Dawkins P. C. (2015) Explication as a lens for the formalization of mathematical theory through guided reinvention The Journal of Mathematical Behavior 37,63-82
Meletiou-Mavrotheris M., Paparistodemou E. (online first) Developing students’ reasoning about samples and sampling in the context of informal inferences Educational Studies in Mathematics
Garfield J., Le L., Zieffler A., Ben-Zvi D. (online first) Developing students’ reasoning about samples and sampling variability as a path to expert statistical thinking Educational Studies in Mathematics
Pfannkuch M., Arnold P., Wild C.-J. (online first) What I see is not quite the way it really is: students’ emergent reasoning about sampling variability Educational Studies in Mathematics
Issue 46/6, ZDM - The International Journal on Mathematics Education
Editors: Morgan C, Craig T., Schuette M., Wagner D.
Within the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education research, representing a range of approaches to the topic.
10-14 Octobre 2015, Tipaza, Algérie
Dans ce groupe de travail, on s'interesse aux aspects culturels et langagiers de l'enseignement des mathématiques. Contrairement à une idée commune largement répandue selon laquelle les mathématiques seraient universelles et intemporelles, de nombreux travaux de recherche en didactique des mathématiques ont mis en évidence la nécessité de prendre en compte les aspects culturels et langagiers dans l'enseignement des mathématiques, et la nécessité de se déprendre de l'illusion d'une transparence du discours mathématique.
22-24 gennaio, 2015 – Rimini (Italy)
Il tema centrale del seminario riguarda la formulazione di congetture e la produzione di argomentazioni in geometria e in particolare in ambienti di geometria dinamica. Verrà presentato un modello per l'analisi dei processi, costruito a partire dalla letteratura, e sulla base di una specifica sperimentazione, che mette in relazione tre componenti chiave: il trascinamento, la percezione degli invarianti, l'abduzione.
9-12 June 2015, Rennes, France
Tools for Teaching Logic seeks for original papers with a clear significance in the following topics (but are not limited to): teaching logic in sciences and humanities; teaching logic at different levels of instruction (secondary education, university level, and postgraduate); didactic software; facing some difficulties concerning what to teach; international postgraduate programs; resources and challenges for eLearning Logic; teaching Argumentation Theory, Critical Thinking and Informal Logic; teaching specific topics, such as Modal Logic, Algebraic Logic, Knowledge Representation, Model Theory, Philosophy of Logic, and others; dissemination of logic courseware and logic textbooks; teaching Logic Thinking.
Paper submission: 30th January 2015
Issue 67/2: Revue d'histoire des sciences
Introduction par Bourdeau M., Brenner A.
Table des matières
Editors-in-chief –
Bettina Pedemonte,
Maria-Alessandra Mariotti
Associate Editors –
Orly Buchbinder,
Kirsti Hemmi,
Mara Martinez
Redactor –
Bettina Pedemonte
Scientific Board –
Nicolas Balacheff,
Paolo Boero,
Daniel Chazan,
Raymond Duval,
Gila Hanna,
Guershon Harel,
Patricio Herbst,
Celia Hoyles,
Erica Melis,
Michael Otte,
Philippe Richard,
Yasuhiro Sekiguchi,
Michael de Villiers,
Virginia Warfield