)</font><font color="#218EF7"><u>
renaud-chorlay@noos.fr</u></font><font color="#222222"><br>
<span
></span> Wann-Sheng
Horng(Taiwan)</font><font color="#218EF7"><u>
horng@math.ntnu.edu.tw</u></font></div>
<div>########################### TSG 21
#################################</div>
<div><font color="#222222"><b>TSG21: Research on classroom
practice</b></font></div>
<div><font color="#222222">The focus of TSG 21 is a discussion of
research related to mathematics classroom practice. Classroom practice
includes activities of learning and teaching processes located within
the classroom as a system. Possible themes of TSG21 include the
following:</font></div>
<div><font color="#222222">1. Theoretical perspectives and research
approaches in defining, identifying, assessing, and improving the
quality of classroom practice;</font></div>
<div><font color="#222222">2. Methodological advances in research on
classroom practice, such as the use of video clips;</font></div>
<div><font color="#222222">3. High-quality classroom practices that
are identified, valued, and assessed in different education
systems;</font></div>
<div><font color="#222222">4. Various issues concerning research on
classroom practice and possible (dis)connections between research and
practice.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Yeping Li (Texas A&M
University, USA)</font><font color="#0035F4">
yepingli@tamu.edu</font></div>
<div><font
color="#222222"
> <span
></span> Helia Oliveira
(University of Lisbon, Portugal)</font><font color="#0035F4">
hmoliveira@ie.ul.pt</font></div>
<div>########################### TSG 22
#################################</div>
<div><font color="#222222"><b>TSG22: Learning and cognition in
mathematics</b></font></div>
<div><font color="#222222">The focal topics will involve but not be
confined to:</font></div>
<div><font color="#222222">1. Psychological characteristics of
students that influence their inclination to think creatively in
mathematics</font></div>
<div><font color="#222222">2. Cognitive processing associated with the
creative constructing of knowledge</font></div>
<div><font color="#222222">3. Mathematical thinking accompanied by
affective elements</font></div>
<div><font color="#222222">4. Social interactions associated with
creative mathematical thinking</font></div>
<div><font color="#222222">5. The nature of mathematical
understanding</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Hsin-Mei
Huang(Taiwan)</font><font color="#218EF7"><u>
hhuang22@gmail.com</u></font><font color="#222222"><br>
<span
></span> Gaye
Williams(Australia)</font><font color="#218EF7"><u>
gaye.williams@deakin.edu.au</u></font></div>
<div>########################### TSG 23
#################################</div>
<div><font color="#222222"><b>TSG23: Mathematical knowledge for
teaching at primary level</b></font></div>
<div><font color="#222222">Many countries have experienced reforms in
school mathematics curricula and/or in teaching policies over the past
three decades. These have resulted in more demands on teachers than
before in terms of their knowledge and skills in teaching mathematics.
There has also been growing concern over the mathematical knowledge
required for teaching mathematics in schools. Specifically,
mathematics educators have sought to understand what mathematical
knowledge teachers need to know as well as know how to use in
teaching. Concerns about teacher knowledge emanate from both the
increasing demands on mathematics teachers and the perceived lack of,
or gaps in, knowledge that is observed in many teachers.</font></div>
<div><font color="#222222">This is a broad field and there has been
substantial amount of research across countries and contexts. The TSG
will provide opportunities to share experiences of researchers in
their work, to interrogate the diverse outcomes of different research,
and to understand the nature of mathematical knowledge for teaching.
