CTMA 15: 15th International Conference on the Teaching of Mathematical Modelling and Applications

Konferenz: 15th International Conference on the Teaching of Mathematical Modelling and Applications (CTMA 15). Melbourne , Australia.

Internet: 15th International Conference on the Teaching of Mathematical Modelling and Applications

Termin: 14.07.2011 - 19.07.2011.

Kurzbeschreibung

The aim of the conference is to provide a forum for the presentation and exchange of information, experiences, and ideas relating to the teaching, learning and assessment of mathematical modelling, mathematical models and applications of mathematics at primary, secondary and tertiary level. This conference brings together international experts in a variety of fields as well as local and regional teachers, post-graduate students and academics.

Themen

Conference theme

Mathematical Modelling: Connecting to Practice – Teaching practice and the practice of applied mathematicians.

• Modelling and applications in business, the environment, industry and the workplace
• Evaluation of effectiveness of such modelling
• Pedagogical issues for teaching and learning
• Applicability at different levels of schooling and in tertiary education
• Research into teaching and practice
• Innovative practices in research, teaching and practice
• Influences of technology
• Assessment in schools and universities

Programmkomitee

• Brian Doig, Lecturer in the School of Education, Faculty Arts and Education Deakin University, Australia.

Part of his current research has a focus on assessment of children’s informal mathematics, that is, the mathematical skills and concepts that they possess prior to formal schooling. This focus was prompted, in part, by the Talentenkracht (Curious Minds) project in the Netherlands. This project is looking at the informal mathematics and science that children possess.

• Janet Ainley, Professor of Education and Director of the School of Education, University of Leicester, UK.

The central theme of her research is how children and teachers make sense of the complexity of classroom activity, particularly in relations to mathematics statistics education. This encompasses interests in professional practice, in social and cultural influences, and in how the construction of meanings is interlaced with the available resources. In particular, her research has addressed the design of pedagogic tasks which exploit the potential of technologies to support mathematical thinking, and in which mathematical ideas are used in ways that have a clear purpose for the learners.

• Konrad Krainer, Professor at the Alpen-Adria-Universität Klagenfurt

His research started with a diploma thesis on geometry teaching. One focus was put on the development of tasks in order to promote students‘ mathematical thinking. At the moment, Krainer leads a nation-wide project for initiating and studying innvoations in mathematics and science teaching (IMST). Teachers are regarded as key stakeholders, both in reform and research.

• Ali Doğanaksoy, Associate Professor, Department of Mathematics, Institute of Applied Mathematics, Middle East Technical University Ankara Turkey

Ali’s research interests include differential geometry and cryptology.

PME 35 Plenary Panel

The theme for PME 35's plenary panel is the conference theme: Thinking Mathematically

• Olive Chapman, convenor
• Uri Leron, panel member
• Gabriele Kaiser, panel member
• Carolyn Maher, panel member
• Frederick Leung, panel member