Editores
João Filipe Matos
Paola Valero
Keiko Yasukawa
The First International Conference on Mathematics Education and Society took place in Nottingham, Great Britain, in September 1998. The Second Conference was held in Montechoro, Portugal, in March 2000. The Third Conference took place in Helsingor, Denmark, in March 2002. The Fourth Conference was held in Queensland, Australia, in July 2005. On all occasions, people from around the world had the opportunity of sharing their ideas, perspectives and reflections concerning the social, political, cultural and ethical dimensions of mathematics education and mathematics education research that take place in diverse contexts. As a result of the success of these four meetings, it was decided to have a fifth conference in Portugal. As a trial of an international and cross-institutional collaboration in conference organisation, an international organising team of João Filipe Matos (University of Lisbon, Portugal), Paola Valero (Aalborg University, Denmark) and Keiko Yasukawa (University of Technology Sydney, Australia), took the lead in the planning of the conference. Together with a Local Organising Team with members from the University of Lisbon and the University of Algarve, and with the International Advisory Team, it was possible to set up the Fifth International Conference on Mathematics Education and Society in the city of Albufeira, in February 2008.
The conference has been promoted and sponsored by the Centro de Investigação em Educação at the Universidade de Lisboa, the Department of Education, Learning and Philosopby at Aalborg University, and the Faculty of Education at the University of Technology Sydney. Other institutions such as the Fundação Ciência e Tecnologia and the Reitoria da Universidade de Lisboa also sponsored this meeting.
INTRODUCTION | 1 | ||
PLENARY AND REACTION PAPERS | 7 | ||
E. (Rico) Gutstein | 9 | ||
Reinventing Freire: Mathematics education for social transformation | |||
A. Pais | 25 | ||
Reinventing school? Reaction to Eric Gutstein ‘s “Reinventing Freire: Mathematics education for social transformation” | |||
K. Brodie | 31 | ||
Describing teacher change: interactions between teacher moves and learner contributions | |||
M. Belchior | 51 | ||
Making sense of Mr. Peter classroom | |||
M. Jurdak | 56 | ||
Equity-in-Quality: Towards a theoretical framework | |||
E. de Freitas | 74 | ||
Response to “Equity-in-Quality: Towards a theoretical framework” | |||
O.R. Christensen | 78 | ||
Order of the world or order of the social – a Wittgensteinian conception of mathematics and its importance for research in mathematics education | |||
U. Gellert | 103 | ||
Wittgenstein in support of a social agenda in mathematics education. A Reaction to Ole Ravn Christensen | |||
SYMPOSIA PAPERS | 109 | ||
J. Adler, J. Evans, P. Gates, C. Kanes, S. Lerman, C. Morgan, A. Tsatsaroni, and R. Zevenbergen | 111 | ||
Social Theory and research in MES | |||
A. Brantlinger and L. Cooley | 113 | ||
No teacher candidate left behind – a study of the largest mathematics alternative certification program in the United States | |||
M.C.S. Domite, M.C. Fantinato, W.N. Gonçalves and M. Mesquita | 118 | ||
The social transformation as object of studies and practices | |||
E. Jablonka, U. Gellert, C. Knipping and D.A. Reid | 122 | ||
The production of legitimate text and the stratification of achievement in mathematics classrooms | |||
J.F. Matos, M. Santos, E. Fernandes, S. Carreira, M. Belchior, N. Pedro, H. Gerardo, M. Mesquita, A. Pais, A.S. Alves, T. Faria, T. Silva, N. Amado, J. Amorim and R. Mestre | 125 | ||
Learning Mathematics and competences: Bringing together three theoretical perspectives | |||
K.. Nolan, E. de Freitas, T. Brown, O.R. Christensen, P. Ernest, S. Graham, D. Stentoft, P. Valero, S. Ler an and E. (Rico) Gutstein | 128 | ||
A Symposium on opening the research text: Critical insights and in(ter)ventions into mathematics education | |||
PROJECT DISCUSSION PAPERS | 133 | ||
T. Brown | 135 | ||
Conceptualising improvement in curriculum reform: Against consensus | |||
U. Gellert | 140 | ||
Cognitive academic language proficiency in primary mathematics classrooms | |||
S.R.W. Graham | 144 | ||
Developing a complex mathematical learning community: (re)considerations of learning/teaching experiences | |||
R.Guambe | 149 | ||
Students’ disposition for de-contextualised and algebraic (symbol-based) reasoning in relation to their socio-economic and cultural background in Mozambique | |||
B. Mutemba and E. Jablonka | 154 | ||
