Dear colleagues,

In this brief note, I would like to provide you with an update of the ongoing preparation of the HPM 2016 Conference, and the Proceedings Initiative that aims at making our HPM proceedings available electronically.

HPM 2016

I am happy to report that the preparation for the HPM 2016 conference has started. It is my pleasure to announce that HPM 2016 will take place at the Université Montpellier 2, France, where the IREM (Institut de Recherche sur l’Enseignement des Mathématiques) is located. I am grateful to Evelyn Barbin for her help in putting us in contact with the IREM network and in particular with Professor Nicolas Saby, chair of IREM of Montpellier.

Concerning the dates of the conference, we are making an effort to avoid overlaps with other major events. Although we are still working on the details, for the moment the date that seems to be the best is the week of July 18, 2016. We will keep you informed.

Here is a short description of the hosting institution.

Rich from its past and its heritage, as well as from the lifeblood stemming from today’s laboratories, the Université Montpellier 2 is a university of intensive research which activities cover a wide range of subjects:

* Health and Agronomy Biology;

* Biodiversity and Ecology;

* Evolution and Environment;

* Chemistry, Earth and Water Sciences;

* Mechanical Engineering;

* Physics;

* Mathematics and Computer Sciences;

* Management and Education Sciences

In 1808, Napoleon 1st founded the Science Faculty of Montpellier. Today, the University offers diversified and complementary courses, leading to 230 degree programmes from learning to in-service training, where students of 115 nationalities are welcomed.

Approximately 4000 staff participate in the life of the establishment. The University enrolls 16 500 students. The university is also famous for its 10 large collections of botany (second herbarium of France), paleontology, zoology, and mineralogy.

The IREM of Montpellier is a department of the Science Faculty of the Université Montpellier 2. It was created in 1969 to:

* Lead research on mathematics teaching;

* Contribute to the initial and in-service training of teachers;

* Develop and publish documents for teachers and trainers;

* Contribute to pedagogical experimentation.

The IREM of Montpellier has an important experience in organizing national and international meetings. For instance, the IREM of Montpellier organized a national IREM-Colloquium on Epistemology and History of Mathematics in 1985, as well as the First European Summer University “Epistemology and History in Education of Mathematics” (ESU) in 1993.

The HPM Proceedings Initiative

I would also like to report that we are in communication with ICMI administrators to continue uploading the proceedings of past conferences. I have received a PDF version of the HPM 2012 Conference from Professor Sung Sook Kim, of Paichai University in South  Korea. The electronic copy of the proceedings will be available soon. For the time being the Proceedings of HPM 2004 (Uppsala) Conference are already online, thanks to the efforts of Fulvia Furinghetti, Costas Tzanakis, and Sten Kaijser (http://www.mathunion.org/icmi/digital-library/aos-conferences/)

I take advantage of this message to remind you that information concerning the forthcoming ESU-7 conference, to be held in Denmark this summer, is available in our site (http://www.clab.edc.uoc.gr/hpm/Meetings.htm).

L. Radford

Mathematical Association of America’s Convergence is undergoing many changes (as part of a website conversion). Please visit the journal’s homepage:

www.maa.org/publications/periodicals/convergence

Below are several short abstracts of recently published articles.

Non-western

 Diamantopoulos, John; and Woodburn, Cynthia. Maya Geometry in the Classroom. Loci: Convergence (August 2013), 5 pp., electronic only. The authors show how classic Maya people may have used knotted ropes to form desired geometric shapes in art and architecture.

www.maa.org/publications/periodicals/convergence/maya-geometry-in-the-classroom

Renaissance

Branson, William B. Solving the Cubic with Cardano. Loci: Convergence (September 2013), 8 pp., electronic only. The author shows how, in order to solve the cubic, Cardano relied on both classical Greek geometric and abbaco traditions, and he illustrates Cardano’s geometric thinking with modern manipulatives.

www.maa.org/publications/periodicals/convergence/solving-the-cubic-with-cardano

 

18th Century

Wardhaugh, Benjamin. Learning Geometry in Georgian England. Loci: Convergence (August 2012), 6 pp., electronic only. A comparison of the geometry found in two 18th century copybooks written with two different purposes, mental acumen and practical application. DOI:10.4169/loci003930

18th and 19th Centuries

Wessman-Enzinger, Nicole M. An Investigation of Subtraction Algorithms from the 18th and 19th Centuries. Loci: Convergence (January 2014), 9 pp., electronic only.  This survey of subtraction algorithms used in North America includes both handwritten “cyphering books” and printed arithmetic books.

19th Century

Del Latto, Anthony J.; and Petrilli, Salvatore J., Jr. Robert Murphy: Mathematician and Physicist. Loci: Convergence (September 2013), 8 pp., electronic only. The authors argue that Murphy (1806-1843) showed “true genius” during his very short life, and they provide a transcription of Murphy’s first published work in 1824.

www.maa.org/publications/periodicals/convergence/robert-murphy-mathematician-and-physicist

20th Century

Beery, Janet; and Mead, Carol. Who’s That Mathematician? Images from the Paul R. Halmos Photograph Collection. Loci: Convergence (January 2012 – March 2013), 60 pp., electronic only. For each of 343 photographs taken by functional analyst and mathematical expositor Halmos from 1950 to 1990, the authors identify the subjects and provide biographical information about them. DOI:10.4169/loci003801

Meyer, Walter. External Influences on U.S. Undergraduate Mathematics Curricula: 1950-2000. Loci: Convergence (August 2013), 8 pp., electronic only. An examination of the influence of forces outside of mathematics on such curricular changes as increased emphasis on applications and modeling, introduction of discrete mathematics courses, and calculus reform.

www.maa.org/publications/periodicals/convergence/external-influences-on-us-undergraduate-mathematics-curricula-1950-2000

 

Janet Beery,

Editor, MAA Convergence

 Professor of Mathematics

Department of Mathematics and Computer Science

University of Redlands

1200 E. Colton Ave.

Redlands, CA 92373

September 20-25, 2014
Hangzhou, China

Organized by

Zhejiang University of Science and Technology,Hangzhou; Department of Mathematics, Northwest University, Xi’an

In Association with

REHSEIS (SPHERE), CNRS & University Paris Diderot; Dept of Mathematics, Simon Fraser University

