Poderá estar a tentar aceder a este site a partir de um browser protegido no servidor. Active os scripts e carregue novamente a página.

22/07/2019 - 26/07/2019
Institute of Education - University of Minho, Braga, Portugal
##### CIEAEM71– Commission for the Study and Improvement of Mathematics Teaching

##### Local: Braga, Portugal

**Speakers****Terezinha Nunes**

**Carmen Batanero**

**Joaquin Giménez Rodriguez**

**João Filipe Lacerda de Matos**

**Kay Owens**

### Learning in an increasingly complex world

How can we re-conceptualise learning with understanding in a complex world?

How can we promote learning with understanding in an increasingly complex world?

What features should a task have in order to promote learning with understanding? How to research the complex dynamic of learning with understanding promoted by such tasks? What can we learn from this research to use within the classroom and in designing lessons/tasks?

How can we establish connections in mathematics learning: Between different areas of mathematics? Between mathematics and other subjects? Between mathematics and everyday life?

What implications does the increasingly complex world have in terms of numeracy or mathematics literacy? How does this inform our practices within the classroom and in designing lessons/tasks?

### Mathematics Teacher Education

What kind of mathematics training should teachers have in order to be able to promote learning with understanding?

How can teacher training contribute to establishing connections between the various areas of Mathematics?

How can teacher training contribute to establishing connections between Mathematics and other subjects?

How to promote connections between school mathematics and academic mathematics, in teacher training?

What type of competences do we need to include in professional training programs for mathematics teachers to cope with the increasingly complex world challenges?

### Teaching for connections and understanding

In relation to connections and understanding, what kind of teaching methods are more appropriate?

How do we evaluate and/or research the resources from the perspective of the connections and the understanding they try to promote?

How can we promote mathematics education as a means to explore environmental issues?

How can we promote mathematics as a means to reflect on the sustainability of the world?

How can mathematics promote "living together"?

### Mathematics Education with Technology

How can ICTs contribute to learning rich in connections, in an increasingly complex world?

How can ICT be used in teacher training to promote understanding in mathematics?

How can we use ICT as teaching-learning tools, rather than instruments that replace students’ cognitive efforts?

### Connections with culture

Is it possible to understand peoples’ lives from an ethnomathematics perspective?

How can school mathematics take into account the culture developed by young people in their everyday lives?

How to take advantage of cultural aspects to enrich the teaching and learning of mathematics?

How can we create hybrid spaces linking school-mathematics to mathematics situated in cultural, everyday contexts?

What dos it mean to develop a critical approach to mathematics and culture in an increasingly complex world?

## THEME OF THE CONFERENCE

Phrases like “mathematics is the language in which God has written
the universe” (Galileo Galilei) or “all things in nature occur
mathematically” (René Descartes) express the idea that if we want to
understand the world, then we need to use mathematics. But can we use
mathematics without understanding? John von Neumann once said “Young
man, in mathematics you don't understand things. You just get used to
them.” One way to interpret this statement would be to say you could use
mathematics (with success) without understanding it. Or, perhaps we can
speak of a kind of understanding that is merely instrumental instead of
relational (Skemp, 1976) or intuitive, or formal (Byers &
Herscovics, 1977). Another different way to read von Neumann’s statement
is to take it as a clarification that understanding is not a black and
white issue. There may be degrees of understanding. And there may also
be a form of understanding that impedes better understanding. In the
words of Richard Skemp, “to understand something means to assimilate it
into an appropriate schema. This explains the subjective nature of
understanding, and also makes clear that this is not usually an
all-or-nothing state” (Skemp, 1971, p. 46). Pragmatically, the power of
adaptability of a schema results from its connection to a greater number
of concepts, but it may happen that what is an appropriate schema at
one particular time may be obsolete and turn into an obstacle later on
(Brousseau, 1997).

Let’s get back to René Descartes: “All things in nature occur mathematically”. A different idea implied by this saying would be that to understand mathematics we need to connect our mathematical understandings with our understandings of the world we live in (natural, psychological and socio-cultural; see also Skemp, 1979). This idea is at the base of the concept of mathematization, or, more precisely, horizontal mathematization (Freudenthal, 1991). Concurring with this idea is the belief many have that Mathematics is a cultural product based on human experiences, such as counting, measuring, locating, designing, explaining, and playing (Bishop, 1988). Nevertheless, mathematical understanding has to do with both the learning of invariants and the acquisition of cultural tools in which children can represent mathematical ideas, in a dynamic and interconnected process (Nunes & Bryant, 1997). This idea is in line with a recent formulation of understanding in epistemology, in which understanding of a given phenomenon has to be maximally well-connected and it may have degrees of approximation (Kelp, 2015).

