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the International Congress on Mathematical Education is to be held in Monterrey, Mexico
작성자 : 김성숙
작성일 : 2008-01-22 05:41:26
조회 : 1954
ICME, the International Congress on Mathematical Education, in its eleventh edition is to be held in Monterrey, Mexico, July 6 - 13, 2008.
If you have not sent your abstract yet, please take a look the following list and please try to send your abstract as soon as possible. T hey may accept your abstract even though it is little late.
If it is too late, still you may try for the poster presenation etc. Just try to ask by e-mail!
Subject: Monterrey, Mexico, July 6 - 13, 2008.
ICME, the International Congress on Mathematical Education, in its eleventh edition is to be held in Monterrey, Mexico, July 6 - 13, 2008.
http://tsg.icme11.org/ Topic Study Groups
and http://dg.icme11.org/ Discussion groups
and Poster Exhibition
Topic Study Groups
The purpose of a TSG is to gather participants interested in a certain topic in mathematics education. The organizing team of each TSG will review, select and organize contributions, some by invitation and some submitted by interested participants, that account for advances, new trends, and important work done in the last few years on the topic the TSG addresses. The contribution selected will be made available in one or more of the following modalities: as a download from the web page of the TSG in the ICME-11 web site, as a printed handout previous to a TSG session during the congress, and by oral presentation during any of the four TSG sessions. There will be some discussion during the sessions, but emphasis is on presentation (in contrast to discussion groups).
Further information
TSG 1: New developments and trends in mathematics education at preschool level
TSG 2: New developments and trends in mathematics education at primary level
TSG 3: New developments and trends in mathematics education at lower secondary level
TSG 4: New developments and trends in mathematics education at upper secondary level
TSG 5: New developments and trends in mathematics education at tertiary level
TSG 6: Activities and programs for gifted students
TSG 7: Activities and programs for students with special needs
TSG 8: Adult mathematics education
TSG 9: Mathematics education in and for work
TSG 10: Research and development in the teaching and learning of number systems and arithmetic
TSG 11: Research and Development in the Teaching and Learning of Algebra
TSG 12: Research and development in the teaching and learning of geometry
TSG 13: Research and development in the teaching and learning of probability
TSG 14: Research and development in the teaching and learning of statistics
TSG 15: Research and development in the teaching and learning of discrete mathematics
TSG 16: Research and development in the teaching and learning of calculus
TSG 17: Research and development in the teaching and learning of advanced mathematical topics
TSG 18: Reasoning, proof and proving in mathematics education
TSG 19: Research and development in problem solving in mathematics education
TSG 20: Visualization in the teaching and learning of mathematics
TSG 21: Mathematical applications and modelling in the teaching and learning of mathematics
TSG 22: New technologies in the teaching and learning of mathematics
TSG 23: The role of history of mathematics in mathematics education
TSG 24: Research on classroom practice
TSG 25: The role of mathematics in the overall curriculum
TSG 26: Learning and cognition in mathematics: Students´ formation of mathematical conceptions, notions, strategies, and beliefs
TSG 27: Mathematical knowledge for teaching
TSG 28: Inservice education, professional life and development of mathematics teachers
TSG 29: The preservice mathematical education of teachers
TSG 30: Motivation, beliefs and attitudes towards mathematics and its teaching
TSG 31: Language and communication in mathematics education
TSG 32: Gender and mathematics education
TSG 33: Mathematics education in a multilingual and multicultural environment
TSG 34: Research and development in task design and analysis
TSG 35: Research on mathematics curriculum development
TSG 36: Research and development in assessment and testing in mathematics education
TSG 37: New trends in mathematics education research
TSG 38: The history of the teaching and learning of mathematics
Discussion groups
DGs are meant to gather congress participants who wish to actively discuss, in a genuinely interactive way, certain challenging or controversial issues and dilemmas of a substantial, non-rhetorical nature pertaining to the theme of the DG. During the year we have from now up to the congress, the discussion group will post in their page at the ICME-11 web site, contributions that define, limit, and/or present basic premises, viewpoints, theoretical considerations, reasearch findings, and facts that should be accounted for if a fruitful discussion is to be attained.
DG 1: Curriculum reform: movements, processes and policies
DG 2: The relationship between research and practice in mathematics education
DG 3: Mathematics education: for what and why?