Chinese Society for the History of Mathematics

Organization Scientific Committee

* Qu Anjing (Northwest University, Xi’an, China, Co-Chair)

* Tom Archibald (Simon Fraser University, Vancouver, Canada, Co-Chair)

* Karine Chemla (REHSEIS—SPHERE, CNRS & University Paris Diderot, Paris, France)

* Niccolò Guiccardini (University of Bergamo, Italy)

* Tinne Hoff Kjeldsen (Roskilde University, Copenhagen, Denmark)

* Norbert Schappacher (Université de Strasbourg, France)

* Ueno Kenji (Seki Kowa Institute of Mathematics, Japan)

Local Organizing Committee

Zheng Youqu (Chair), Cen Gang, Tao Xiangxing, Ruan Shiping, Xue Youcai, Qiu Binqiang, Yin Weidong, Wang Wenbin (Zhejiang University of Science and technology, Zhejiang China), Yuan Min (Northwest University, Xi’an, China)

Program

Four days of scientific sessions are planned.

1. Plenary Invited Lectures

Invited lectures will be announced later.

 

2. Scientific Sessions for Contributed Papers

Parallel sessions will be organized on specific topics.

 

3. One day sight-seeing

 

4. Language: English

 

5. Tentative Schedule

Sept 20, arrival, registration, getting together

Sept 21-24, Scientific program

Sept 25 Sightseeing

 

6. Topic

 Contemporary Research in the History of Modern Mathematics and Applications to Pedagogy

Research in both the history of mathematics and the applications of history of mathematics to pedagogy have in recent years been enriched by new directions. The results have included new emphases in both disciplines, with diverse and far-reaching consequences. On the side of history, we see a renewed interest in the philosophical issues of various kinds, on the transmission of mathematical knowledge from local settings to global norms, on networks of scholars and networks of texts, on the nature and importance of application in mathematics, and on a reassessment of the importance of computation in all its forms. On the side of education, we see an expansion of the strategic use of history as a tool, going beyond cross-cultural comparison to being an ingredient in various theoretical approaches.

The purpose of the meeting proposed is to assemble senior scholars active in these fields, junior scholars whose work promises to be transformative, and scholars who are ambitious to acquire new approaches while presenting contributed papers on work of their own for comment by their peers.

With a broadly inclusive scope we hope to build on the positive experiences of earlier meeting to continue to build a Chinese and international research community and to build links for the future.

We are deeply convinced that the better understanding of modern mathematical activity that such an approach can yield will be helpful for mathematics education at all levels, and that the presence of researchers with education as a primary focus will enhance this aim.

Practicalities

Registration

Registration Fees (Registration covers the book of abstracts, all the conference sessions, including the banquet and all meals. It does not cover accommodation).

Date Participators Students Accompanying
Before June 30

USD$

150

USD$

90

USD$

120

After June 30

USD$

200

USD$

120

USD$

150

Modalities of payment, to be announced later.

Accommodation

Rooms will be available on campus or near the campus. Precise information will be given in the second circular.

 

DEADLINES

Title and Abstract

Please send title of your talk to Dr. Wang Chang: heart_cw@126.com, before 15 April 2014.

We expect that you send the abstract of your paper by email to Dr. Wang Chang:  heart_cw@126.com, before 30 June 2014. We accept *.doc and *.txt files.

Webpage and Contact persons

Official webpage will be announced.

Dr. Wang Chang, Northwest University, heart_cw@126.com

Prof. Xue Youcai, Zhejiang University of Science and Technology, xueyoucai@126.com

April 10-12, 2014

London, UK

https://sites.google.com/site/mathematicalcultures/conference-3

The third conference (10-12 April 2014) will discuss the relations between mathematics and non-mathematical public cultures. Amongst other topics, it will explore the question “why should I study mathematics?” – from perspectives within and outside mathematical cultures.

This third meeting will aim to build on the first conference by identifying the contributions from and audiences in the various mathematical cultures. It will build on the second conference by drawing on the articulations and explorations of mathematical values there explored.


Confirmed Speakers

Invited speakers:

Michael Harris.

The Science of Tricks

Tony Mann.

Mathematics in fiction: the novels of Catherine Shaw

Heather Mendick.

Mathematical Popular Cultures

Madeline Muntersbjorn.

Mathematics and Morality

Contributed talks:

Tom Archibald and Veselin Jungic.

Mathematics and First Nations in Western Canada: From Cultural Destruction to a Re-awakening of Traditional Reflections on Quantity and Form

Michael Barany.

Remunerative Combinatorics: Mathematicians and their Sponsors after the Second World War

Jean Paul Van Bendegem.

The practice of proof rather than proof

Alexandre Borovik.

Mathematics in the new pattern of division of labour

Paul Ernest.

Questioning the Value of Mathematics

Norma Beatriz Goethe.

Leibniz on painting thoughts, playing with transmutations, working with ´compendia´

Albrecht Heeffer.

Jesuit strategies for the recruitment of interest in mathematics after the Ratio Studiorum (1599)

Elizabeth Hind.

Mathematics in STEM education – Where does it fit?

Timothy Johnson.

Is fairness a mathematical concept?

Markus Pantsar.

The Great Gibberish: Mathematics in Western Popular Culture

Emil Simeonov.

Is mathematics an issue of general education?

Henrik Kragh Sørensen.

Narrating Abel: Aesthetics as biography of the mathematical persona in public culture

(VII Encontro Luso-Brasileiro de História da Matemática)

October 15-19, 2014

Óbidos, Portugal

                 

The VII Portuguese-Brazilian Meeting on History of Mathematics is the latest of a series of meetings which started in Coimbra, Portugal, in 1993, and since then have taken place regularly, alternately in Portugal and in Brazil. Meeting aims:

-     To encourage the exchange between Brazilian and Portuguese researchers working in the History of Mathematics.

-     To disseminate and discuss the research conducted in the history of mathematics and/or in relations between History, Epistemology and Education in Mathematics.

-     To disseminate the history of mathematics among teachers of all education levels and between undergraduates and graduate students in mathematics, mathematics education, history of science and related fields.

