***************************** Sent at the request of Sylvie Coppé. ***************************** ICME 2012- TSG 26
Topic Study Group 26 (TSG 26) for ICME-12 -- Pre-service mathematical education of teachers
The TSG 26 organizing committee is co-chaired by Sylvie Coppé (France) and Ngai-Ying Wong (Hong Kong) with additional team members Lucie De Blois (Canada), Björn Schwarz (Germany), Insun Shin (Korea) and Khoon Yoong Wong (Singapore) along with IPC Liaison Gabriele Kaiser (Germany)
TGS 26 has four 90-minute sessions (July 10, 11, 13, and 14) which will be devoted to different issues in affect research in mathematics education ; two groups will run parallel.
The time available only allows for relatively short presentations by the authors : 10 minutes for each paper.
July 10th Tuesday 10h - 11h 30 Group 1
Introduction Björn Schwarz, Ngai-Ying Wong 1. Studies on the effectiveness of university mathematics teacher training in Germany Buchholtz Nils 2. Preparing Elementary Pre-service Teachers to Teach Mathematics with Math Fair Francis-Poscente Krista 3. 'Situated Learning' for Teaching Mathematics with Pre-service Teachers in a Math Lesson Study Course Suh Jennifer 4. A constructivist teaching experiment for elementary pre-service teachers Nah GwiSoo 5. Pre-service teachers' reflections on their teaching practice Zhang Qiao Ping Discussion What are fundamental concepts to study the field of preservice teacher in comparison of in-service teacher?
July 10th Tuesday 10h - 11h 30 Group 2
Introduction Insun Shin, Sylvie Coppé 6. When math meets pedagogy : the case of student evaluation Hoch Liora ICME 2012- TSG 26 2 7. Math Clubs: space of mathematical experimentation and teacher formation Diniz Hugo 8. Becoming professional mathematics teachers through action research Law Huk Yuen 9. Integrating the elements of lesson study in pre-service mathematics teacher education Elipane Levi 10. Investigating prospective primary teachers' knowledge in teaching through lesson study Baki Müjgan Discussion What knowledge contribute to the development of the preservice teacher ? Which actions push the preservice teacher to lost their initial experience of pupil to integrate new epistemological posture ?
July 11th Wednesday 10- 11h 30 Group 1
Björn Schwarz, Ngai-Ying Wong 11. Developing prospective mathematics teachers' technological pedagogical content knowledge (TPACK): a case of normal distribution Yuan Zhiqiang 12. Elementary preservice teachers' pedagogical content knowledge of place value: A mixed analysis Rosli Roslinda 13. Linking the mathematics pedagogical content knowledge of preservice primary teachers with teacher education courses Thornton Steve 14. Writing and reflection : tools for developing pedagogical content knowledge with mathematics pre-service teachers Kenney Rachael 15. Exploring cycles of planning, enactment, and reflection in elementary pre-service teacher education Hallman Allyson Discussion What are the contribution of the different tolls (technology, writing, reflection, video) during the teacher training ?
July 11th Wednesday 10- 11h 30 Group 2
Insun Shin, Sylvie Coppé 16. Identification of learning situations during prospective teachers' student teaching in two countries Sunderlik Jan 17. Analysis of Mathematics Teacher Education Curriculum in Zimbabwe: Challenges and opportunities Nyaumwe Lovemore 18. Using a Video-based Approach to Develop Prospective Teachers' Mathematical Knowledge for Teaching and Ability to Analyze Mathematics Teaching Pang Yali 19. The Video Analysis of the Authentic Classroom as an Approach to Support Pre-service Teachers' Professional Learning: A Case from Shanghai Normal University, China Wang Xiong 20. Too much to do - Challenges in constructing a maths teacher education programme in a developing country Christiansen Iben Discussion Are the challenge different in function of countries ? What is the influence of the curriculum on practice of preservice teacher ?
July 13th Friday 10h30- 12h Group 1
Björn Schwarz, Ngai-Ying Wong 21. Korean Secondary Mathematics Teachers' Perspectives on Competencies for Good Teaching Kang Hyun Young 22. Pre-service secondary mathematics teachers' knowledge of algebra for teaching in China Huang Rongjin 23. Relations between future mathematics teachers´ beliefs and knowledge with regard to modelling in mathematics teaching Schwarz Björn 24. Challenges to Teach Mathematical Knowledge for Teaching in Mathematics Teacher Education Kim Yeon 25. Measuring professional competencies of future teachers in mathematics - an integrative empirical approach Eilerts Katja Discussion What kind of mathematic could contribute to the development of preservice teacher ?
July 13th Friday 10h30- 12h Group 2
Insun Shin, Sylvie Coppé 26. Enhancing mathematics thinking for training mathematics teachers : a case at the department of engineering Seo Yuki 27. Curriculum for preparation of mathematics teachers : a perspective from TEDS-M Bankov Kiril 28. A comparison of pre-service secondary mathematics teacher education in Hanover (a city in Germany) and Hangzhou (a city in China) Ding Lin 29. Pre-service teachers' teaching practices and mathematics conceptions Ben-Motreb Khaled 30. Master programs for future mathematics teachers in Russian federation Safuanov Ildar Discussion Are the challenge different in function of countries ? What is the influence of the curriculum on practice of preservice teacher ?
July 14th Saturday 10- 11h 30 Group 1
Björn Schwarz, Ngai-Ying Wong 31. Use of an inquiry-based model in pre-service teacher education: Investigating the gap between theory and practice in mathematics education Berg Claire 32. Teaching pre-service elementary teachers mathematics through problem-based learning and problem solving Miller Loretta 33. Towards a holistic view : analysis of pre-service teachers' professional vision in field experiences Lee Ji-Eun 34. Discourse- based instruction in small groups of pre-service elementary teachers Cheng Diana 35. The Research on PBL Application in Mathematics Method Course Jang Eun-Ha Final discussion Why do we teach mathematics and why this answer influence the teacher training ? July 14th Saturday 10- 11h 30
July 14th Saturday 10- 11h 30 Group 2
Insun Shin, Sylvie Coppé 36. An approach for the development of pre-service mathematics teachers' professional noticing of students' mathematical thinking Fernandez Ceneida 37. "I knew that sine and cosine are periodic...but I was thinking how I could validate this". A case study on mathematics student teachers' personal epistemologies Löfström Erika 38. The change of mathematics teaching efficacy beliefs by student teaching Hong WooJU 39. Preservice Teachers' Ability to Understand Children's Thinking Lee Mi Yeon 40. Characterizing secondary pre-Service mathematics teachers' growth in understanding of student mathematical thinking over a three-course methods series Somayajulu Ravi Final discussion Why do we teach mathematics and why this answer influence the teacher training ?
*********************************** -- 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