DG 4: Reconceptualizing the mathematics curriculum
DG 5: The role of philosophy in mathematics education
DG 6: The nature and roles of international cooperation in mathematics education
DG 7: Dilemmas and controversies in the education of mathematics teachers
DG 8: The role of mathematics in access to tertiary education
DG 9: Promoting creativity for all students in mathematics education
DG 10: Public perceptions and understanding of mathematics and mathematics education
DG 11: Quality and relevance in mathematics education research
DG 12: Rethinking doctoral programs in mathematics education
DG 13: Challenges posed by different perspectives, positions, and approaches in mathematics education research
DG 14: International comparisons in mathematics education
DG 15: The shaping of mathematics education through assessment and testing
DG 16: The evaluation of mathematics teachers and curricula within educational systems
DG 17: The changing nature and roles of mathematics textbooks: form, use, access
DG 18: The role of ethnomathematics in mathematics education
DG 19: The role of mathematical competitions and other challenging contexts in the teaching and learning of mathematics
DG 20: Current problems and challenges in primary mathematics education
DG 21: Current problems and challenges in lower secondary mathematics education
DG 22: Current problems and challenges in upper secondary mathematics education
DG 23: Current problems and challenges in non-university tertiary mathematics education
DG 24: Current problems and challenges in university mathematics education
DG 25: Current problems and challenges in distance teaching and learning
DG 26: Current problems and challenges in the conditions and practice of mathematics teachers
DG 27: How is technology challenging us to re-think the fundamentals of mathematics education?
DG 28: The role of professional associations in mathematics education: locally, regionally, and globally
Poster Exhibition and Round Tables
Congress participants are invited to submit proposals for the display and presentation of posters in English or Spanish. We anticipate space for several hundred posters and encourage this form of congress participation as a means of presenting a wide array of mathematics education initiatives concerning research or practice. Time slots will be made available for the presentation of posters.
Posters will be grouped, as far as possible, according to language (English or Spanish) and the themes of the 38 Topic Study Groups and the 28 Discussion Groups. Round tables will be organized with the participation of no more than ten poster presenters in the same group who accept to discuss their work in such a setting. The IPC will appoint experienced mathematics educators to chair such Round Table sessions.
Proposals for a poster presentation and display in English or Spanish, may be presented on line at the ICME-11 website. Please check the How to submit proposals page for instructions.
The proposals will be received no later than January 20, 2008, for review by appointed colleagues and the decision will be posted on the same page. Approved poster proposals will appear in our web site and will be listed in the final program.
Poster proposals will be asked to include a title, an abstract of 100 to 500 words, and keywords (including the TSG or DG that would form a group for the poster, see the list at http://tsg.icme11.org or http://dg.icme11.org).
If you have not sent your abstract yet, please take a look the following list and please try to send your abstract as soon as possible. T hey may accept your abstract even though it is little late.
If it is too late, still you may try for the poster presenation etc. Just try to ask by e-mail!
Subject: Monterrey, Mexico, July 6 - 13, 2008.
ICME, the International Congress on Mathematical Education, in its eleventh edition is to be held in Monterrey, Mexico, July 6 - 13, 2008.
http://tsg.icme11.org/ Topic Study Groups
and http://dg.icme11.org/ Discussion groups
and Poster Exhibition
Topic Study Groups
The purpose of a TSG is to gather participants interested in a certain topic in mathematics education. The organizing team of each TSG will review, select and organize contributions, some by invitation and some submitted by interested participants, that account for advances, new trends, and important work done in the last few years on the topic the TSG addresses. The contribution selected will be made available in one or more of the following modalities: as a download from the web page of the TSG in the ICME-11 web site, as a printed handout previous to a TSG session during the congress, and by oral presentation during any of the four TSG sessions. There will be some discussion during the sessions, but emphasis is on presentation (in contrast to discussion groups).