The VII Portuguese-Brazilian Meeting on History of Mathematics is an international event that brings together researchers and those interested in History of Mathematics from Brazil and Portugal. The organization is a joint initiative of the Brazilian Society of the History of Mathematics (Brazil) and the National Seminar for the History of Mathematics (Portugal). Its goal is to deepen relations between the scientific researchers in this area of the two countries which have a few centuries of common history.
For more information see the website http://www.spm.pt/arquivo/1105.

 

The following information is in Portuguese:

Comissão Organizadora Local:

Ana Calçada (Coordenadora local) e Celeste Afonso

Comissão Científica:

Em Portugal: António Canas (Museu da Marinha, Lisboa); Helmuth Malonek (Universidade de Aveiro); Henrique Guimarães (Instituto de Educação, Universidade de Lisboa); Jaime Carvalho e Silva (Universidade de Coimbra); João Caramalho Domingues (Universidade do Minho); José Francisco Rodrigues (CMAF/Universidade de Lisboa); Luís Saraiva (CMAF/Universidade de Lisboa, Portugal) – Coordenador em Portugal.

No Brasil: António Vicente Marafioti Garnica (Universidade Estadual Paulista, Bauru); Carlos Henrique Gonçalves (EACH / Universidade de São Paulo); Iran Abreu Mendes (Universidade Federal do Rio Grande do Norte); Lígia Arantes Sad (Universidade Federal do Espírito Santo); Sérgio Nobre (Universidade Estadual Paulista, Rio Claro) - Coordenador no Brasil; Tatiana Roque (Universidade Federal do Rio de Janeiro); Wagner Rodrigues Valente (Universidade Federal de São Paulo).

Apresentação de Trabalhos: Estão preparadas sessões especiais dedicadas a José Sebastião e Silva, no centenário do seu nascimento, história da Astronomia, história da Lógica e história do Ensino da Matemática Outras sessões temáticas serão atempadamente anunciadas. Serão considerados trabalhos que digam respeito a quaisquer temas de História da Matemática, e suas vertentes. Enviar resumo (entre 10 e 30 linhas), incluindo bibliografia, para:
Em Portugal:
Luis Saraiva -mmff5@ptmat.fc.ul.pt
No Brasil:
Sergio Nobre – sernobre@rc.unesp.br

Prazo limite para o envio de resumos: 15 de Junho de 2014. As duas partes da Comissão Científica pronunciar-se-ão pela admissibilidade da comunicação, dela informando o/a proponente até ao fim de Junho de 2014.

Inscrição: sócios da SPM, APM ou SBHMat: 70 Euros (210 reais para os participantes vindos do Brasil); não sócios: 90 Euros (270 reais). As inscrições feitas depois de 30 de Junho de 2014 terão um agravamento de cerca de 15%, passando a ser de 80 Euros (240 reais) para sócios e de 104 euros (312 reais) para não sócios. A inscrição inclui a documentação, os coffee-breaks e a excursão que se fará num dos dias do evento. Os alunos de licenciatura ou de mestrado têm um preço especial de 15 Euros (45 reais) (que passarão a ser 17.50 euros ou 52.50 reais após 30 de Junho de 2014), o que inclui a documentação e os coffee-breaks, mas não inclui a excursão.

Prazo limite de inscrição: 15 de Setembro de 2014

July 24-31, 2016

Hamburg, Germany

 

http://icme13.org/home

ESU-7

14-18 July 2014

Aarhus University,
Campus Emdrup, Copenhagen, Denmark

SECOND ANNOUNCEMENT

The initiative of organizing a Summer University on the History and Epistemology in Mathematics Education was undertaken originally by the French Mathematics Education community in the early 1980’s. From those meetings emerged the Summer University on a European scale, as the European Summer University (ESU) on the History and Epistemology in Mathematics Education, the first one taking place in 1993. Since then, the ESU was successfully organized in 1996, 1999, 2004, 2007 and 2010 in different places in Europe: Montpellier (France), Braga (Portugal), Louvain-la-Neuve and Leuven (Belgium), Uppsala (Sweden), Prague (Czech Republic), Vienna (Austria).
Since then, the ESU has been established into one of the main international activities of the HPM Group, which – from 2010 onwards – will be organized every four years. This means that every two years the HPM meetings will have at least one major international meeting of the Group; namely, the ESU will alternate with the HPM Satellite Meetings of ICME.

1. Aim and focus of the ESU

See HPM Newsletter 83.

2. Main themes of ESU-7

See HPM Newsletter 83.

3. Activities during ESU 7

See HPM Newsletter 83.

4. Target population

See HPM Newsletter 83.

5. Time and place
The 7th ESU will take place from Monday 14 to Friday 18 July 2014 at the Aarhus University, Campus Emdrup (Copenhagen), Denmark.

The campus is located in Copenhagen, only 10 minutes from the city centre and 25 minutes from the international airport.

From the airport, take the metro to Nørreport station and change to the S-train, line A, which will take you to Emdrup station. The Campus is located directly next to the station. See Google map at conference website, where other maps for important directions will also be available.

The address of the conference site: Department of Education, Aarhus University, Campus Emdrup, Tuborgvej 164, 2400 København NV.

6. Official Languages

See HPM Newsletter 83.

7. Submission of proposals

EXTENDED DEADLINES

31. December, 2013: abstracts of proposals for workshops and oral presentations.

30. April, 2014: abstracts for posters.

Notification of acceptance of presentation will happen within a month after these deadlines.

Important: please, use the application form on the website and send it in electronic form to:
Evelyne Barbin, Chair of the ESU7:
evelyne.barbin@wanadoo.fr
Tinne Hoff Kjeldsen, Co-chair:
tinne.kjeldsen@ind.ku.dk
Uffe Thomas Jankvist, Co-chair:
utj@dpu.dk

The members of the Scientific Program Committee (SPC) will review the submitted abstracts. At this stage, acceptance of a proposal means that the proposed activity will be included in the ESU-7 Scientific Programme. However, this does not imply that a full text based on this activity will automatically be included in the ESU-7 Proceedings, which are going to be published after the ESU. Full texts will be further reviewed by members of the SPC, using the usual international standards. For more details, see Proceedings, §10 below.

8. The (international) Scientific Program Committee (SPC) and The Local Organizing Committee (LOC)

See HPM Newsletter 83.