The main objective of the TSG is to examine</font></div>
<div><font color="#222222">(i) what we know,<br>
(ii) what we do not know, and</font></div>
<div><font color="#222222">(iii) what we need to know or know more of
- for us to understand the mathematical knowledge for teaching at
primary level.</font></div>
<div><font color="#222222">The TSG will focus on primary level
mathematics and will invite researchers that have researched, or are
interested, in primary school mathematics teaching.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Christoph
Selter(Germany)</font><font color="#218EF7"><u>
christoph.selter@t-online.de</u></font><font color="#222222"><br>
<span
></span> Suck Yoon
Paik(Korea)</font><font color="#218EF7"><u>
sypaik@snue.ac.kr</u></font></div>
<div>########################### TSG 24
#################################</div>
<div><font color="#222222"><b>TSG24: Mathematical knowledge for
teaching at the secondary level</b></font></div>
<div><font color="#222222">The focal topics will include but not be
limited to</font></div>
<div><font color="#222222">1. Theoretical perspectives or conceptual
frameworks for mathematical knowledge for teaching at secondary
level.</font></div>
<div><font color="#222222">2. Empirical researches that will
contribute to our understanding of what mathematical knowledge is
needed or how it is assessed in different scenarios.</font></div>
<div><font color="#222222">3. Empirical researches to explore
relationships between teachers' learning of teaching (both
pre-service and in-service) and students' learning of
mathematics.</font></div>
<div><font color="#222222">4. Empirical researches to explore the
various factors which lead to commonalities or differences of
mathematical knowledge for teaching in different countries, regions,
and individuals.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Aihui Peng
(China)</font><font color="#0035F4"> aihuipeng@gmail.com</font><font
color="#222222">,</font><font color="#0035F4">
huihuiai0@163.com</font><font color="#222222">,</font></div>
<div><font color="#222222">Hikma Smida (Tunisia)</font><font
color="#0035F4"> Hikma.Smida@ipest.rnu.tn</font></div>
<div>########################### TSG 25
#################################</div>
<div><font color="#222222"><b>TSG25: In-service education,
professional development of mathematics teachers</b></font></div>
<div><font color="#222222">We welcome submissions of project reports
and research articles addressing the following topics:</font></div>
<div><font color="#222222">- Approaches in developing expertise in
effective mathematics teaching</font></div>
<div><font color="#222222">- The challenges, contents, and forms of
effective in-service education and professional
development</font></div>
<div><font color="#222222">- Empirical studies on teacher change
through in-service education or professional development and
evaluation of professional development</font></div>
<div><font color="#222222">- Promising programs and projects focusing
on the in-service education and professional development of
mathematics teacher leaders </font></div>
<div><font color="#222222">- Further topics</font></div>
<div><font color="#222222"><b>Co-chairs:</b> </font> Shuha An
(USA), san@csulb.edu,</div>
<div
> <span
></span> Andrea Peter-Koop (Germany)
peter-koop@mathematik.uni-oldenburg.de</div>
<div>########################### TSG 26
#################################</div>
<div><font color="#222222"><b>TSG26: Pre-service mathematical
education of teachers</b></font></div>
<div><font color="#222222">The main focus of TSG 26 will be on
empirical, as well as theoretical and developmental papers on issues
such as:</font></div>
<div><font color="#222222">1. A comparison of the educational programs
of pre-service education of mathematics teachers or pre-service
education of teachers teaching mathematics at primary level in
different countries, including empirical studies on effectiveness of
various teacher educational systems all over the world, with a special
focus of East-West comparisons ;</font></div>
<div><font color="#222222">2. The link or relationship between the
various parts of the education programs such as mathematical
knowledge, pedagogical content knowledge and pedagogical knowledge,
the role of practical experiences in teacher education, for
pre-service mathematical primary and secondary teachers and eventually
the learning outcomes of their students ;</font></div>
<div><font color="#222222">3. Detailed analysis of the kind of
mathematics, that is necessary for pre-service teacher education, the
role of elementary mathematics from an advanced standpoint, especially
for primary future teachers ;</font></div>
<div><font color="#222222">4. Innovative and creative approaches