Further information
TSG 1: New developments and trends in mathematics education at preschool level
TSG 2: New developments and trends in mathematics education at primary level
TSG 3: New developments and trends in mathematics education at lower secondary level
TSG 4: New developments and trends in mathematics education at upper secondary level
TSG 5: New developments and trends in mathematics education at tertiary level
TSG 6: Activities and programs for gifted students
TSG 7: Activities and programs for students with special needs
TSG 8: Adult mathematics education
TSG 9: Mathematics education in and for work
TSG 10: Research and development in the teaching and learning of number systems and arithmetic
TSG 11: Research and Development in the Teaching and Learning of Algebra
TSG 12: Research and development in the teaching and learning of geometry
TSG 13: Research and development in the teaching and learning of probability
TSG 14: Research and development in the teaching and learning of statistics
TSG 15: Research and development in the teaching and learning of discrete mathematics
TSG 16: Research and development in the teaching and learning of calculus
TSG 17: Research and development in the teaching and learning of advanced mathematical topics
TSG 18: Reasoning, proof and proving in mathematics education
TSG 19: Research and development in problem solving in mathematics education
TSG 20: Visualization in the teaching and learning of mathematics
TSG 21: Mathematical applications and modelling in the teaching and learning of mathematics
TSG 22: New technologies in the teaching and learning of mathematics
TSG 23: The role of history of mathematics in mathematics education
TSG 24: Research on classroom practice
TSG 25: The role of mathematics in the overall curriculum
TSG 26: Learning and cognition in mathematics: Students´ formation of mathematical conceptions, notions, strategies, and beliefs
TSG 27: Mathematical knowledge for teaching
TSG 28: Inservice education, professional life and development of mathematics teachers
TSG 29: The preservice mathematical education of teachers
TSG 30: Motivation, beliefs and attitudes towards mathematics and its teaching
TSG 31: Language and communication in mathematics education
TSG 32: Gender and mathematics education
TSG 33: Mathematics education in a multilingual and multicultural environment
TSG 34: Research and development in task design and analysis
TSG 35: Research on mathematics curriculum development
TSG 36: Research and development in assessment and testing in mathematics education
TSG 37: New trends in mathematics education research
TSG 38: The history of the teaching and learning of mathematics
Discussion groups
DGs are meant to gather congress participants who wish to actively discuss, in a genuinely interactive way, certain challenging or controversial issues and dilemmas of a substantial, non-rhetorical nature pertaining to the theme of the DG. During the year we have from now up to the congress, the discussion group will post in their page at the ICME-11 web site, contributions that define, limit, and/or present basic premises, viewpoints, theoretical considerations, reasearch findings, and facts that should be accounted for if a fruitful discussion is to be attained.
DG 1: Curriculum reform: movements, processes and policies
DG 2: The relationship between research and practice in mathematics education
DG 3: Mathematics education: for what and why?
DG 4: Reconceptualizing the mathematics curriculum
DG 5: The role of philosophy in mathematics education
DG 6: The nature and roles of international cooperation in mathematics education
DG 7: Dilemmas and controversies in the education of mathematics teachers
DG 8: The role of mathematics in access to tertiary education
DG 9: Promoting creativity for all students in mathematics education
DG 10: Public perceptions and understanding of mathematics and mathematics education
DG 11: Quality and relevance in mathematics education research
DG 12: Rethinking doctoral programs in mathematics education
DG 13: Challenges posed by different perspectives, positions, and approaches in mathematics education research
DG 14: International comparisons in mathematics education
DG 15: The shaping of mathematics education through assessment and testing
DG 16: The evaluation of mathematics teachers and curricula within educational systems
DG 17: The changing nature and roles of mathematics textbooks: form, use, access
DG 18: The role of ethnomathematics in mathematics education
DG 19: The role of mathematical competitions and other challenging contexts in the teaching and learning of mathematics
DG 20: Current problems and challenges in primary mathematics education
DG 21: Current problems and challenges in lower secondary mathematics education
DG 22: Current problems and challenges in upper secondary mathematics education
DG 23: Current problems and challenges in non-university tertiary mathematics education
DG 24: Current problems and challenges in university mathematics education
DG 25: Current problems and challenges in distance teaching and learning
DG 26: Current problems and challenges in the conditions and practice of mathematics teachers
DG 27: How is technology challenging us to re-think the fundamentals of mathematics education?
DG 28: The role of professional associations in mathematics education: locally, regionally, and globally
Poster Exhibition and Round Tables
Congress participants are invited to submit proposals for the display and presentation of posters in English or Spanish. We anticipate space for several hundred posters and encourage this form of congress participation as a means of presenting a wide array of mathematics education initiatives concerning research or practice. Time slots will be made available for the presentation of posters.
Posters will be grouped, as far as possible, according to language (English or Spanish) and the themes of the 38 Topic Study Groups and the 28 Discussion Groups. Round tables will be organized with the participation of no more than ten poster presenters in the same group who accept to discuss their work in such a setting. The IPC will appoint experienced mathematics educators to chair such Round Table sessions.
Proposals for a poster presentation and display in English or Spanish, may be presented on line at the ICME-11 website. Please check the How to submit proposals page for instructions.
The proposals will be received no later than January 20, 2008, for review by appointed colleagues and the decision will be posted on the same page. Approved poster proposals will appear in our web site and will be listed in the final program.
Poster proposals will be asked to include a title, an abstract of 100 to 500 words, and keywords (including the TSG or DG that would form a group for the poster, see the list at http://tsg.icme11.org or http://dg.icme11.org).