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 disabilities.
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 Mathematics.
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 E-mail: firstname.lastname@example.org