The Proceedings of the 12th International Congress on Mathematical Education : : Intellectual and Attitudinal Challenges.

The Proceedings of the 12th International Congress on Mathematical Education : : Intellectual and Attitudinal Challenges.

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Bibliographic Details
:
Cho, Sung-Je.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2015.
Ã2015.
Year of Publication:2015
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (617 pages)
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Table of Contents:
  • Intro
  • Preface
  • Contents
  • Congratulatory Remarks: President of Korea
  • Part I Opening Ceremonies
  • 1 Opening Address: President of IMU
  • 2 Opening Address: President of ICMI
  • 3 Welcome Address: Chair of IPC
  • 4 Congratulatory Remarks: Minister of Education and Science, and Technology
  • 5 ICMI Awards Report
  • Part II Plenary Lectures
  • 6 The Butterfly Effect
  • Abstract
  • Introduction
  • A Brief History of Chaos from Newton to Lorenz
  • Determinism
  • Sensitivity to Initial Conditions
  • Fear for Chaos
  • Taming Chaos
  • Popularization
  • Lorenz's 1963 Paper
  • Meanwhile, Mathematicians2026
  • Lack of Communication Between Mathematicians and Physicists?
  • Smale's Axiom A
  • Lorenz's Equation Enters the Scene
  • Lorenz's Butterfly as Seen by Mathematicians
  • The Concept of Physical SRB Measures
  • Poincar00E9
  • Lorenz
  • Sinai, Ruelle, Bowen
  • Palis
  • Communicating Mathematical Ideas?
  • References
  • 7 Whither the Mathematics/Didactics Interconnection? Evolution and Challenges of a Kaleidoscopic Relationship as Seen from an ICMI Perspective
  • Abstract
  • Introduction
  • Linguistic Prolegomena
  • ``Whither'' or ``Wither''
  • Through the Kaleidoscope
  • What?---and Who?
  • A Glimpse into the History of ICMI
  • Some Challenges that Mathematicians and Didacticians Are Facing
  • ICMI at the Dawn of Its Second Century
  • The ``Pipeline'' Issue
  • ICMI from Klein to Klein
  • Capacity and Networking
  • Conclusion
  • Acknowledgments
  • References
  • 8 Mathematics Education in the National Curriculum---with Some Reflections on Liberal Education
  • Abstract
  • Why Should We Teach Mathematics?
  • In the Tradition of Liberal Education
  • Intelligence, Method, and Methodic
  • Conditions of Mathematics for Liberal Education in the National Curriculum
  • References.
  • 9 Quality Teaching of Mathematical Modelling: What Do We Know, What Can We Do?
  • Introduction
  • Two Introductory Real World Examples
  • Mathematical Modelling Competency
  • Students' Modelling Activities
  • Aims and Perspectives of Modelling
  • Teaching Modelling
  • Teacher Support for Modelling Activities
  • Strategies for Learning Modelling
  • Teacher Competencies for Modelling
  • A Final Real World Example
  • References
  • Part III Plenary Panels
  • 10 The TEDS-M: Important Issues, Results and Questions
  • Abstract
  • Introduction
  • The Organization of the Plenary Panel on TEDS-M
  • Teaching and Teacher Knowledge: A Focus on MCK and MPCK
  • Why Is Teacher Knowledge Important?
  • Defining Teacher Knowledge in TEDS-M
  • Measuring Teacher Knowledge in TEDS-M
  • Teacher Education and Quality: The Performance of Taiwan in an International Context
  • Becoming a Teacher in Taiwan
  • What Taiwan Learned from TEDS-M on Teaching Knowledge
  • Why Taiwan Performed Well
  • Research in Teacher Education and TEDS-M: International Findings and Implications for Future Policy Research
  • Methods
  • Data Sources
  • Results
  • References
  • 11 Mathematics Education in East Asia
  • Abstract
  • Introduction
  • Classroom Teaching in East Asia
  • Classroom Teaching in Regular Schools
  • Teaching in Tutorial Schools
  • Tutorial Schools or Private Tutoring in Japan
  • Tutorial Schools in Korea
  • Teacher Education and Development
  • Pre-service Education: How to Become a Mathematics Teacher in East Asia
  • Teacher Employment Test (TET) in Korea
  • Employment Test in Japan
  • Teaching Skills Competition for Prospective Mathematics Teachers in China
  • In-service Teacher Education and Development
  • Lesson Study in Japan
  • Teaching Research Groups and Mentorship in China
  • Teaching Research Groups in China
  • Mentoring for Mathematics Teaching in China.
  • Mathematics Festival in Korea
  • Discussion
  • Confucian Heritage Culture
  • Characteristics of CHC Related to Mathematics Learning
  • Examination Culture
  • Belief in Effort
  • Stress on Memorization and Practice
  • Stress on Reflection
  • Discussion
  • The Chinese Language
  • Implications
  • Conclusion
  • References
  • 12 Gender and Mathematics Education Revisited
  • Introduction
  • Reference
  • Gender and Mathematics Education in Africa
  • Introduction
  • The Current Situation in Africa
  • The Causes
  • Interventions Introduced
  • Conclusion and Suggestions
  • References
  • Gender and Mathematics Education in Mexico
  • Introduction
  • Results of Gender Studies at Elementary Education