including training resources for a redesign of pre-service mathematics
education (under educational/curriculum reforms in particular)
existing at various parts of the world. </font></div>
<div><font color="#222222"><b>Co-chairs</b>
: Sylvie Coppe
(France),</font><font color="#0035F4">
sylvie.coppe@univ-lyon2.fr</font><font color="#222222"><br>
<span
></span
> <span
></span
> <span
></span> Ngai-Ying Wong (Hong
Kong)</font><font color="#0035F4"> nywong@cuhk.edu.hk</font></div>
<div>########################### TSG 27
#################################</div>
<div><font color="#222222"><b>TSG27: Motivation, beliefs and attitudes
towards mathematics and its teaching</b></font></div>
<div><font color="#222222">The aims are:</font></div>
<div><font color="#222222">1. To address researchers working in
the field of affect in mathematics education.<br>
2. To generate discussion on motivation, beliefs, and attitudes
in mathematics education, both at the student's and the teacher's
level.</font></div>
<div><font color="#222222">3. To present research results and
reports on research activities that will allow the group to make an
updated sketch of the state of the art, thus further developing the
aims of the 27th ICMI Study, and addressing new trends and
developments in research and practice in these areas.</font></div>
<div><font color="#222222">We expect that participants will engage in
the review process prior to the conference, and we will nominate
respondents to all presentations in order to enable deeper levels of
critical discussion during the conference.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Birgit Pepin
(Norway)</font><font color="#218EF7"><u>
birgit.pepin@hist.no</u></font><font color="#222222"><br>
<span
></span> Ji Won Son (USA)</font><font
color="#218EF7"><u> sonjiwon@utk.edu</u></font></div>
<div>########################### TSG 28
#################################</div>
<div><font color="#222222"><b>TSG28: Language and communication in
mathematics education</b></font></div>
<div><font color="#222222">This topic study group will allow
participants to present and discuss the latest research in language
and communication in mathematics education internationally. We
consider language in its broadest sense to include all modes of
communication and welcome contributions addressing visual and gestural
as well as spoken and written modes.</font></div>
<div><font color="#222222">Sub-themes within the topic
include:</font></div>
<div><font color="#222222">Relationships among language, mathematical
thinking and the learning of mathematics</font></div>
<div><font color="#222222">Studying classroom
interactions</font></div>
<div><font color="#222222">Analysis of communicative activity in
mathematics and mathematics education</font></div>
<div><font color="#222222">Teaching and learning mathematics in
bilingual and multilingual settings</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Tracy Craig (South
Africa)</font><font color="#218EF7"><u>
Tracy.craig@uct.ac.za</u></font><font color="#222222"><br>
<span
></span> Candia Morgan (UK)</font><font
color="#218EF7"><u> C.Morgan@ioe.ac.uk</u></font></div>
<div>########################### TSG 29
#################################</div>
<div><font color="#222222"><b>TSG29: Gender and mathematics
education</b></font></div>
<div><font color="#222222">Here are some of the subjects that could be
of great interest for participants in the topic study
group.</font></div>
<div><font color="#222222">1. Gender inequalities in participation,
achievement and attitudes in particular countries as well as
data from international comparative studies like TIMSS or
PISA.</font></div>
<div><font color="#222222">2. Cultural, economical, sociological,
psychological, others factors that contribute to gender inequalities
and inequities in mathematics</font></div>
<div><font color="#222222">3. Approaches to reduce gender inequities
in classrooms, in schools, colleges or universities: research findings
as well as institutional plans or individual experiments are
welcome.</font></div>
<div><font color="#222222">4. Sensitizing or training teachers to
questions related to gender in mathematics education<br>
5. Others not listed before but of interest for the topic.<br>
<b>Co-chairs</b> : Olof Steinthorsdottir (USA)</font><font
color="#218EF7"><u> steintho@email.unc.edu</u></font><font
color="#222222"><br>
<span
></span> Veronique Lizan
(France)</font><font color="#218EF7"><u>
veronique.lizan@math.univ-toulouse.fr</u></font></div>
<div>########################### TSG 30
#################################</div>
<div><font color="#222222"><b>TSG30: Mathematics education in a
multilingual and multicultural environment</b></font></div>
