Archive for the ‘Call for papers’ Category
Call for papers and poster proposals
Leader of the Working Group
Renaud Chorlay (France)
Co-leaders of the Working Group
Kathy Clark (USA), Katalin Gosztonyi (Hungary), Snezana Lawrence (UK)
Scope and focus of the Working Group
History of mathematics in mathematics education continues to receive much attention. However, empirical research and coherent theoretical/conceptual frameworks within this area have emerged relatively recently.
The purpose of this CERME TWG is to provide a forum to approach mathematics education in connection with history and epistemology dedicated primarily to theory and research on all aspects of the role, effect, and efficacy of history and epistemology as elements in mathematics education.
Call for papers and poster proposals
TWG12 welcomes both empirical and theoretical research papers, and poster proposals related to one or more of the following issues – although any paper or poster of relevance to the overall focus of the group will be taken into consideration:
1. Design and/or assessment of teaching/learning materials using the history of mathematics, preferably with conclusions based on empirical data; all levels can be considered, from early-age mathematics to tertiary education and teacher training.
2. Surveys on the existing uses of history or epistemology in curricula, textbooks, and/or classrooms in primary, secondary, and tertiary levels;
3. History of mathematics education;
4. Relationships between, on the one hand frameworks for and empirical studies on history in mathematics education and, on the other hand, theories, frameworks and studies in other parts of mathematics education research.
Papers and poster proposals should use the CERME template, and conform to the guidelines for authors as outlined on the CERME 10 website. CERME10 uses a submission website. An author submits a paper on the website (uploading it as a .doc or .docx file, and providing the required information, in particular the TWG number).
Reviews and decisions
Each paper will be peer-reviewed by two persons from among those who submit papers to this TWG. Please expect to be asked to review up to two papers yourself. The group leaders will decide about the acceptance of posters.
- 15th September 2016: Initial submission by authors on the online submission system.
- 2nd November 2016: Preliminary decisions on papers sent.
- 10th November 2016: Preliminary decisions on posters sent.
- 24th November 2016: The authors send a revised version if needed.
- 5th December 2016: Final decisions sent.
- 12th December 2016: Final version uploaded on the online submission system.
- 13th January 2017: Papers available on CERME 10 website.
Announcement of Special Issue
The Use of History of Mathematics to Enhance Undergraduate Mathematics Instruction
Call for Papers
The journal PRIMUS announces a special issue on the use of history of mathematics to enhance the instruction of undergraduate mathematics. Kathleen Clark (Florida State University) and John Thoo (Yuba College) will guest edit the special issue.
The view that history of mathematics enhances the teaching and learning of mathematics is not new, yet publications that provide more than anecdotal descriptions of using history in teaching mathematics remain difficult to find. In the spirit of the main themes of the International Study Group on the Relations between the History and Pedagogy of Mathematics (HPM Group), this special issue of PRIMUS seeks to publish both theoretical and empirical studies that significantly add to the literature, providing a collection of research in a single volume as a pedagogical resource.
Manuscript submissions may include one or more of the main themes of the HPM Group (modified with respect to the PRIMUS readership):
(1) theoretical and/or conceptual frameworks for integrating history in mathematics education;
(2) history and epistemology as tools for an interdisciplinary approach in the teaching and learning of mathematics and the sciences;
(3) results of actual classroom experiments in the implementation of history in the teaching of mathematics, both from the cognitive and affective points of view, at the undergraduate level, including pre-service mathematics teacher education;
(4) results from teaching history of mathematics courses for mathematics, mathematics education, or philosophy majors;
(5) ways of integrating original sources in the undergraduate classroom, and their educational effects, preferably with conclusions based on classroom experiments;
(6) design and/or assessment of teaching and learning materials on the history of mathematics;
(7) the exploration of possible analogies and parallelism between the historical development and students’ cognitive development of mathematical ideas;
(8) surveys on the existing uses of history in curriculum, textbooks, and/or classrooms at the undergraduate level.
Although papers dealing with any aspect of incorporating a historical dimension in undergraduate mathematics education are welcome, the editors particularly encourage papers that address one or more of the themes above.
Submissions will be accepted until March 31, 2013. Papers for this special issue should be approximately 10 to 12 pages in length, although there is some flexibility. Supplementary materials, such as appendices and color illustrations, may be published in the online version.
We also extend a call for referees for the special issue, especially those who have some experience with or significant interest in the themes provided.
For more information, please contact:
Special Issue Guest Editors:
Kathleen Clark, email@example.com (primary contact)
John Thoo, firstname.lastname@example.org
PRIMUS: Problems, Resources, Issues in Mathematics Undergraduate Studies, is a refereed journal published by Taylor and Francis. See http://www.tandf.co.uk/journals/titles/10511970.asp for more information.
History and Philosophy of Mathematics in Mathematics Education
Call for Papers
Recent years have seen increasing interest in the role of the history and philosophy of mathematics in the teaching of mathematics at all levels. Although the history and philosophy of mathematics can be thought of as separate domains, they are closely linked to one another, as they are also to more general issues of history, philosophy, and culture.
For this reason, a focused treatment of history and philosophy of mathematics can also enlighten science educators as well as mathematics educators, and, indeed, it is important for those involved in science education to understand how mathematics and its history relates to the teaching of science, and conversely how the teaching and learning of mathematics engages with science.
We therefore invite mathematicians, historians, philosophers, and others who are doing research in the history and philosophy of mathematics and their relation to mathematics education to contribute to this special issue of Science & Education. Both theoretical and empirical studies are welcome.
Examples of topics include:
– The role of history and philosophy of mathematics in teacher training
– Theoretical and/or conceptual frameworks for integrating history and/or philosophy into mathematics education.
– Classroom experiments or teaching materials that implement history or philosophy of mathematics.
– Use of original sources in the classroom and their impact on learning mathematics.
– The historical relationship of mathematics to science and technology, and its philosophical and educational implications.
– Philosophical lessons from ethnomathematics, and ways these can contribute to mathematics education.
Deadline for Submissions:
December 1st 2012
Choose MATHEMATICS as mss type.
Notification of intention to submit and subject matter is appreciated as it assists coordination and planning of the issue.
Guest Editors, questions and inquiries should be directed to:
Victor J. Katz
Professor of Mathematics, Emeritus
University of the District of Columbia
Washington, DC, USA
Uffe Thomas Jankvist
Associate Professor of Mathematics Education
Michael N. Fried
Graduate Program for Science and Technology Education
Lecturer in Mathematics
University of Plymouth