9. The web site
Making known the ESU in various countries (in Europe and beyond) is a major task to be realized by the SPC. To this end, the website of ESU is a very efficient tool. Online registration, etc. will be operating soon at the website:

http://conferences.au.dk/ESU-7/

10. Proceedings

See HPM Newsletter 83.

11. Programme
Plenary Sessions

Theme 1: Evelyne Barbin, University of Nantes (France)

The implicit epistemology of mathematics history and education: thirty years after Hans Freudenthal.

Themes 2 & 3: Adriano Dematte, Universirty of Genoa (Italy)

History in the classroom: educational opportunities and open questions.

Theme 4: Cécile de Hosson, University Paris 7 (France)

Promoting an interdisciplinary teaching through the use of elements of Greek and Chinese early cosmologies.

Theme 5: Kristin Bjarnadottir, University of Iceland (Iceland)

Calendars and currency – embedded in culture, nature, society and language.
Theme 6: Gert Schubring , University of Bielefeld (RFA) and UFRJ (Brazil)

New approaches and results in the history of teaching and learning mathematics.

Theme 7: Bjarne Toft, University of Sothern Denmark (Denmark)

Julius Petersen and James Joseph Sylvester – the emergence of graph theory.

Panels
Panel 1: History and philosophy of mathematics, technics and technology in mathematics education (organizer: Morten Misfeld, Aalborg University, Denmark).

Panel 2: The question of evaluation and assessment of experiences with introducing history of mathematics in the classroom (organizer: Leo Rogers, Oxford University, GB).

Provisional Time Schedule

tabela_denmark copy

Caption:
Plenary lectures: PL
Panel: P
15mn. Short oral presentation of posters: SOP
30 min. Oral presentations: OP
2-hour workshops: WS-2
3-hour workshops: WS-3
Remark: It is expected that there will be at most 6 sessions of OP and/or WS running in parallel.
12. Registration
Participants should register online via the ESU-7 website

http://conferences.au.dk/ESU-7/

Conference fees
Early registration (before Feb 28, 2014): 225 EUR (175 EUR for students and school teachers)
Late registration (before May 31, 2014): 275 EUR (225 EUR for students and school teachers)
Online registration will be closed on May 31, 2014.

The registration fee will cover five lunches, one excursion plus dinner, and proceedings after the conference. Payment will eventually be possible through the website.

13. Accommodation
Accommodation can be booked through CABINN Scandinavia Hotel, where you will find a variety of options. You may enter their website through the conference website. A booking number for special prices for ESU-7 participants will soon be available at the conference website.

14. Social Program
• On Monday we will combine the poster presentation with a wine reception, where we can all walk around and talk to poster presenters (and others) in a friendly atmosphere while having a snack and a glass of wine.
• On Tuesday and Thursday we will end the days with “happy hours” where snacks and drinks are available, and where participants will have the opportunity to talk to each other, have informal meetings, etc.

• On Wednesday we have excursion day. We will leave the conference site before noon and go on a boat trip through the channels of Copenhagen. We will arrange for lunch on the way. The boat trip will end at Freetown Christiania, where we will spend some time walking around before we go to a restaurant for the conference dinner.

• (On Thursday night there will a dinner meeting for the HPM Advisory Board, where locations for ESU-8 will be discussed.)

15. For further information – contact
Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Université de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France
evelyne.barbin@wanadoo.fr

Tinne Hoff Kjeldsen, Department of Science Education, University of Copenhagen, Øster Voldgade 3, DK-1350 Copenhagen K
tinne.kjeldsen@ind.ku.dk

Uffe Thomas Jankvist, Department of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV
utj@dpu.dk

Evelyne Barbin, France
Tinne Hoff Kjeldsen, Denmark
Uffe Thomas Jankvist, Denmark

ESU-7

14-18 July 2014

Aarhus University,
Campus Emdrup, Denmark

Important remark: although ESU-7 will be organized by Aarhus University, the event will take place in Campus Emdrup, which is located in Copenhagen.

FIRST ANNOUNCEMENT

The initiative of organizing a Summer University on the History and Epistemology in Mathematics Education belongs to the French Mathematics Education community, 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, 2007 and 2010 in different places in Europe: Montpellier (France), Braga (Portugal), Louvain-la-Neuve and Leuven (Belgium), Uppsala (Sweden), Prague (Czech Republic), Vienna (Austria).
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.

1. Aim and focus of the ESU
The ESU mainly aims
o to provide a school for working on a historical, epistemological and cultural approach to mathematics and its teaching, with emphasis on actual implementation,
o to give the opportunity to mathematics teachers, educators and researchers to share their teaching ideas and classroom experiences related to a historical perspective in teaching,
o to motivate further collaboration along these lines, among teachers of mathematics and researchers on history and education of mathematics in Europe and beyond, attempting to reveal the following aspects of mathematics:
o Mathematics as a human intellectual enterprise with a long history, a vivid present and an as yet unforeseen future;
o Although the “polished” products of mathematics form the part of mathematical knowledge that is communicated, criticized (in order to be finally accepted or rejected) and serve as the basis for new work, the process of “doing mathematics”, producing mathematical knowledge, is equally important, especially from a didactical point of view;
o Mathematical knowledge is determined, not only by the circumstances in which it becomes a deductively structured theory, but also by the procedure that originally led, or may lead to it and which is indispensable for its understanding. Therefore, learning mathematics includes the understanding of implicit motivations, the sense-making actions and the reflective processes, which are aimed at the construction of meaning; hence, teaching mathematics should include the opportunity given to students to “do mathematics”;
o This perception of mathematics should not only be the core of the teaching of mathematics, but also the image of mathematics communicated to the outside world.

In this connection, putting emphasis on historical and epistemological issues constitutes a possible natural way for exposing mathematics in the making that may lead to a better understanding of specific parts of mathematics and to a deeper awareness of what mathematics as a whole really is. This is important for mathematics education, helping to realize that:
o Mathematics is the result of contributions from many different cultures;
o Mathematics has been in constant dialogue with other sciences, arts and technology;
o Mathematics has been a constant force of scientific, technical, artistic and social development;
o The philosophy of mathematics has evolved through the centuries;
o The teaching of mathematics has developed through the ages;

and in this way, to improve the learning of mathematics and stimulate students’ interest in mathematics.