<div><font color="#222222">Contributions related to TSG 30 will be
around issues and questions such as:</font></div>
<div><font color="#222222">o What is distinctive about the
learning and teaching of mathematics in multicultural and multilingual
settings?<br>
o How do curricula and policy take account (or not) of cultural
and linguistic diversity?<br>
o How do methods of assessment and evaluation take account of
cultural and linguistic diversity?<br>
o How does/should teacher education take account of cultural and
linguistic diversity?<br>
o What is the experience of education systems that have changed
the medium of instruction in mathematics?<br>
o What is the experience of education systems that use a former
colonial language as the medium of instruction in mathematics?<br>
o How does/should the teaching and learning of mathematics adapt
to changes in cultural and linguistic diversity e.g. In the light of
migration, political instability, etc.<br>
o How can mathematics teaching respond to the oppression
of cultural and linguistic minorities?<br>
o How does mathematics teaching contribute to the oppression of
cultural and linguistic minorities?<br>
o What is distinctive about mathematics learning out of school
in multicultural and multilingual settings?<br>
o What theoretical perspectives on cultural and linguistic
diversity are most helpful in investigating the teaching and learning
of mathematics?<br>
<b>Co-chairs</b> : Anjum Halai(Pakistan)</font><font
color="#218EF7"><u> anjum.halai@aku.edu</u></font><font
color="#222222"><br>
<span
></span> Clement
Dlamini(Swaziland)</font><font color="#218EF7"><u>
dlamini.c@examscouncil.org.sz</u></font></div>
<div>########################### TSG 31
#################################</div>
<div><font color="#222222"><b>TSG31: Task design and
analysis</b></font></div>
<div><font color="#222222">We have a particular interest in
empirically grounded contributions that underline design principles
and theoretical approaches, and give examples of tasks designed for
promoting mathematical development. We plan to discuss (but are not
limited to) the following themes:</font></div>
<div><font color="#222222">1. Theoretical and practical
development that guides task design and analysis<br>
2. Diverse theoretical approaches or principles that guide task
design and analysis<br>
3. Diverse practical traditions/approaches that guide task
design/analysis and their theoretical accounts<br>
4. Examples of task analysis for studying the relations between
tasks, psychological development, and<br>
mathematical development.</font></div>
<div><font color="#222222">5. Critical literature studies or
meta-analysis of task design and analysis</font></div>
<div><font color="#222222">The group will welcome contributions that
focus on primary or secondary education.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Xuhua
Sun(China)</font><font color="#218EF7"><u>
xhsun@umac.mo</u></font><font color="#222222"><br>
<span
></span> Lalina
Coulange(France)</font><font color="#218EF7"><u>
lalina.coulange@free.fr</u></font><font color="#222222">
or</font><font color="#218EF7"><u>
lalina.coulange@gmail.com</u></font></div>
<div>########################### TSG 32
#################################</div>
<div><font color="#222222"><b>TSG32: Mathematics curriculum
development</b></font></div>
<div><font color="#000000">In relation to this theme, we especially
want to solicit papers that may foster the deliberation on the varied
aims of the curriculum and bring concerns and experiences from
different contexts. For example what should students learn to be well
prepared to participate in everyday activities of their present lives
as well as at the workplace in future. Two issues arise from this, one
is the role of globalization and informatization, the other concerns
issues of emancipation and social justice. For different countries,
different concerns may be the most pressing. For many industrialized
countries, for instance, outsourcing, and computerization of work will
have a strong impact on employability, and--par extension-- on the
goals of mathematics education. Should these concerns be allowed to
influence elementary curricula or should these be manifest only at the
secondary/post-compulsory stage? However, for many students the
emphasis may have to be on math for empowerment, to avoid the
alienation and marginalization that formal schools tend to produce by
terming the disadvantaged as 'slow learners' and 'not good
enough' for more challenging/stimulating mathematical tasks. And
alongside these other curricular concerns how can the transmission of
traditional cultural knowledge and the needs of further and higher
education in a variety of subjects be taken account of?</font></div>
<div><font