  • Results of Gender Studies at Higher Education
  • Results of Gender Studies on Faculty
  • Policies to Reduce the Gender Gap and Stereotypes
  • Conclusions
  • References
  • Gender and Mathematics in Australia: A Downward Trajectory
  • Introduction
  • Australian Context
  • TIMSS and PISA Results
  • Participation and Achievement in Grade 12 Mathematics
  • Technologies for Mathematics Learning
  • Public Perceptions of Gender Issues in Mathematics
  • Final Words
  • References
  • Taking a European Perspective
  • Taking a European Perspective
  • Method
  • Results and Discussion
  • References
  • Gender and Mathematics Education in the United States
  • Introduction
  • Achievement
  • Affect
  • Careers
  • Teachers and Students
  • The Field of Mathematics
  • Lingering Questions
  • A Final Word About Research Methods for Studying Gender and Mathematics
  • References
  • Panel on ``Gender and Mathematics Education Revisited''---Final Comments
  • References
  • Part IV Awardees
  • 13 Teaching Mathematics in Tomorrow's Society: A Case for an Oncoming Counter Paradigm
  • Abstract
  • The Anthropological Theory of the Didactic
  • The Paradigm of Visiting Works and Its Shortcomings.
  • Questioning the World: Towards a New Didactic Paradigm
  • Society, School, and the New Paradigm
  • What Will Be the Place of Mathematics?
  • References
  • 14 Mathematics for All? The Case for and Against National Testing
  • Abstract
  • Introduction
  • The NAPLAN Numeracy Tests
  • Trends in NAPLAN Data: Gender and Indigeneity
  • Gender
  • Indigeneity
  • Gender
  • Explanatory Models
  • Gender Differences: Possible Explanations
  • Gender Differences: Have They Disappeared?
  • Gender Differences: Looking for New Directions
  • Assessment: Gender Neutral or not?
  • Indigeneity
  • What Was not Reported
  • Social Class
  • The Rest of the Curriculum
  • NAPLAN and Mathematics Education Research
  • Final Words
  • References
  • 15 Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues
  • Abstract
  • Introduction
  • Arithmetic and Algebra: Filiations and Ruptures
  • Some Background of the Research
  • Grade 2: Young Students' Non-symbolic Algebraic Thinking
  • Beyond Intuited Indeterminacy: The Message Problem
  • Thinking and Its Development
  • Grade 3: Semiotic Contraction
  • Grade 4: The Domestication of the Hand
  • The ``Message Problem'' Again
  • The Introduction to Notations
  • Synthesis and Concluding Remarks
  • Acknowledgments
  • References
  • 16 How We Think: A Theory of Human Decision-Making, with a Focus on Teaching
  • Abstract
  • Introduction
  • The Challenge
  • Background: Problem Solving
  • How Things Work
  • First Teaching Example, Mark Nelson
  • Second Teaching Example, Jim Minstrell
  • Third Teaching Example, Deborah Ball
  • Yet More Examples
  • Making Breakfast (or Any Other Meal)
  • Routine Medical Diagnosis and Practice
  • Discussion
  • References
  • Part V Survey Teams
  • 17 Curriculum and the Role of Research
  • Abstract
  • Introduction
  • Standards/Curricular Goals.
  • Who Is Responsible for the Development of Standards/Curricular Goals?
  • Why Standards?
  • What Is the Role of Research?
  • What Is the Nature of Standards?
  • Examining the Status Quo
  • How Are Standards/Goals Related to the Implemented Curriculum?
  • What Drives the Implemented Curriculum?
  • How Do Countries Monitor Implementation of the Curriculum?
  • How Are Changes Made to the Standards/Curricular Goals?
  • The Role of Textbooks
  • What Is the Role of Research in the Development of Textbooks?
  • The Role of Technology in the Curriculum
  • What Is the Relationship Between Standards/Curricular Goals and Technology?
  • How Is Technology Used in Classrooms?
  • Teacher Support
  • What Support Is Provided to Teachers to Help Them Know the Curriculum?
  • What Support Is Provided to Teachers to Help Them Enact the Curriculum?
  • Concluding Remarks
  • Survey Responders
  • References
  • 18 Key Mathematical Concepts in the Transition from Secondary School to University
  • Background
  • The Survey
  • Literature Review
  • Calculus and Analysis
  • Abstract Algebra
  • Linear Algebra
  • Proof and Proving
  • Mathematical Modelling and Applications
  • Conclusion
  • Acknowledgments
  • References
  • 19 Socioeconomic Influence on Mathematical Achievement: What Is Visible and What Is Neglected
  • Abstract
  • Introduction
  • What Is Visible
  • What Is Neglected
  • Paola Valero on Historicizing the Emergence of Differential Access to Mathematics Education
  • Mellony Graven on Socio-Economic Status and Mathematics Performance/Learning in South African Research
  • Murad Jurdak on a Culturally-Sensitive Equity-in-Quality Model for Mathematics Education at the Global Level
  • Danny Martin on Politicizing Socioeconomic Status and Mathematics Achievement.
  • Tamsin Meaney on Back to the Future? Mathematics Education, Early Childhood Centres and Children from Low Socio-Economic Backgrounds.

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