Aims and Focus

Programme

Download the Proceedings of TSG2

12.10-12.25: Paul Drijvers (Freudenthal Institute, the Netherlands)

Title:
The integration of technology in secondary mathematics education: a future trend or an utopia?

Abstract:
Since more than 30 years, educationalists involved in secondary mathematics education claim that the integration of technology will change mathematics education, its goals, its pedagogy, its curriculum and its assessment. However, so far the influence of technology seems to be limited. In order to discuss the possible contribution of technology to the teaching and learning of mathematics, we first look back in a retrospective, then draw up an inventory of the current 'state-of-the-art' and finally try to identify major factors which determine the future success of the integration of technology.

12.25-12.40: Florence Glanfield (University of Saskatchewan, Canada)

Title:
Secondary Mathematics Education Curriculum Developments: A Canadian Perspective

Abstract:
Each of the 10 provinces and 3 territories in Canada are responsible for designing a 'curriculum' for their secondary mathematics classrooms. This curriculum development is ever changing. I will describe the current trends, the background to the trends, and pose some possibilities for the future of secondary mathematics curriculum development in Canada.

12.40-12.55: Ross Turner (Australian Council for Educational Research, Australia)

Title:
PISA and Secondary Mathematics Education

Abstract:

12.05-12.15: Guo Rong Xu and Stephan Lerman (London South Bank University, UK)

Title:
The small tip of a large iceberg? The problems in Chinese education reform

Abstract:
In China, a mathematics education reform, influenced by Western educational ideologies and focused at changing the classroom practice, has been initiated by the government. However, this reform, like previous reforms in Chinese mathematics education seems to be unable to effectively implement substantial changes in mathematics classroom practices. This study looked at the actual impact of the reform on classroom practice and attempted to identify and analyse some factors that hindered it.

12.15-12.25: Kwok-cheung Cheung (University of Macau, China)

Title:
New development in mathematics education at obligatory education level in People's Republic of China

Abstract:
China’s mathematics curriculum reform has been actively underway since the turn of the century. This paper seeks to introduce new developments in mathematics education at the obligatory education level (grade 1-9) based on the Mathematics Curriculum Standards (Experimental Version) released by the Ministry of Education of People’s Republic of China. Basic concepts, design considerations, curriculum objectives, curriculum contents, curriculum implementatio and mathematics background knowledge recommendations are explicated in detail.

12.25-12.35: Maitree Inprasitha (Khon Kaen University, Thailand)

Title:
Movement of lesson study in Thailand

Abstract:
Influencing from the TIMSS video analysis, studying on Japanese classroom is very interesting for researchers and educators from various part of the world. Lesson study, a Japanese form of professional development, is a well-known approach to improve teacher practice. The paper will introduce how to use lesson study in another initiative. That is, to use lesson study improves the new launched 5-year program for producing mathematics teachers at the faculty of education in Thailand.

12.35-12.45: Sofia Anastasiadou (Aristotle University of Thessaloniki, Greece)

Title:
Perceptions, attitudes and conducts of the Greek mathematicians for statistics in secondary education

Abstract:
The objective of this research was the definition and the determination of the perceptions - attitudes and conducts of the mathematicians in Secondary Education for statistics. In conclusion, we could say that the mathematicians show both positive and negative attitudes and representations towards statistics. The negative attitudes are a product of the durable absence of teaching this science, which that possibly creates repugnance, anxiety and disdain towards this science.

12.45-12.55: Allan Tarp (Grenaa International Baccalaureate, Denmark)

Title:
Adding per-numbers

Abstract:
To solve the relevance paradox in mathematics education this papers uses postmodern sceptical Cinderella research to look for new ways to teach mathematics at the secondary school. The paper introduces addition of per-numbers as a more user-friendly approach to the traditional subjects of proportionality, linear and exponential functions and calculus.

12.05-12.15: Wim Van Dooren, Dirk De Bock, An Hessels, Dirk Janssens and Lieven Verschaffel (University of Leuven, Belgium)

Title:
Studying and remedying secondary school students' modelling skills: A case study

Abstract:
Recent curricular documents in many countries underline the role of modelling in secondary mathematics education. However, educational practice and research in the last decades uncovered many difficulties and systematic errors that may cross students’ learning of a mathematical modelling disposition. This paper reports on a research-based teaching experiment with 8th graders aimed at remedying one of these errors, namely students’ tendency to see and apply the linear model everywhere.

12.15-12.25: Modestina Modestou and Athanasios Gagatsis (University of Cyprus, Cyprus)

Title:
Students' improper proportional reasoning: A multidimensional statistical analysis

Abstract:
In this paper, we investigate the predominance of the linear model in 12-13 year old Cypriot students, while solving non-proportional word problems involving area and volume of rectangular figures. Using three different kinds of tests, related to the context of the word problems presented, we attempt to identify a differentiation in students’ responses. Two different statistical analyses are implemented to the data: Factor analysis and the Implicative statistical analysis. Both statistical analyses suggest the same grouping of students’ responses and confirm the existence of improper proportional reasoning.

12.25-12.35: Yuriko Yamamoto Baldin, José Antonio Salvador and Pedro Luiz Aparecido Malagutti (Universidade Federal de São Carlos, Brazil)

Title:
Developing interdisciplinary activities in secondary school classrooms

Abstract:
We report on Project Pró-Ciências carried out by Universidade Federal de São Carlos, Brazil, in 2001 and 2002, with collaboration of basic school authorities and governmental educational agencies, aiming the professional development of secondary school teachers, updated with modern requirements of school curriculum. The project was grounded on National Curriculum Standards and focused the understanding, planning and execution of interdisciplinary activities, connecting Mathematics to other Sciences and the real world.

12.35-12.45: Jiansheng Bao (Soochow University, China)

Title:
A comparative study on composite difficulty between new and old Chinese math textbooks

Abstract:
If one compares the old middle school maths syllabus to the newly published National Mathematics Standards one can notice numerous changes both to curriculum and to mathematics contents. In fact, these new standard-based maths textbooks are being used in experimental districts in China. However, these changes may lead us to ask the following questions: What precisely are the differences between the new and old maths textbooks? How do these differences affect the styles of both mathematics teaching and learning? In order to answer these questions, this paper uses a model developed by the author to evaluate the composite difficulties of new and old eighth grade maths textbooks using five factors of difficulty so as to highlight some initial findings.

12.45-12.55: Alexander Khait (Jerusalem College of Engineering, Israel)

Title:
An important point in the space of mathematics education

Abstract:
This paper considers new content for secondary school mathematics education, associated with linguistic abilities of text understanding and formulation. In practical terms it is translated to teaching logic and algorithms. Two major problems of this program are isolated and a teaching tool is suggested. The psychological framework for the program is presented.