ICTMT 13 - International Conference on Technology in Mathematics Teaching 13
Konferenz: International Conference on Technology in Mathematics Teaching 13 (ICTMT13). Lyon, Frankreich. Internet: International Conference on Technology in Mathematics Teaching 13
Termin: 03. - 06. Juli 2017
The ICTMT conferences - organised biennially - aim to bring together lecturers, teachers, educators, curriculum designers, mathematics education researchers, learning technologists and educational software designer, who share an interest in improving the quality of teaching and learning by effective use of technology. It provides a forum of researchers and practitioners in this field to discuss and share better practices, theoretical knowhow, innovation and perspectives on educative technologies and their impact on the teaching and learning of mathematics.
The general theme of this conference is related to the progress of mathematics education research on the design and integration of technology in educational settings, for learners of all ages rom primary schools to universities. This theme will be split in the following subthemes that traditionally feed the ICTMT conferences:
Technology and its use impact the ways that the mathematics curriculum is designed and implemented both in schools and at the university level. What are the new impacts of technology on the content, progression and approach to the mathematics curriculum?
Technology offers through its functionalities and affordances new possibilities for assessment in mathematics and particularly for formative assessment. How can teachers support the students' learning that make use of these functionalities and affordances? How can technology support students to gain a better awareness of their own learning?
Does technology still motivate students to learn mathematics? How can technology support students’ to learn mathematics? How can technology foster the development of creative mathematical thinking in students? How can students use their daytoday technological skills/experiences to support their mathematics learning in and out of schools?
Technology can provide a means for mathematics teachers' professional development through online professional development initiatives, such as blended courses and more recently “massive Open Online Courses (MOOCs). How can technology best support mathematics teachers’ professional development? What are the design principles for technologymediated professional development courses? How can the impact of such courses on mathematics teachers’ professional learning be assessed? Does the use of technology within professional courses for practicing mathematics teachers impact positively on teachers’ uses of technology in mathematics lessons?
New developments in technology for learning and teaching mathematics come both from the design of new applications and from research and innovation. In what ways can these developments enhance mathematics teaching and learning? How can technology become a bridge between mathematics and other subjects? Does creativity in the design of technology impact the creativity of students in maths classes?
- Software and applications
What is new in the design of educational software and applications? How can the recent technological developments, such as robotics, touch technology, virtual reality, be exploited to refreash or enhance mathematics teaching and learning?
- Nélia Amado, University of Algarve, Portugal
- Michèle Artigue, University of Paris-Diderot, France
- Bärbel Barzel, University of Education, Freiburg Germany
- Susana Carreira, University of Algarve, Portugal
- Alison Clark-Wilson, University of London, UK
- António Domingos, New University of Lisbon, Portugal
- Paul Drijvers, Freudenthal Institute, Utrecht University, Holland
- José Duarte, Polytechnic Institute of Setúbal, Portugal
- Eleonora Faggiano, University of Bari, Italy
- Francesca Ferrara, University of Torino, Italy
- Ian Galloway, University of Southampton, UK
- Keith Jones, University of Southampton, UK
- Michael McCabe, University of Portsmouth, UK
- Antonella Montone, University of Bari, Italy
- Ricardo Nemirovsky, San Diego State University, USA
- Jarmila Novotna, Charles University, Prague, Czech Republic
- Ornella Robutti, University of Torino, Italy
- Nathalie Sinclair, Simon Fraser University, Burnaby Canada
- Mike Thomas, The University of Auckland, New Zealand
- Luc Trouche, Ecole Normale Supérieure de Lyon, France
- Hans-Georg Weigand, University of Würzburg, Germany
- Chronis Kynigos, University of Athens, Greece
- Melih Turgut, Eskisehir Osmangazi University, Turkey
- Michal Tabach, Tel Aviv Univesity, Israel
- Jan Kaspar, Charles University, Prague Czech Republic
- Angel Gutierrez, Universitat de Valencia, Spain
- John Monaghan & Luc Trouche (School of Education, University of Leeds, IFÉ-ENS de Lyon, France)
- Chronis Kynigos (University of Athens, Greece)
- Ana Isabel Sacristan (Cinvestav-IPN, Mexico)
- Gilles Aldon (IFÉ-ENS de Lyon, France)
- Bärbel Barzel (University of Essen, Germany)
- Cristina Sabena (University of Turin, Italy)
- David Wright (University of Newcastle, UK)