ICMI EnSpm 2010

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JaimeCarvalhoeSilva

ICMIComisso Internacional de Instruo Matemticadois estudos recentes

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ICMI

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Coreia do Sul, China, EUA, Israel, FranaNova Zelndia, Itlia, Costa Rica, Africa do Sul,

Australia, Portugal

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IMU

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ICSU

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ICMI

ICME - de 4 em 4 anos (2012: Coreia do Sul)

Estudos do ICMI

ICMI Bulletin

ICMI News (newsletter)

Encontros regionais (Africa, America do Sul,Asia, ...)

Projectos (Klein, Pipeline,...)

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ICMI Studies

15. The Professional Education and

Development of Teachers of Mathematics.

16. Challenging Mathematics in and Beyond theClassroom.

17. Digital Technologies and MathematicsTeaching and Learning: Rethinking the Terrain.

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ICMI Studies

18. Statistics Education in School Mathematics:Challenges for Teaching and Teacher Education.

19. Proof and proving in mathematics education.

20. Educational Interfaces between Mathematicsand the Industry (EIMI)

21. Mathematics Education in MultilingualContexts

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ICMI Studies

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ICMI Studies

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ICMI Study 20

Educational Interfaces between Mathematics

and the Industry (EIMI)

Alain Damlamian, Rudolf Strer, JosFrancisco Rodrigues

Documento de Discusso: http://eimi.mathdir.org/
http://eimi.mathdir.org/http://eimi.mathdir.org/http://eimi.mathdir.org/http://eimi.mathdir.org/http://eimi.mathdir.org/

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ICMI Study 20

htt : eimi.mathdir.or
http://eimi.mathdir.org/http://eimi.mathdir.org/

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ICMI Study 20


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ICMI Study 20


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ICMI Study 20

Study Conference:

Lisboa, 19-23 de Abril de 2010.

Lisboa, 11-15 de Outubro de 2010


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ICMI Study 16

Edward Barbeau (Canad),Peter J. Taylor (Australia)

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Documento para discusso:

Mathematics is engaging, useful, and creative. What can we do to make it

accessible to more people?

Recent attempts to develop students' mathematical creativity include the use ofinvestigations, problems, reflective logs, and a host of other devices. These can

be seen as ways to attract students with material that challenges the mind.

Initiatives taken around the globe have varied in quality and have met with

different degrees of success. New technologies have enabled us to refine our

efforts and restructure our goals. It is time to assess what has been done, study

conditions for success and determine some approaches for the future.

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What is a mathematical challenge?

How do we provide challenges?

How do challenges contribute to the learning process?

How can challenges be used in the classroom?

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Challenging problems: Mathematical content and sources.-Presentation of Challenges Beyond the Classroom:Organizational issues.- Challenging Mathematics Beyondthe Classroom Enhanced by Technological Environments.-Challenging Tasks and Mathematical Learning: Role of thestudent.- Mathematics in Context: Focusing on students inchallenging environments.- Teacher Development and

Mathematical Challenge.- Challenging MathematicsClassroom Practices.- Curriculum and Assessment: Use ofChallenges.

ICMI Study 16

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Celia Hoyles (Inglaterra),Jean-Baptiste Lagrange(Frana)

ICMI Study 17

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identify and analyse some of the challenges in mathematics teaching andlearning, practically and theoretically, in the light of the use of digital

technologies

What new types of mathematical knowledge and practices emerge as a result ofaccess to digital technologies, particularly computational, dynamic visualisation

and communication technologies?

What role can the "mathematics laboratory" play in different educational

contexts, including primary, secondary, tertiary and vocational education?

ICMI Study 17

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ICMI Study 17

Section 1: Design of learning environments and curricula

2 Design of learning environments and curricula

3 Designing software for mathematical engagement through modelling

4 Designing digital technologies and learning activities for differentgeometries

5 Implementing digital technologies at a national scale

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ICMI Study 17

Section 2: Learning and assessing mathematics with and throughdigital technologies

6 Learning and assessing mathematics with and through digital technologies:introduction to the section

7 Integrating technology into mathematics education: theoretical perspectives

8 Mathematical knowledge and practices resulting from access to digitaltechnologies

9 The influence, and shaping, of digital technologies on the learning and

learning trajectories of mathematical concepts10 Micro-level automatic assessment supported by digital technologies

11 Technology, communication, and collaboration

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ICMI Study 17

Section 3: Teachers and technology

12 Introduction to the theme Teachers and technology

13 Working with teachers: context and culture

14 Teachers and teaching: theoretical perspectives and issues concerningclassroom implementation

15 Teacher education courses in mathematics and technology: analyzingviews and options

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ICMI Study 17

Section 4: Implementation of curricula: issues of access and equity

16 Introduction

17 Some regional developments in access and implementation of digitaltechnologies and ICT

18 Technology for mathematics education: Equity, access, and agency

19 Factors influencing implementation of technology-rich mathematicscurriculum and practices

Section 5: Future directions

21 Design for transformative practices

22 Connectivity and virtual networks for learning

23 The future of teaching and learning mathematics with digital technologies

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JaimeCarvalhoeSilva

ICMIComisso Internacional de Instruo Matemticadois estudos recentes

ICMI EnSpm 2010

Documents

Transcript of ICMI EnSpm 2010