This helps to improve mathematics education at all levels, and at the same time also realize that although mathematics is central to our modern society and although a mathematically literate citizenry is essential to a country’s vitality, historical and epistemological issues of mathematics is also worth studying. The harmony of mathematics with other intellectual and cultural pursuits also makes the subject interesting, meaningful and worthwhile. In this wider context, history and epistemology of mathematics have a yet more important role to play in providing a fuller education of the community.

This is most important, and especially today where many countries are concerned about the level of mathematics which their students are learning, and about the students’ decreasing interest in mathematics at a time when the need for both technical skills and a broader education is increasing.

2. Main themes of ESU-7
The ESU is more a collection of intensive courses than a conference for researchers. More specifically, it is a place where teachers and researchers meet and work together. It is also a place where beginners, more experienced researchers and teachers present their teaching experience to the benefit of the participants and receive constructive feedback from them. It refers to all levels of education – from primary school, to tertiary education – including in-service teachers’ training. The focus is preferably on work and conclusions based on actual classroom experiments and/or produced teaching and learning materials.
The program and activities of ESU-7 are structured around the following main themes:
1. Tools of history and epistemology, theoretical and/or conceptual frameworks for integrating history in mathematics education;
2. Classroom experiments and 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. Culture and mathematics;
6. Topics in the history of mathematics education;
7. History of mathematics in the Nordic countries.

In several of these themes emphasis is put on work and conclusions based on actual classroom experiments and/or produced teaching and learning materials, but insightful theoretical ideas and/or historical analysis with visible didactical implications are welcome.

3. Activities during ESU 7
All activities should refer to the ESU-7 main themes. Its scientific program will be structured along these themes, consisting of a few plenary lectures and panels. A major part of the program consists of workshops. The program will also contain parallel sessions of oral presentations and short communications about posters for participants, who want to speak about their own experience or research.
o Normally there will be at most one plenary lecture per theme. The plenary lectures are conceived as introductory lectures for the workshops.
o In the panels the participants will work together, well in advance, so that, during the panel session, there is a real discussion among them and/or with the panel coordinator. The themes of the two panels for ESU7 will be:
• History and philosophy of mathematics, technics and technology in mathematics education
• The question of evaluation and assessment of experiences with introducing history of mathematics in the classroom
o Workshops consist of studying a specific subject and having a follow-up discussion. The role of the workshop organizer is to prepare, present, and distribute the historical/epistemological or pedagogical/didactical material, which motivates and orients the exchange of ideas and the discussion among the participants. Participants read and work on the basis of this material (e.g., original historical texts, didactical material, students’ work, etc). There are many workshops in parallel, which vary in duration (2 hours for workshops on didactical/pedagogical material; 3 hours for workshops on historical/epistemological material). To the extent possible, workshops may elaborate on the ideas presented in the plenary lectures.
o Oral presentations will normally be allocated a 30-minute time slot; with 25 minutes for presentation and 5 minutes for discussion. It is an activity in the spirit of a conventional research conference.
o There will be special sessions for short oral communications about poster presentations. Exhibitions of books and other didactical material will also be possible.

4. Target population
The major part of the participants is expected to be (elementary or secondary) schoolteachers, who may wish to gain new ideas on how they can integrate the history of mathematics into their teaching. However, there will also be university teachers and students in attendance who are interested in the integration of the history and epistemology of mathematics into mathematics education, as well as historians of mathematics, who may give a limited number of lectures and workshops to inform others about recent developments in their domain, and mathematicians with an interest in the relation between mathematics, its history and epistemology, and its role at present and in the past.

5. Time and place
The 7th ESU will take place from Monday 14 to Friday 18 July 2014 at the Aarhus University, Campus Emdrup (Copenhagen), Denmark.

6. Official Languages
The official languages of ESU-7are: English, Danish, and French.

More specifically:
• All plenary talks and panel discussions will be in English.
• It is preferable to organize Workshops in English. Nevertheless, workshop organizers who intend to organize their workshop in another language are encouraged to prepare copies in English of the material to be distributed to the participants (e.g., transparencies, worksheets, etc). This will certainly increase participation, as well as facilitate communication among participants.
• Oral presentations can be delivered in any of the official languages. However, for presentations not in English, presenters will be asked to use two sets of transparencies; one set in the language they are going to give their presentation and one set in English.

7. Submission of proposals
31. October 2013: deadline for submitting Abstracts of proposals for all types of activities.
Send abstracts of proposals in electronic form to:
Evelyne Barbin, Chair of the ESU7:
evelyne.barbin@wanadoo.fr
Tinne Hoff Kjeldsen, Co-chair:
tinne.kjeldsen@ind.ku.dk
Uffe Thomas Jankvist, Co-chair:
utj@dpu.dk

30. November 2013: Notification of acceptance or not of the submitted proposals.

The members of the Scientific Program Committee (SPC) will review the submitted abstracts. At this stage, acceptance of a proposal means that the proposed activity will be included in the ESU-7 Scientific Program. However, this does not imply that a full text based on this activity will automatically be included in the ESU-7 Proceedings, which will be published after the ESU. Full texts of program activities will be further reviewed by members of the SPC, using the usual international standards. For more details, see Proceedings, §10 below.

8. The (international) Scientific Program Committee (SPC)
Evelyne Barbin, University of Nantes (France) (Chair)
Tinne Hoff Kjeldsen, University of Copenhagen (Denmark) (Co-chair)
Uffe Jankvist, Aarhus University, (Denmark) (Co-chair)
George Booker, Griffith University (Australia)
Renaud Chorlay, IREM, Université Paris 7 (France)
Kathy Clark, Florida State University (USA)
Ubiratan d’Ambrosio, Campinas University, Sao Paolo (Brazil)
Abdellah El Idrissi, Ecole Normale Supérieure, Marrakech (Morocco)
Florence Fasanelli, American Association for the Advancement of Science (USA)
Gail FitzSimons, Monash University, Victoria (Australia)
Fulvia Furinghetti, University of Genoa (Italy)
Wann-Sheng Horng, National Taiwan Normal University (Taiwan)
Sunwook Hwang, Soongsil University, Seoul (Korea)
Masami Isoda, University of Tsukuba (Japan)
Niels Jahnke, Universität Duisburg-Essen (Germany)
Sten Kaisjer, University of Uppsala (Sweden)
Victor Katz, University of the District of Columbia, Washington, DC (USA)
Manfred Kronfellner, Vienna University of Technology (Austria),
Ewa Lakoma, Military University of Technology, Warsaw (Poland)
Snezana Lawrence, Simon Langton Grammar School for Boys (UK)
Maria Rosa Massa-Esteve, University Politecnica of Catalunya (Spain)
David Pengelley, New Mexico State University (USA)
Luis Puig, University of Valencia (Spain)
Luis Radford, Université Laurentienne Sudbury, Ontario (Canada)
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)
Constantinos Tzanakis, University of Crete (Greece)
Jan van Maanen, Freudenthal Institute, University of Utrecht (The Netherlands),
Chris Weeks, Downeycroft, Virginstow Beaworthy (UK)
Geisy Winicki-Landman, Califormia State Polytechnic University (USA)