Concerning the learning and teaching of mathematics in the complexity of our world, we can revalue the ideas of Galileo, Descartes and Von Neumann on the central role of mathematics in the context of the genetic approach of epistemology proposed by Piaget to the logical-mathematical dimension of the construction of scientific knowledge. Piaget proposed replacing the positivist hierarchization of science with an interdisciplinary cyclic epistemology. This approach to epistemological interrelationships in the context of learning, conceived in the digital environment of education, calls into question not only the connections of mathematics as a scientific discipline, but also the connections of mathematics as an academic subject. How is it possible to make the presence of mathematics visible in the understanding of other school subjects? How to collaborate with other teachers of mathematics and of other courses? This question of interdisciplinarity is in close interaction with the learning and teaching of the complexity and variety of the natural and social phenomena of our era.

Braga, Portugal 22-26 July 2019

Important Dates

**MARCH, 3, 2019
**

Proposals for ORAL PRESENTATIONS and WORKSHOPS

**MARCH, 31**, 2019

Contributions to the FORUM OF IDEAS APRIL, 15, 2019 Reply from the International Program Committee

**APRIL, 30, 2019**

Conference Fee
MAY, 15, 2019
Submission of the final paper

**MAY, 31, 2019**

Third Announcement (Final Program)
Submissions and Registration
We hope that all participants will contribute “actively” to the
conference by sharing with others their experiences and views in the
various sessions, particularly in the working groups. Moreover, you are
encouraged to send a proposal for an oral presentation or a workshop, or
to bring a contribution to the Forum of Ideas.

Proposals for ORAL PRESENTATIONS and WORKSHOPS can be made by sending a FOUR PAGE text (about 1800 words or 12000 characters with spaces), BEFORE MARCH, 3, 2019. Proposals for the FORUM OF IDEAS, can be made by sending a ONE PAGE text (about 450 words or 3000 characters with spaces), BEFORE MARCH, 31, 2019

Click HERE to read full instructions on how to submit your work. You also MUST register yourself on line on the conference webiste by clicking HERE (to be opened soon).
## Detalhes

Início:
22 Julho
Fim:
26 Julho
Site:
http://www.eventos.ciec-uminho.org/cieaem71/
## Local

Instituto de Educação da Universidade do Minho, Campus de Gualtar
Instituto de Educação da Universidade do Minho, Campus de Gualtar

Braga, Braga 4710-057 Portugal + Mapa do Google Telefone: (+351) 253 604 240 Site: https://www.uminho.pt/PT

.iconPDF {
background: url('/_layouts/15/UMinho.PortaisUOEI.UI/img/documents/ico-pdf.svg') no-repeat center;
}
.iconWORD {
background: url('/_layouts/15/UMinho.PortaisUOEI.UI/img/documents/ico-word.svg') no-repeat center;
}
.iconOTHER {
background: url('/_layouts/15/UMinho.PortaisUOEI.UI/img/documents/ico-geral.svg') no-repeat center;
}

function shareSocialUrl(url) {
var newwindow = window.open(url, 'name', 'height=420,width=750,resizable=0,toolbar=0,menubar=0,scrollbars=0');
if (window.focus) {
newwindow.focus();
}
}
(function(d, s, id) {
var js, fjs = d.getElementsByTagName(s)[0];
if (d.getElementById(id)) return;
js = d.createElement(s); js.id = id;
js.src = "//connect.facebook.net/pt_PT/sdk.js#xfbml=1&version=v2.4";
fjs.parentNode.insertBefore(js, fjs);
}(document, 'script', 'facebook-jssdk'));
Partilhar
$(function () {
$("[data-toggle=popover0]").popover({
html: true,
content: function () {
return $('#recommendOptns').html();
},
placement: "top"
});
$("[data-toggle=popover1]").popover({
html: true,
content: function () {
return $('#shareOptns').html();
},
placement: "top"
});
});

We are honored to invite you to the CIEAEM 71 conference in Braga, Portugal 22 - 26 July 2019, to be held under the theme "Connections and understanding in mathematics education: Making sense of a complex world".

- Learning in an increasingly complex world
- Mathematics Teacher Education
- Teaching for connections and understanding
- Mathematics Education with Technology
- Connections with cultureSubmissions only by Easy Chair platform, clicking HERE

Dept. of Educational Studies

University of Oxford

Dept. de Didáctica de la Matemática

Universidad de Granada

Dept. d'Educació Lingüística i Literària, i Didàctica de les Ciències Experimentals i la Matemàtica

Universitat de Barcelona

Instituto de Educação da Universidade de Lisboa

School of Teacher Education, Charles Sturt University

How can we promote learning with understanding in an increasingly complex world?