color="#000000"><b>Co-chairs: </b
> Anita Rampal</font>
(India)<font color="#000000">, </font><font color="#003B95">
anita.rampal@gmail.com</font></div>
<div><font
color="#000000"
> <span
></span
> <span
></span> Koeno Gravemeijer</font> (Netherlands)<font
color="#000000">, </font><font color="#003B95">
koeno.gravemeijer@esoe.nl</font></div>
<div>########################### TSG 33
#################################</div>
<div><font color="#222222"><b>TSG33: Assessment and testing in
mathematics education</b></font></div>
<div><font color="#222222">We are seeking contributions of research in
and new perspectives on assessment in mathematics education that
address issues in current assessment practices. We see these issues as
falling into two main strands, large-scale assessment and classroom
assessment, but also recognize that there are broad issues that fall
across both strands. We invite papers that address one or more of the
following topics:</font></div>
<div><font color="#222222"><b>Large-scale assessment</b></font></div>
<div><font color="#222222">1.Issues related to the development of
large-scale assessments, which might include such areas as the
conceptual foundations of such assessments, designing tasks that value
the complexity of mathematical thinking, etc. </font></div>
<div><font color="#222222">2.Issues related to the purposes and use of
large-scale assessment in mathematics.</font></div>
<div><font color="#222222">3.Issues related to the development of
large-scale assessment of mathematics teachers' mathematical and
pedagogical content knowledge.</font></div>
<div><font color="#222222"><b>Classroom assessment</b></font></div>
<div><font color="#222222">4.Issues connected to the development of
teachers' professional knowledge of assessment and their use of
assessment in the mathematics classroom.</font></div>
<div><font color="#222222">5.Issues and examples related to the
enactment of classroom practices that reflect current thinking in
assessment and mathematics education (e.g. the use of assessment for
learning, as learning, and of learning in mathematics
classrooms)</font></div>
<div><font color="#222222"><b>Broad issues</b></font></div>
<div><font color="#222222">6.The development of assessment tasks that
reflect the complexity of mathematical thinking, problem solving and
other important competencies.</font></div>
<div><font color="#222222">7.The design of alternative modes of
assessment in mathematics (e.g. online , investigations, various forms
of formative assessment, etc.).</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Michael
Neubrand(Germany)</font><font color="#218EF7"><u>
neubrand@mathematik.uni-oldenburg.de</u></font></div>
<div><font
color="#222222"
> <span
></span> Christine
Suurtamm(Canada)</font><font color="#218EF7"><u>
suurtamm@uottawa.ca</u></font></div>
<div>########################### TSG 34
#################################</div>
<div><font color="#222222"><b>TSG34: The role of mathematical
competitions and other challenging contexts in the teaching and
learning of mathematics</b></font></div>
<div><font color="#222222">The aim is:</font></div>
<div><font color="#222222">1. To gather teachers,
mathematicians, mathematics educators, researchers and other congress
participants who are interested in mathematical competitions and other
challenging contexts in the teaching and learning of mathematics at
all levels.</font></div>
<div><font color="#222222">2. To present research results and
reports on activities that will allow the group to make an updated
sketch of the state of the art, thus further developing the aims of
the 16th ICMI Study, and colouring it in by addressing new trends and
developments in research and practice in mathematics competitions and
other challenging contexts and their effect on mathematics teaching
and learning.</font></div>
<div><font color="#000000"><b>Co-chairs</b> : Maria de
Losada(Columbia)</font><font color="#218EF7"><u>
mariadelosada@gmail.com</u></font><font color="#222222"><br>
</font><font
color="#000000"
> <span
></span> Ali Rejali(Iran)</font><font
color="#218EF7"><u> a.rejali@yahoo.com</u></font></div>
<div>########################### TSG 35
#################################</div>
<div><font color="#222222"><b>TSG35: The history of the teaching and
learning of mathematics</b></font></div>
<div><font color="#222222">Possible themes to be treated are HISTORY
of:<br>
- changes of
curricula in the various countries<br>
- changes of
mathematics education as a professional independent discipline<br>
- the cultural and
social role of mathematics<br>
- policies in teacher
education<br>
- changes and roles
of teachers' associations<br>
- the situation of
journals on mathematics education<br>
- the role of