The Local Organizing Committee (LOC)
Uffe Thomas Jankvist, Aarhus University (Chair)
Tinne Hoff Kjeldsen, University of Copenhagen
Morten Misfeldt, Aalborg University
Lena Lindenskov, Aarhus University
Pernille Ussing-Nielsen, Aarhus University

9. The web site
Making known the ESU in various countries (in Europe and beyond) is a major task to be realized by the SPC. To this end, a web site will be operating shortly. This will be a very efficient tool to make known the ESU worldwide and to allow for online registration, etc.

10. Proceedings
Publishing the Proceedings of the ESU is also a major task. In fact, Proceedings of the previous ESU have become standard references in this area (cf. the Appendix).
The Proceedings will be published after ESU-7, so that authors are given the opportunity to enrich their text as a result of the feedback they will gain during this European Summer University.
Each submitted full text, for a workshop or an oral presentation, will be reviewed by one or two members of the SPC at the usual international standards.
More details on the deadline for submitting full texts, the format guidelines, and the expected date by which the proceedings will be available and sent to all registered participants, will be announced in due course from the ESU-7 and HPM websites

http://conferences.au.dk/ESU-7/

http://www.clab.edc.uoc.gr/hpm/

11. For further information – contact
Evelyne Barbin, IREM et LMJL, UFR des sciences et des techniques, Université de Nantes, 2 rue de la Houssinière, BP 92208, 44322 Nantes Cedex, France
evelyne.barbin@wanadoo.fr

Tinne Hoff Kjeldsen, Department of Science Education, University of Copenhagen, Øster Voldgade 3, DK-1350 Copenhagen K
tinne.kjeldsen@ind.ku.dk

Uffe Thomas Jankvist, Department of Education, Aarhus University, Campus Emdrup. Tuborgvej 164, DK-2400 Copenhagen NV
utj@dpu.dk

Evelyne Barbin, France
Tinne Hoff Kjeldsen, Denmark
Uffe Thomas Jankvist, Denmark

About the WG on history in mathematics education

2013 was the third time that the history working group was part of the CERME program. This time the group had about twenty participants, presenting twelve papers and three posters.
The educational scope of the contributions ranges from the use of history in kindergarten over primary and secondary school, upper secondary school, tertiary level, and teacher education. In addition to this, the group also has studies on the history of mathematics education as long as they have relevance for mathematical practices of today, as seen from the main themes in the call for papers:
1. Theoretical, conceptual and/or methodological frameworks for including history in mathematics education;
2. Relationships between (frameworks for and empirical studies on) history in mathematics education and theories and frameworks in other parts of mathematics education;
3. The role of history of mathematics at primary, secondary, and tertiary level, both from the cognitive and affective points of view;
4. The role of history of mathematics in pre- and in-service teacher education, from cognitive, pedagogical, and/or affective points of view;
5. Possible parallelism between the historical development and the cognitive development of mathematical ideas;
6. Ways of integrating original sources in classrooms, and their educational effects, preferably with conclusions based on classroom experiments;
7. Surveys on the existing uses of history in curricula, textbooks, and/or classrooms in primary, secondary, and tertiary levels;
8. Design and/or assessment of teaching/learning materials on the history of mathematics;
9. The possible role of history of mathematics/mathematical practices in relation to more general problems and issues in mathematics education and mathematics education research.
Papers presented in WG12

Alpaslan, M. &Güner, Z. Teaching modules   in history of mathematics to enhance young children’s number sense
Bayam, S. B. Students’ views   about activities for history of mathematics included in mathematics   curriculum
Bjarnadóttir, K. Arithmetic   textbooks and 19th century values
Clark, K. &Phillips, L. G. “I was amazed at how many refused to give up”: Describing one teacher’s   first experience with including history
Jankvist, U. T. The use of   original sources and its possible relation to the recruitment problem
Kaenders, R., Kvasz, L. & Weiss-Pidstrygach,   Y. History of   mathematics as an inspiration for educational design
Kotarinou, P. &Stathopoulou, C. The history of 5th   postulate: Linking mathematics with other disciplines through drama   techniques
Krüger, J. The power of   mathematics education in the 18th century
Krüger, J. &van Maanen, J. Evaluation and design   of mathematics curricula: Lessons from three historical cases
Lawrence, S. Making sense of   Newton’s mathematics
Mota, C., Ralda, M. E. &Estrada, M. F. The teaching of   the concept of tangent line using original sources
Tsiapou, V. &Nikolantonakis, K. The development   of place value concepts to sixth grade students via the study of the Chinese   abacus

Posters presented in WG12

Moeller, R. D. &Collignon, P. Calculus and applications – Learning from   history in teacher education
Monteiro, T. M. Ideas about modern mathematics and teacher   trainees at Liceu Normal de Pedro Nunes (1957-1971)
Navarro, M. &Puig, L. Facets of the presentation of the Cartesian   coordinate system in Euler’s Introductio   in Analysin Infinitorum and Lacroix’s textbooks

