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Topic: Conference Announcement: India
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
Conference Announcement: India
Posted: Oct 8, 2013 1:05 PM
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Information provided by parvin sinclair.
National Conference on Developing Mathematics Teachers for Quality
Learning for All

Dates: 20th, 21st and 22nd December, 2013

Organized By Regional Institute of Education, National Council of
Educational Research and Training (NCERT), Ajmer-305004, Rajasthan,

To download the brochure - click on

About the Conference

Mathematics provides us an unlimited scope to perceive problems under
three situations- concrete, abstract and intuition. The important
segment of Mathematics- the ability to reason and think clearly- is
extremely useful in every aspect of life. The conference
theme, Developing Mathematics Teachers for Quality Learning for
All is intended to focus on the Learning of Mathematics taking place
at different stages - Elementary, Secondary and Undergraduate level.
It needs to be seen how teaching of mathematics affects the learning
attitude of Mathematics in the learners including learners with

At present one of the challenges faced by the schools is developing
an inclusive school for all! But what constitutes inclusion; how a
mathematics class can take care of learning needs of children with
special needs and how should inclusiveness be developed in practice
at different levels? How is it interpreted? Has the idea of
interdisciplinary approach and inclusion affected the classroom of
Mathematics? Has the transaction of mathematics in the present system
affected its learning at different stages? Such questions need to be
addressed in reference of learning Mathematics. Also,
self-investigations on issues and practices in Mathematics Education
and its treatment can be discussed in the conference.

In recent decades research in Mathematics education has developed a
view that the knowledge growth in Mathematics occurs through
interactions among a variety of learners. Fundamentally, the
conference is concerned with Mathematics teachers' profile; however,
a first consideration is the learner of mathematics, who might be a
child in a classroom of elementary or secondary stage or
undergraduate stage. It is also of fundamental
concern what mathematics will be learned and how. For example, is it
sufficient for a student to learn mathematical skills - the
algorithms and rules for certain operations, - or are we looking for
deeper learning in terms of mathematical concepts, relationships,
applications and aesthetics for these operations? Paradigms of
conceptualising knowledge are important, as is mathematical
epistemology. Mathematics teachers' knowledge and beliefs; attitude
of thinking and decision-making; their practices and development,
which contribute to the process of learning and teaching in
Mathematics classrooms, can also be investigated in the developing
scenario. Keeping such questions in view, the conference focuses on
Mathematics teacher education with a concern for the development of
mathematics teaching that would enhance the learning experiences of
students of mathematics at different levels of education including
elementary, secondary and under graduate levels.

Mathematics Teachers' knowledge and its development are also the
elements to be seen across the levels. Thus pre-service teacher
education and the continuing professional development of in-service
Mathematics teachers are areas for consideration. The different
component of the subject i.e. i.e. Curriculum; Transitions in
Treatment; Pedagogy of Mathematics; Teachers' Professional Education
and Development; Teaching, Learning & Assessment; and Mathematics
applications / practicing in day to day life need to be further
explored. Following are the themes and sub-themes of the Conference
to be explored for three streams- Elementary, Secondary and Higher
Secondary and Under-Graduate separately.

Themes and Sub-themes

1.Subject and Pedagogical Content Knowledge (PCK) for teaching Mathematics

* Knowledge of Mathematics and knowledge of teaching and learning
Mathematics and it's inter-relation
* Developing and deepening of knowledge for teaching Mathematics
* Emphasizing on multi-faceted nature of Mathematical concepts and
their impact on learning.

2. Pre-service teacher education for teaching mathematics. Studies on

* the attitudes and beliefs of pre-service teachers towards
Mathematics Teaching
* the analysis of pre-service courses in teaching of Mathematics
* the assessment of pre-service Mathematics teachers' programme
* how learning outcomes should be measured and
* how measurement of Mathematics learning could improve education quality.

3.Continuing professional development in mathematics teaching. Studies on

* ICT and Teaching- Learning of Mathematics
* Mathematics Training through Distance Mode
* Analysis of Capacity Development Programme for Mathematics Teachers

4.Developing teaching mathematics through exploration, investigation
and inquiry

* The Nature & Causes of Learning Problems in Mathematics
* Promoting special education, students' learning and retention
of concepts in Mathematics
* Constructivist approach in Teaching of Mathematics
* Any innovative effort made for quality teaching and learning in

Based on the above themes/sub-themes, the conference will focus on
many questions and associated issues relating to the development of
mathematics teaching and the education of teaching Mathematics.

Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244

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