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ICME12  TSG 26: Final program
Posted:
Jun 26, 2012 7:26 PM



***************************** Sent at the request of Sylvie Coppé. ***************************** ICME 2012 TSG 26
Topic Study Group 26 (TSG 26) for ICME12  Preservice mathematical education of teachers
The TSG 26 organizing committee is cochaired by Sylvie Coppé (France) and NgaiYing 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 90minute 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, NgaiYing Wong 1. Studies on the effectiveness of university mathematics teacher training in Germany Buchholtz Nils 2. Preparing Elementary Preservice Teachers to Teach Mathematics with Math Fair FrancisPoscente Krista 3. 'Situated Learning' for Teaching Mathematics with Preservice Teachers in a Math Lesson Study Course Suh Jennifer 4. A constructivist teaching experiment for elementary preservice teachers Nah GwiSoo 5. Preservice teachers' reflections on their teaching practice Zhang Qiao Ping Discussion What are fundamental concepts to study the field of preservice teacher in comparison of inservice 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 preservice 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, NgaiYing 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 preservice teachers Kenney Rachael 15. Exploring cycles of planning, enactment, and reflection in elementary preservice 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 Videobased 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 Preservice 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, NgaiYing Wong 21. Korean Secondary Mathematics Teachers' Perspectives on Competencies for Good Teaching Kang Hyun Young 22. Preservice 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 TEDSM Bankov Kiril 28. A comparison of preservice secondary mathematics teacher education in Hanover (a city in Germany) and Hangzhou (a city in China) Ding Lin 29. Preservice teachers' teaching practices and mathematics conceptions BenMotreb 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, NgaiYing Wong 31. Use of an inquirybased model in preservice teacher education: Investigating the gap between theory and practice in mathematics education Berg Claire 32. Teaching preservice elementary teachers mathematics through problembased learning and problem solving Miller Loretta 33. Towards a holistic view : analysis of preservice teachers' professional vision in field experiences Lee JiEun 34. Discourse based instruction in small groups of preservice elementary teachers Cheng Diana 35. The Research on PBL Application in Mathematics Method Course Jang EunHa 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 preservice 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 preService mathematics teachers' growth in understanding of student mathematical thinking over a threecourse 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 629014610 Phone: (618) 4534241 [O] (618) 4578903 [H] Fax: (618) 4534244 Email: jbecker@siu.edu