textbooks in the teaching and learning of mathematics<br>
- general trends in
the organizing of the lesson<br>
- the overall impact
of digital technologies in the learning and teaching of
mathematics<br>
- treatment of
particular topics (geometry, algebra, etc.)<br>
- interdisciplinarity
and contexts<br>
- reforms
movements</font></div>
<div><font color="#222222">
- methods</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Brito Arlete
De Jesus (Brazil) <</font><font
color="#0035F4">arlete@rc.unesp.br</font><font
color="#222222">></font></div>
<div><font
color="#222222"
> <span
></span>
Furinghetti Fulvia</font><font color="#0035F4">
furinghe@dima.unige.it</font></div>
<div>########################### TSG 36
#################################</div>
<div><font color="#222222"><b>TSG36: The role of ethnomathematics in
mathematics education</b></font></div>
<div><font color="#222222">This group will be an opportunity to
present research or theoretical elaborations on these
questions:</font></div>
<div><font color="#222222">1. What is the mathematical thinking
developed by people outside schools?</font></div>
<div><font color="#222222">2. How can mathematics education use
information regarding mathematical thinking developed outside school
to improve our understanding of mathematics and mathematics teaching
and learning in school?</font></div>
<div><font color="#222222">3. How can a wider, cultural view of
mathematics expand the possibilities for peace, prosperity, and
elimination of discrimination?</font></div>
<div><font color="#222222">4. What has been done in terms of research
on the role of ethnomathematics in mathematics education and what are
the current lines for new and relevant research?</font></div>
<div><font color="#222222">5. Ethnomathematics can be defined both
broadly and narrowly. How do these definitions influence/impact the
ways in which ethnomathematics is incorporated into formal educational
settings?</font></div>
<div><font color="#222222">6. What impact is an appreciation of
culture and its mathematics having on mathematics
education.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Pedro
Palhares(Portugal)</font><font color="#218EF7"><u>
palhares2307@gmail.com</u></font><font color="#222222"><br>
<span
></span> Lawrence
Shirley(USA)</font><font color="#218EF7"><u>
lshirley@towson.edu</u></font></div>
<div>########################### TSG 37
#################################</div>
<div><font color="#222222"><b>TSG37: Theoretical issues in mathematics
education</b></font></div>
<div><font color="#222222">Submissions should include concrete
examples and could employ (but are not limited to) the following
approaches:</font></div>
<div><font color="#222222"><b>(1) Theories from outside mathematics
education</b>:</font></div>
<div><font color="#222222">o Identifying theories particularly
suitable for use in mathematics education (and those that are
not);</font></div>
<div><font color="#222222">o Contrasting the treatment of particular
constructs relevant to mathematics education within two or more
theories;</font></div>
<div><font color="#222222">o Suggesting inadequacies in the capacity
of currently available theories to meet the needs of mathematics
education and recommending what developments are
required.</font></div>
<div><font color="#222222"><b>(2) Diversity of theories within
mathematics education:</b><br>
o Addressing the challenge of utilising the results of research
studies in mathematics education undertaken using different
theories;</font></div>
<div><font color="#222222">o Networking strategies designed to provide
heightened insight into a complex setting;</font></div>
<div><font color="#222222">o Reporting or exploiting examples of the
networking of theories concerning their limits and potential for
advancing the field of mathematics education.</font></div>
<div><font color="#222222"><b>(3) Conditions for theory use and
development:</b><br>
o Interrogating the role and function of theories in mathematics
education (and mathematics education research) with specific
examples;<br>
o Exploring the adequacy of a particular theory to provide insight
into two or more different contexts or issues in mathematics
education;</font></div>
<div><font color="#222222">o Discussing the methodological entailments
of the selection of particular theories in the process of research
design.</font></div>
<div><font color="#222222"><b>Co-chairs</b> : Angelika
Bikner(Germany)</font><font color="#218EF7"><u>
bikner@t-online.de</u></font><font color="#222222"><br>
<span
></span> David Clarke(Australia)</font><font
color="#218EF7"><u> clarke@unimelb.edu.au</u></font></div>
<div
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></span>----</div>
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