The interpretational space in the curriculum: intentions and interpretations of mathematical reasoning in the new curriculum for secondary schools in Mozambique | |||
P. Valero | 158 | ||
In between reality and utopia: A socio-political research agenda for mathematics education in situations of conflict and poverty | |||
REGULAR PAPERS | 165 | ||
S. Anastasiadou | 167 | ||
The effects of representational systems on the learning of statistics between Greek primary school students and immigrants | |||
J. Araújo | 177 | ||
Contradictions in mathematical modelling activities from a critical mathematics education perspective | |||
M. Chartres | 186 | ||
Are my students engaged with critical mathematics education? | |||
D. Chassapis and E. Chatzivasileiou | 197 | ||
Socio-cultural influences on children’s conceptions of chance and probability | |||
H.N. Cury and LN. Ogliari | 207 | ||
Critical mathematical education and STS studies: Approaches to discuss a research | |||
M.C.S. Domite and V. de Carvalho | 217 | ||
Teacher education and culture: understanding and asking for changes | |||
M.C. Fantinato | 228 | ||
Teachers’ practice under the ethnomathematical perspective: A study case in young and adult education | |||
E. Fernandes | 237 | ||
Rethinking success and failure in mathematics learning: the role of participation | |||
C. Frade and D. Faria | 248 | ||
Is mathematics learning a process of enculturation or a process of acculturation? | |||
REGULAR PAPERS (CONTINUATION IN PART 2) | 259 | ||
M. Frankenstein | 261 | ||
Quantitative form in arguments | |||
E. de Freitas | 272 | ||
Enacting identity through narrative: Interrupting the procedural discourse in mathematics classrooms | |||
P. Gómez | 283 | ||
Toward a methodology for exploring mathematics preservice teachers’ learning from a sociocultural perspective | |||
B. Greer | 293 | ||
Discounting iraqi deaths: a societal and educational disgrace | |||
W. Higginson | 302 | ||
Toward a theory of maesthetics: Preliminary considerations of the desirability of bringing an aesthetic perspective to mathematics, education and society | |||
G. Knijnik | 312 | ||
Landless peasants of Southern Brazil and mathematics education: a study of three different language games | |||
C. Knipping, D.A. Reid, U. Gellert and E. Jablonka | 320 | ||
The emergence of disparity in performance in mathematics classrooms | |||
I. Lavy and A. Shriki | 330 | ||
Social and didactical aspects of engagement in innovative learning and teaching methods – The case of Ruth | |||
K. Le Roux | 340 | ||
Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts | |||
S. Lerman and A. Marcou | 352 | ||
Are all studies on equity in school mathematics equal? | |||
A. Llewellyn | 362 | ||
‘Maths with Sam and Alex’: A discussion of choice, control and confidence | |||
R. Machado and M. César | 376 | ||
Broccoli and Mathematics: Students’ social representations about mathematics | |||
J.F. Matos and M. dos Santos | 386 | ||
Activity, artefacts and power: Contribution of activity theory and situated learning to the analysis of artefacts in mathematical thinking in practice | |||
K. Nikolantonakis and Ch. Lemonidis | 398 | ||
Multiculturalism, history of mathematics and schoolbook of the third class in primary school in Greece | |||
K. Nolan | 406 | ||
Theory-practice transitions and dis/positions in secondary mathematics teacher education | |||
A. Pais and M. Mesquita | 416 | ||
If school is like this, there is nothing we can do: some thoughts | |||
A.B. Powell and A. Brantlinger | 424 | ||
A pluralistic view of critical mathematics | |||
B. Savizi, T. Hajjari and A. Shahvarani | 434 | ||
Situated decision making in mathematics education | |||
A. Shriki and I. Lavy | 444 | ||
Teachers as partners for designinf professional development programs | |||
L. Teles and M. César | 455 | ||
Batiks: How to learn mathematics a different way and in a particular scenario | |||
M. Vlachou | 465 | ||
The assessment discourse of teachers’ textbooks in primary school mathematics | |||
F. Walls | 475 | ||
Children talk about mathematics assessment | |||
F. Walls | 485 | ||
“Down in the dark zone”: teacher identity and compulsory standardised mathematics assessment | |||
K. Yasukawa, J. Widin and A. Chodkiewicz | 495 | ||
The benefits of adults learning numeracy | |||
R. Zevenbergen | 505 | ||
The dilemmas of indigenous education: The passion for ignorance | |||
LIST OF PARTICIPANTS | 515 |
Ano de publicação: 2008
Editora: CIEFCUL & Department of Education, Learning and Philosophy, Aalborg University