Themes and questions discussed during the WG sessions
The presentation of papers and following group discussions were ordered according to five general themes deemed important for history in and of mathematics education:
i. Interdisciplinarity
ii. Theoretical frameworks in history of mathematics education
iii. History in pre-high school mathematics education
iv. History in high school mathematics education
v. History of mathematics in teacher education and design
In the following, we list the questions that initiated and/or formed the subgroup discussions of the five themes.
Theme I: Interdisciplinarity
• What is true interdisciplinarity? (e.g., the principles, techniques, frameworks, etc. from one discipline that are used to gain new insights within another discipline.)
• How do we ‘measure’ the level of interdisciplinarity obtained in a given context?
• To what extent does interdisciplinarity (need to) go hand in hand with cooperation between researchers?
• What is a good example of interdisciplinary research; and what is a non-example?
• Do we consider a study about mathematics education as interdisciplinary (i.e., between mathematics and the social sciences)?
Theme II: Theoretical frameworks in history of mathematics education
• What is the difference between story and history?
• What theoretical frameworks are available already?
• To what extent does history of mathematics education require the study of primary sources?
Theme III: History in pre high school mathematics education
• What are the special challenges when using history in primary school, kindergarten, etc.?
• How do we stay true to history, i.e., non-Whig, when applying history of mathematics at pre high school levels? (Briefly, ‘Whig’ history may be explained as an interpretation of the past through the eyes of the present.)
• How do we determine the effect of history, as opposed to the use of physical materials/resources or other interventions (e.g., drama, poetry, posters, and presentations)?
Theme IV: History in high school mathematics education
• How far can you ‘push’ the use of primary sources when using history of mathematics at high school level? What are techniques for doing so?
• If one of the aims of using history of mathematics at high school level is to develop students’ mathematical awareness (beliefs, images, etc.) about mathematics as a (scientific) discipline, what is then the best way(s) to describe or maybe even ‘measure’ such development?
• How do we appreciate the principle of ‘authentic practice’ (i.e., to have the students act as if they were a 17th century surveyor, or a Roman treasurer?)
• What role can history in mathematics education play in building new mathematical concepts with the students? Are there other specific domains in which history in mathematics education was useful, or can be useful?
Theme V: History of mathematics in teacher education
• In the UK there is an increasing public opinion that the universities should get out of teacher training and that teachers should be employed by schools where they will train on the job. If this is the case, what role would or could academic research in the history of mathematics have in teacher training?
• What is the role (from a policy/institutional point of view) of history of mathematics in teacher/mathematics teacher education?
• What lessons can we learn about the engagement of teachers with the history of mathematics and their professional progression for the teacher training?
• What part of cultural/historical/heritage implications does the history of mathematics have in teacher training?
Selected outcome of the group discussions
In the final session, every subgroup gave a report of its discussion of the five themes and the related questions. Providing a full account of all these subgroup discussions is beyond the possible scope of this introductory report, but in order to illustrate what went on in the WG we shall focus on a few of the themes and questions by drawing in viewpoints and arguments on these from all subgroup reports.
The first is theme II. The reason for including this as one of the general themes has to do with our experiences of sometimes receiving manuscripts (e.g., when reviewing for journals) that seem to report more of a story related to mathematics education, than to report on an actual historical research study. We are delighted to report that this was not the case of the participants of WG12, which was also reflected in the discussions. For example, there was a consensus about story being something narrative, whereas history, although it may contain narratives (or stories), is structured by theoretical frameworks, the purpose of which includes being able to see benefits or limitations, to communicate results, and to enable the researchers to organize and present findings, assertions, etc. As examples of such frameworks, the participants pointed to sample constructs from history research, e.g., those of more externalistic historiography of studying factors crucial to the development of institutions, etc. But in the light of main theme 9, frameworks from mathematics education research of course also play an important role in creating a scene for pointing at possible consequences for modern day practice. As to the role of primary sources, all participants consider these practically a necessity for conducting history of mathematics education. But one important aspect regarding this is that primary sources in this context can be of various different kinds, including written documents, oral records, textbooks, conference proceedings, etc. This is different from when discussing, for example, theme IV, where the reference to primary sources usually refers to original mathematical texts.
The use of history at high school level (theme IV) is something that has been extensively discussed within the context of using history in mathematics education, not least because students at this level to some degree can be successfully exposed to original sources, even if it is still a challenging task for them. But what about using history in pre-high school education, such as primary school, kindergarten, and other early childhood education contexts? An actual reading of original texts at this level is often far beyond pupils’ reach. The participants point to the fact that in practice when using history at younger age levels there is a need for compromise, also in order to make the mathematics itself more accessible to children. In particular with very young children there may be the need for narratives in the form of telling stories of mathematics, rather than confronting them with the actual history of mathematics. But as one of the subgroups state in their report: “You have to tell stories, but the knowledge of history enables you to tell true stories.” To the question of why one would even bother to go to all the efforts of bringing in history of mathematics to younger aged pupils, another subgroup refers to the discussion of providing context in the teaching of mathematics stating that lack of context can have a negative influence on learning and that “history provides that context” which is often needed and welcome.
The above naturally links in with theme V, illustrating that sound knowledge of history of mathematics can act as a valuable resource for teacher practice. But equally important is that history of mathematics has a role to play in mathematics teachers’ professional development – something that was illustrated through a few empirical studies issued in the late 1970s and early 1980s. Nevertheless, the frequency with which we come across examples from practice of using history of mathematics in mathematics teacher training is still fairly low. Why is this so? It is an open question. But it is clear that it is related to the matter, as one subgroup mentions, of showing teachers, mathematics educators, curriculum designers, and politicians the benefits and potential of using history of mathematics in mathematics education. How to possibly, and partly, do so is addressed next.
A permeating question of frameworks and constructs
One topic or question which permeated many of the other discussions and to which we found ourselves returning again and again, is that of which frameworks, theories, or theoretical constructs from mathematics education research may apply best to the various uses of history of mathematics in the teaching and learning of mathematics. The challenge of conducting studies within the scope of WG12 is to find a balance between the three fields: that of the history of mathematics, mathematics, and mathematics education (research). This requires knowledge of all three disciplines, often making such studies a relatively demanding task to undertake. For ‘outsiders’, e.g., math educators who are not as familiar with the history of mathematics, we need to be able to provide convincing arguments for wanting to resort to history in the teaching and learning of mathematics. A sensible way of doing so is to argue by means of theoretical constructs from mathematics education research and to rely on suitable mathematics education frameworks for analyzing data, presenting and discussing results, etc. For ‘insiders’, who are familiar with history of mathematics, it is important not to be unintentionally anachronistic (or ‘Whig’) when including history in the teaching and learning of mathematics. From an educational point of view, this is important if having as a goal to foster historical awareness with students. From a research community point of view, it is important if we want to maintain our integrity and strengthen the connections with research historians of mathematics.
Evaluation and Aspects to consider for the next WG
In accordance with decisions made at CERME-7, more time was allocated to poster presenters during the WG sessions of CERME-8. More precisely poster presenters gave short presentations of their posters in the WG before they presented their posters in general. This initiative seemed to function well, and we plan to repeat it again. As always, the history group at CERME works to maintain very close connections to the HPM group, not least within the leading team. As new initiatives for CERME-9, we have in mind to broaden the ‘bullets’ in the call for papers to also encompass studies related to epistemology of mathematics in relation to mathematics education and the use of philosophy of mathematics in the teaching and learning of mathematics.
CERME-9
The next CERME will be held in Prague, Czech Republic, 4 – 8 February 2015. The Local Chair is Nada Vondrova and the Program Chair is Konrad Krainer. Please check http://www.mathematik.uni-dortmund.de/~erme/ in the future for information.

