6th European Summer University on the History and Epistemology in Mathematics

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Konferenz: 6th EUROPEAN SUMMER UNIVERSITY ON THE HISTORY AND EPISTEMOLOGY IN MATHEMATICS EDUCATION (ESU-6). Wien, Österreich.

Internet: 6th EUROPEAN SUMMER UNIVERSITY ON THE HISTORY AND EPISTEMOLOGY IN MATHEMATICS EDUCATION

Termin: 19.07.2010 - 23.07.2010 Juli 2010


Kurzbeschreibung

von der Webseite: The initiative of organizing a Summer University (SU) on the History and Epistemology in Mathematics Education belongs to the French Mathematics Education community of the IREMs (Institutes of Research on Mathematical Education), in the early 1980’s. From those meetings emerged the organization of a SU on a European scale, as the European Summer University (ESU) on the History and Epistemology in Mathematics Education, starting in 1993. Since then, ESU was successfully organized in 1996, 1999, 2004 and 2007 in different places in Europe1. By now, it has been established into one of the main international activities of the HPM Group, which - from 2010 onwards - will be organized every four years, so that every two years there will take place at least one major international meeting of the Group; namely, ESU and the HPM Satellite Meeting of ICME. The ESU is neither a collection of intensive courses, nor a conference for researchers, but something in between. More specifically, it is a place where beginners, more experienced researchers and teachers present their teaching experience to the benefit of the participants and get a constructive feedback from them. It refers to all levels of education – from primary school, to tertiary education – including in-service teachers’ training. For ESU-6 the focus is preferably on work and conclusions based on actual classroom experiments and/or produced teaching & learning materials. The programme and activities of ESU-6 are structured around the following main themes.

Themen

Main themes

  • 1. Theoretical and/or conceptual frameworks for integrating history in mathematics education;
  • 2. History and epistemology implemented in mathematics education: classroom experiments & teaching materials, considered from either the cognitive or/and affective points of view; surveys of curricula and textbooks;
  • 3. Original sources in the classroom, and their educational effects;
  • 4. History and epistemology as tools for an interdisciplinary approach in the teaching and learning of mathematics and the sciences;
  • 5. Cultures and mathematics;
  • 6. Topics in the history of mathematics education.


Programmkomitee

Scientific Program Committee

  • Evelyne Barbin, University of Nantes (France)
  • Manfred Kronfellner, Vienna University of Technology (Austria)
  • Constantinos Tzanakis, University of Crete (Greece)
  • Abraham Arcavi, Weizmann Institute of Science (Israel)
  • Renaud Chorlay, IREM, Université Paris 7 (France)
  • Carlos Coreia de Sa, University of Porto (Portugal)
  • Ubiratan d’ Ambrosio, Campinas University, Sao Paolo (Brazil)
  • Abdellah El Idrissi, Ecole Normale Supérieure, Marrakech (Morocco)
  • Gail FitzSimons, Monash University, Victoria (Australia)
  • Florence Fasanelli, American Association for the Advancement of Science, USA Fulvia Furinghetti, University of Genoa (Italy)
  • Wann-Sheng Horng, National Taiwan Normal University (Taiwan)
  • Masami Isoda, University of Tsukuba (Japan)
  • Niels Jahnke, Universität Duisburg-Essen (Germany)
  • Uffe Jankvist, Roskilde University, (Denmark)
  • Sten Kaisjer, University of Uppsala (Sweden)
  • Victor Katz, University of the District of Columbia, Washington, DC (USA)
  • Ewa Lakoma, Military University of Technology, Warsaw (Poland)
  • Snezana Lawrence, Simon Langton Grammar School for Boys (UK)
  • David Pengelley, New Mexico State University (USA)
  • Luis Radford, Université Laurentienne Sudbury, Ontario (Canada)
  • Leo Rogers, University of Roehampton (UK)
  • Tatiana Roque, Universidade Federal do Rio de Janeiro (Brasil)
  • Gert Schubring, University of Bielefeld (Germany)
  • Man-Keung Siu, University of Hong Kong (China)
  • Bjorn Smestad, Oslo University College, Norway Robert Stein, California State University (USA)
  • Jan van Maanen, Freudenthal Institute, University of Utrecht (The Netherlands)
  • Chris Weeks, Downeycroft, Virginstow Beaworthy, UK

Local Organizing Committee

  • Gerd Baron, Vienna University of Technology
  • Anita Dorfmayr, University of Vienna
  • Elisabeth Hofmann, Vienna University of Technology
  • Manfred Kronfellner, Vienna University of Technology (chair)
  • Gerhard Lindbichler, Haus der Mathematik
  • Ingrid Schirmer, bifie


Hauptvorträge

Invited Speakers

Plenary Lectures

  • Michael N. Fried, Ben Gurion University of the Negev, Israel: "History of Mathematics in Mathematics Education: Problems and Prospects"
  • Michael Glaubitz, Albert-Einstein-Gymnasium, Hameln, Germany : "The Use of Original Sources in The classroom - Empirical Research Findings"
  • Uffe Thomas Jankvist, Roskilde University, Denmark: "An implementation of two historical modules: outcomes and perspectives"
  • Maria Koth, University of Vienna, Austria: "On the historical development of mathematics curricula und final exams at Austrian secondary schools since 1850"
  • Marc Moyon, IREM and University of Lille I, France: "Practical Geometries in Islamic Countries: the Example of the Division of Plane Figures"
  • Raffaele Pisano, Centre François Viète, Université de Nantes, France & Università La Sapienza Roma, Italy: "Which is the cultural and interdisciplinary role played by physical and mathematical sciences? Epistemological Reflections"

Panel discussions

  • Evelyne Barbin (coordinator), Fulvia Furinghetti, Snezana Lawrence, Bjorn Smestad: "The role of the history and epistemology of mathematics in pre-service teachers training"
  • Anne Boyé, Adriano Demattè, Ewa Lakoma, Constantinos Tzanakis (coordinator): "The history of mathematics in school textbooks"


Veröffentlichungen

Konferenzbericht

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