The Association exists to bring about improvements in the teaching of mathematics and its applications, and to provide a means of communication among students and teachers of mathematics. Its work is carried out through its Council and committees.
The EDRL research group works around a theoretical strain (embodied cognition), a methodological line (design-based research), and a disciplinary emphasis (mathematics). Thus, the laboratory hosts the full cycle of design-research projects that are geared to contribute to theory and practice of multi-modal mathematical learning and reasoning as well as to design theory.
ZDM is one of the oldest mathematics education research journals in publication. The journal surveys, discusses, and builds upon current research and theoretical-based perspectives in mathematics education. In addition, it serves as a forum for critical analysis of issues within the field.
All the papers published in the journal?s seven annual themed issues are strictly by invitation. These papers are subject to an internal peer review by selected members from the editorial board as well as an external review by invited experts. The journal targets readers from around the world in mathematics education research who are interested in current developments in the field.
Educational Studies in Mathematics presents new ideas and developments of major importance to practitioners working in the field of mathematical education. It reflects both the variety of research concerns within the field and the range of methods used to study them. Articles deal with didactical, methodological and pedagogical subjects, rather than with specific programs for teaching mathematics. The journal emphasizes high-level articles that go beyond local or national interest.
M. Mariotti. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 1, page 180--195. Stellenbosch, South Africa, PME, University of Stellenbosch, (July 1998)
R. Goldstein, and D. Pratt. Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME25), 3, page 49--56. PO Box 9432, 3506 GK Utrecht, The Netherlands, Freudenthal Institute, Faculty of Mathematics and Computer Science, Uthrect University, (July 2001)
D. Carraher, and D. Earnest. Proceedings of the 2003 Joint Meeting of PME and PMNA (PME27 and PME-NA25), 2, page 173--180. 1776 University Av., Honolulu, HI 96822, International Group for the Psychology of Mathematics Education, College of Education, University of Hawai'i, (July 2003)
M. Mosimege. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 3, page 279--286. Stellenbosch, South Africa, PME, University of Stellenbosch, (July 1998)
R. Masoon, and J. Macfeetors. proceedings of 2002 annual meeting of the Canadian Mathematics Education Study Group, page 143--144. Queen's University, (May 2002)
M. Klawe, and E. Phillips. CSCL '95: The first international conference on Computer support for collaborative learning, page 209--213. Mahwah, NJ, USA, Lawrence Erlbaum Associates, Inc., (1995)
F. Arzarello. the 24th Conference of the International Group for the Psychology of Mathematics Education (PME), 1, page 23--38. Hiroshima, Japan, (2000)
G. Goldin. Journal for Research in Mathematics Education. Monograph: Journal for Research in Mathematics Education. Monograph: Qualitative Research Methods in Mathematics Education, (1997)
M. Mariotti. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 1, page 180--195. Stellenbosch, South Africa, PME, University of Stellenbosch, (July 1998)
D. Ingalls, T. Kaehler, J. Maloney, S. Wallace, and A. Kay. OOPSLA '97: Proceedings of the 12th ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications, page 318-326. New York, NY, ACM Press, (1997)
P. Ernest. Why Learn Maths, London University Institute of Education, London, 1. To reproduce mathematical skill and knowledge based capability
The typical traditional reproductive mathematics curriculum has focused exclusively on this first aim, comprising a narrow reading of mathematical capability. At the highest level, not always realised, the learner learns to answer questions posed by the teacher or text. As is argued elsewhere (Ernest 1991) this serves not only to reproduce mathematical knowledge and skills in the learner, but to reproduce the social order and social injustice as well.
2. To develop creative capabilities in mathematics
The progressive mathematics teaching movement has added a second aim, to allow the learner to be creative and express herself in mathematics, via problem solving, investigational work, using a variety of representations, and so on. This allows the learner to pose mathematical questions, puzzles and problems, as well as to solve them. This notion adds the idea of creative personal development and the skills of mathematical questioning as a goal of schooling, but remains trapped in an individualistic ideology that fails to acknowledge the social and societal contexts of schooling, and thus tacitly endorses the social status quo.
3. To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics
Critical mathematics education adds in a third aim, the empowerment of the learner through the development of critical mathematical literacy capabilities and the critical appreciation of the mathematics embedded in social and political contexts. Thus the empowered learner will not only be able to pose and solve mathematical questions, but also be able to address important questions relating to the broad range of social uses (and abuses) of mathematics. This is a radical perspective and set of aims concerned with both the political and social empowerment of the learner and with the promotion of social justice, and which is realised in mainstream school education almost nowhere. However, the focus in the appreciation element developed in this perspective is on the external social contexts of mathematics. Admittedly these may include the history of mathematics and its past and present cultural contexts, but these do not represent any full treatment of mathematical appreciation.
4. To develop an inner appreciation of mathematics: its big ideas and nature
This fourth aim adds in further dimension of mathematical appreciation, namely the inner appreciation of mathematics, including the big ideas and nature of mathematics. The appreciation of mathematics as making a unique contribution to human culture with special concepts and a powerful aesthetic of its own, is an aim for school mathematics often neglected by mathematicians and users of mathematics alike. It is common for persons like these to emphasise capability at the expense of appreciation, and external applications at the expense of its inner nature and values. One mistake that may be made in this connection is the assumption that an inner appreciation of mathematics cannot be developed without capability. Thus, according to this assumption, the student cannot appreciate infinity, proof, catastrophe theory and chaos, for example, unless they have developed capability in these high level mathematical topics, which is out of the question at school. The fourth aim questions this assumption and suggests that an inner appreciation of mathematics is not only possible but desirable to some degree for all students at school..(2000)
H. Freudenthal. Educational Studies in Mathematics, 1 (1/2):
3-8(May 1968)Systematization is a great virtue of mathematics, and if possible, the student has to learn this virtue, too. But then I mean the activity of systematizing, not its result. Its result is a system, a beautiful closed system, closed, with no entrance and no exit. In its highest perfection it can even be handled by a machine. But for what can be performed by machines, we need no humans. What humans have to learn is not mathematics as a closed system, but rather as an activity, the process of mathematizing reality and if possible even that of mathematizing mathematics..
A. Waraich. ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, page 97-101. New York, NY, USA, ACM, (2004)
G. Davis, and M. Mcgowen. proceedings of the Annual Meeting of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), 2, page 273-280. Norwich, UK, University of Norwich, (July 2002)