Uffe Thomas Jankvist,
Kathy Clark,
Snezana Lawrence,
Jan van Maanen

(II IBEROAMERICAN CONGRESS OF HISTORY OF MATHEMATICS EDUCATION)

November 4-7, 2013

Cancun, Mexico

(The following information is in Spanish)

 
¿Qué es el CIHEM?
La realización del II Congreso Iberoamericano de Historia de la Educación Matemática atiende a la necesidad de profundizar en el intercambio entre investigadores y en la producción del conocimiento ligada a la historia de la educación matemática en América Latina, en Portugal y en España, mostrando las diversas perspectivas y metodologías que se han seguido hasta el momento. El interés por esta temática ha crecido enormemente en el ámbito de la Educación Matemática en todos estos países. Comisiones internacionales, revistas con números especiales sobre este asunto, grupos de trabajo, de investigación y muchos otros indicadores justifican un evento de esta naturaleza en seguimiento de lo que se ha realizado en Covilhã, Portugal.

 

Organizadores:
Departamento de Matemática Educativa – Cinvestav, IPN – México

Red de Centros de Investigación en Matemática Educativa AC

Sociedad Matemática Mexicana AC

Comité Latinoamericano de Matemática Educativa (CLAME)

Comité Local
Daniela REYES GASPERINI

María GARCÍA GONZÁLEZ
Mayra BÁEZ MELENDRES

Ricardo CANTORAL URIZA (Chair)

Cinvestav – México DF

Comisión Científica Promotora
Agustín Grijalva Monteverde – UNISON – Hermosillo SON, México

Alberto Camacho – ITCH II, Chihuahua CHIH, México

Ana Paula Aires – U. de Trás-os-Montes e Alto Douro, Portugal

Ana Santiago – I. P. de Leiria – Leiria, Portugal

Ana Soledad Bravo Heredia – UAM Xochimilco – Ciudad de México DF, México

António Domingos – Faculdade de Ciências e Tecnologia da UNL – Lisboa, Portugal

Antonio Vicente Garnica – UNESP – Bauru, Brasil
Aparecida Rodrigues Silva Duarte – UNIBAN/ANHANGUERA – Minas Gerais, Brasil

Arlete Brito – UNESP – São Paulo, Brasil

Bernardo Gómez Alfonso – Universidad de Valencia – Valencia, España

Bertha Ivonne Sánchez Luján – ITCJ – Ciudad Jiménez CHIH, México

Bruno Dassie – UFF – Rio de Janeiro, Brasil

Cláudia Regina Flores – UFSC – Santa Catarina, Brasil

Claudinei Santana – UESB – Bahia, Brasil

David Antonio da Costa – UFSC – Santa Catarina, Brasil

Eddie Aparicio – UADY – Mérida YUC, México

Elisabete Zardo Búrigo – UFRGS – Rio Grande do Sul, Brasil

Flor Rodríguez Vázquez – UAGro – Chilpancingo GRO, México

Gabriela Buendía – CICATA IPN – Ciudad de México DF, México

Gisela Montiel – CICATA IPN – Ciudad de México DF, México

Gladys Denise Wielewiski – UFMT – Mato Grosso, Brasil

Guadalupe Cabañas – UAGro – Chilpancingo GRO, México

Iran Abreu Mendes – UFRN – Rio Grande do Norte, Brasil

Ismael Arcos – UAEMex – Toluca MEX, México
Iván López Flores – UAZ – Zacatecas ZAC, México

Ivanete Batista dos Santos – UFS – Sergipe, Brasil

José Manuel Matos – Universidade Nova de Lisboa – Lisboa, Portugal

Joseane Pinto de Arruda – UFSC – Santa Catarina, Brasil

Juan Antonio Alanís – ITESM – Monterrey NL, México

Lucia Aversa Villela – USS – Rio de Janeiro, Brasil

Luis Carlos Arboleda – Universidad del Valle – Cali, Colombia

Luis Rico – Universidad de Granada – Granada, España

Mª Teresa González Astudillo – Universidad de Salamanca – Salamanca, España

Manuel Saraiva – Universidade da Beira Interior – Covilhã, Portugal

Marcela Ferrari – UAGro – Acapulco GRO, México

Mária Almeida – UIED – Lisboa, Portugal

Maria Cecília Bueno Fischer – UNISINOS – Rio Grande do Sul, Brasil

Maria Célia Leme da Silva – UNIFESP – São Paulo, Brasil

Maria Cristina Araújo de Oliveria – UFJF – Minas Gerais, Brasil

Maria Elisa Esteves Lopes Galvão – UNIBAN – São Paulo, Brasil

Maria Laura Gomes – UFMG – Minas Gerais, Brasil

Mercedes Carvalho – UFAL – Alagoas, Brasil
Neuza Bertoni Pinto – PUCPR – Paraná, Brasil

Oscar João Abdounur – IMEUSP – São Paulo, Brasil

Patricia Salinas – ITESM – Monterrey NL, México

Rosimeire Borges – UNIVÁS – Minas Gerais, Brasil

Ricardo Cantoral – Cinvestav – Ciudad de México DF, México. Chairman

Rosa María Farfán – DME Cinvestav – Ciudad de México DF, México

Wagner Rodrigues Valente – UNIFESP – São Paulo, Brasil

 

http://www.cihem2.com/br/portada/

(available in Spanish and Portuguese)

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