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ICME12 - TSG 26: Final program
Posted:
Jun 26, 2012 7:26 PM
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Sent at the request of Sylvie Coppé.
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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: jbecker@siu.edu
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