- Saturday 16

  - Sunday 17

  - Monday 18

  - Tuesday 19

  - Wednesday 20

  - Thursday 21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Plenary Speakers

Saturday 16

Opening Panel

The Advance and Consolidation of Research on Mathematics Education and Society


It is 10 years since the first conference of Mathematics Education and Society that was held in Nottingham. Between then and now, there have been three MES Conferences – in Portugal, Denmark and Australia. Organisers of each of the past MES Conferences have been invited to reflect on how the Conferences have influenced and shaped questions and directions of research in mathematics education and society, and what they see as some of the goals for us in this Conference.


Panelists: Peter Gates, Nottingham University, UK; Candia Morgan, Institute of Education - University of London, UK; Joao Filipe Matos, University of Lisbon, Portugal; Paola Valero, Aalborg University; Denmark.


Moderator: Keiko Yasukawa, University of Technology Sydney, Australia.

 

Sunday 17

Plenary 1

"Reinventing" Freire: Mathematics Education for Social Transformation


Eric Gutstein, University of Illinois-Chicago, USA.


For Paulo Freire, education was a necessary part of the political process of changing society. Mathematics education can play that role, supporting young people to read and write their worlds with mathematics as a key analytical means. In urban Chicago, our mathematics work in a social-justice-oriented high school of low-income African American and Latino students attempts to reclaim Freire’s purpose. In this paper, I describe our praxis - teaching, learning, and research in mathematics education which involves teachers and the students themselves in collaborative efforts. We focus on preparing both the youth and adults to participate in social movements and political change. [pdf]

 

Reactor: Alexandre Pais, Universidad de Lisboa, Portugal. Reinventing school?: Reaction to Eric Gutstein's "Reinventing Freire: Mathematics education for social transformation". [pdf]

 

Reactors: Maria do Carmo Domite and Valeria Carvalho.

 

Monday 18

Plenary 2

Describing teacher change: Interactions between teacher moves and learner contributions


Karin Brodie, University of Witswatersrand, South Africa.


This paper focuses on a teacher’s changing practice in the context of curriculum change in South Africa. The teacher taught in a low socio-economic status school and worked to engage and develop learners’ mathematical reasoning. Using a range of analytic tools, I show that his pedagogy was responsive to learners and enacted a number of key aspects of the new curriculum. At the same time he maintained a number of ‘traditional’ practices and there were strong continuities in his teaching across ‘traditional’ and ‘reform’ contexts. The paper shows that a key issue for teaching in this classroom was learners’ very weak mathematical knowledge, which was made visible by the teacher’s approaches and which simultaneously constrained his teaching. The paper argues for complexifying our notions of teacher change, and that issues such as the interaction between learner knowledge and pedagogy be taken into account if we are not to exacerbate existing divides among rich and poor contexts. [pdf]

 

Reactor: Margarida Belchior, University of Lisbon, Portugal. Making sense of Mr. Peter classroom. [pdf]

 

Reactor: Eva Jablonka.

 

Agora 1

The future of MES
 

Tuesday 19

Plenary 3

Equity-in-Quality: Towards a Theoretical Framework


Murad Jurdak, American University of Beirut, Lebanon.


The paper addresses the concepts of equity and quality as they apply to mathematics education and argues that the two concepts of equity and quality are interdependent and are only meaningfully understood in a specific socio-cultural context. The paper argues that meaningful comparisons across different socio-cultural contexts can be achieved by focusing on the relationships of the two concepts to each other and to contextual factors. To underline the interdependence of equity and quality and their relationships to contextual factors the paper introduces a framework based on activity theory and activity system as developed by Engeström. The last part of the paper uses data from TIMSS 2003 to demonstrate empirically the relationship between equity and quality, and their relations to contextual factors. [pdf]

 

Reactor: Elizabeth de Freitas, Adelphi University. Response to: Equity-in- quality: Towards a theoretical framework. [pdf]

 

Reactor: Arthur Powell.

 

Wednesday 20

Plenary 4

Order of the World or Order of the Social. Conceptions of Mathematics and Their Importance to Mathematics Education


Ole Ravn Christensen, Aalborg University, Denmark.


In this article the connection between the philosophy of mathematics and mathematics education is discussed. Special focus is on the implications of different conceptions of the nature and importance of mathematics. The argument will be made that the later Wittgenstein presents us with an unreservedly social interpretation of mathematics that favours a certain direction for our research on mathematics education. According to this interpretation, mathematics could be considered to be constituted exclusively in complex social processes, in which case any conception of it mirroring a pre-existing world of mathematical objects is rejected. To contrast with the Wittgensteinian position, a Platonist position is presented and the two philosophical positions are discussed in relation to their significance for mathematics education. [pdf]

 

Reactor: Uwe Gellert, Freie Universität Berlin. Wittgenstein in support of a social agenda in mathematics education: Reaction to Ole Ravn Christensen. [pdf]

 

Reactor: Dimitris Chassapis, Aristotle University of Thessaloniki. Dancing a Viennese waltz to Wittgenstein's notes: A reaction to Ole Ravn Christensen's address. [pdf]

 

Agora 2

The future of MES

 

Thursday 21

Closing Plenary Panel

The four plenary speakers will engage in a final discussion about the main issues highlighted during the conference as a way of concluding and closing the event.

 

Panelists: Eric Gutstein, University of Illinois-Chicago, USA; Karin Brodie, University of Witswatersrand, South Africa; Murad Jurdak, American University of Beirut, Lebanon; Ole Ravn Christensen, Aalborg University, Denmark.

 

Moderator: Stephen Lerman.