What features should a task have in order to promote learning with understanding? How to research the complex dynamic of learning with understanding promoted by such tasks? What can we learn from this research to use within the classroom and in designing lessons/tasks?

How can we establish connections in mathematics learning: Between different areas of mathematics? Between mathematics and other subjects? Between mathematics and everyday life?

What implications does the increasingly complex world have in terms of numeracy or mathematics literacy? How does this inform our practices within the classroom and in designing lessons/tasks?

How can teacher training contribute to establishing connections between the various areas of Mathematics?

How can teacher training contribute to establishing connections between Mathematics and other subjects?

How to promote connections between school mathematics and academic mathematics, in teacher training?

What type of competences do we need to include in professional training programs for mathematics teachers to cope with the increasingly complex world challenges?

How do we evaluate and/or research the resources from the perspective of the connections and the understanding they try to promote?

How can we promote mathematics education as a means to explore environmental issues?

How can we promote mathematics as a means to reflect on the sustainability of the world?

How can mathematics promote "living together"?

How can ICT be used in teacher training to promote understanding in mathematics?

How can we use ICT as teaching-learning tools, rather than instruments that replace students’ cognitive efforts?

How can school mathematics take into account the culture developed by young people in their everyday lives?

How to take advantage of cultural aspects to enrich the teaching and learning of mathematics?

How can we create hybrid spaces linking school-mathematics to mathematics situated in cultural, everyday contexts?

What dos it mean to develop a critical approach to mathematics and culture in an increasingly complex world?

Let’s get back to René Descartes: “All things in nature occur mathematically”. A different idea implied by this saying would be that to understand mathematics we need to connect our mathematical understandings with our understandings of the world we live in (natural, psychological and socio-cultural; see also Skemp, 1979). This idea is at the base of the concept of mathematization, or, more precisely, horizontal mathematization (Freudenthal, 1991). Concurring with this idea is the belief many have that Mathematics is a cultural product based on human experiences, such as counting, measuring, locating, designing, explaining, and playing (Bishop, 1988). Nevertheless, mathematical understanding has to do with both the learning of invariants and the acquisition of cultural tools in which children can represent mathematical ideas, in a dynamic and interconnected process (Nunes & Bryant, 1997). This idea is in line with a recent formulation of understanding in epistemology, in which understanding of a given phenomenon has to be maximally well-connected and it may have degrees of approximation (Kelp, 2015).

Concerning the learning and teaching of mathematics in the complexity of our world, we can revalue the ideas of Galileo, Descartes and Von Neumann on the central role of mathematics in the context of the genetic approach of epistemology proposed by Piaget to the logical-mathematical dimension of the construction of scientific knowledge. Piaget proposed replacing the positivist hierarchization of science with an interdisciplinary cyclic epistemology. This approach to epistemological interrelationships in the context of learning, conceived in the digital environment of education, calls into question not only the connections of mathematics as a scientific discipline, but also the connections of mathematics as an academic subject. How is it possible to make the presence of mathematics visible in the understanding of other school subjects? How to collaborate with other teachers of mathematics and of other courses? This question of interdisciplinarity is in close interaction with the learning and teaching of the complexity and variety of the natural and social phenomena of our era.

Braga, Portugal 22-26 July 2019

Important Dates

Proposals for ORAL PRESENTATIONS and WORKSHOPS

Contributions to the FORUM OF IDEAS APRIL, 15, 2019 Reply from the International Program Committee

Proposals for ORAL PRESENTATIONS and WORKSHOPS can be made by sending a FOUR PAGE text (about 1800 words or 12000 characters with spaces), BEFORE MARCH, 3, 2019. Proposals for the FORUM OF IDEAS, can be made by sending a ONE PAGE text (about 450 words or 3000 characters with spaces), BEFORE MARCH, 31, 2019

Click HERE to read full instructions on how to submit your work. You also MUST register yourself on line on the conference webiste by clicking HERE (to be opened soon).

Braga, Braga 4710-057 Portugal + Mapa do Google Telefone: (+351) 253 604 240 Site: https://www.uminho.pt/PT

Organizador

CIEAEM – Commission for the Study and Improvement of Mathematics Teaching

Instituto de Educação da Universidade do Minho,

Campus de Gualtar

Braga 4710-057 Portugal

Telefone: (+351) 253 604 240

Site: https://www.uminho.pt/PT

cieaem71@gmail.com

CIEAEM – Commission for the Study and Improvement of Mathematics Teaching

Instituto de Educação da Universidade do Minho,

Campus de Gualtar

Braga 4710-057 Portugal

Telefone: (+351) 253 604 240

Site: https://www.uminho.pt/PT

cieaem71@gmail.com

| Cartaz |