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Call for Papers: RCDPM
Posted:
Jun 10, 1995 3:53 PM
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The Research Council for Diagnostic and Prescriptive Mathematics
seeks to stimulate, generate, coordinate, and disseminate research
efforts designed to understand and/or overcome factors that inhibit
maximal mathematics learning.
C A L L F O R P A P E R S
Twenty-third Annual Meeting
The twenty-third annual meeting of RCDPM will be held in
Melbourne, Florida on February 29 - March 2, 1996. Presentations
that address topics associated with the mission of RCDPM are
being solicited.
Theme: DIAGNOSIS WITHIN AND BETWEEN
COMMUNITIES OF LEARNERS
The NCTM Standards indicate, among other things, that the study
of mathematics should include opportunities to make connections
that allow students to see mathematics in other curriculum areas
(pp. 32, 146). This recommendation has led to an emphasis on
interdisciplinary, authentic instruction at all grade levels.
As students and teachers experience this interdisciplinary approach
to learning mathematics, it is logical to assume that diagnostic and
prescriptive techniques employed in a segregated mathematics
setting may no longer be appropriate. As RCDPM seeks to
understand and overcome factors that inhibit maximal learning of
mathematics in an interdisciplinary setting, it becomes imperative
that we enter into a dialogue with other learning communities.
Such communities would include other disciplines (Reading,
Social Studies, Science, etc.) as well as nontraditional classrooms
(museums, science centers, banks, etc.).
To date the literature discussing diagnostic and prescriptive
approaches to teaching is largely subject specific. It is the aim of
this conference to draw members of the wider community of
learners together in an effort to join forces. It is hoped that such
efforts will result in an increased ability to provide the most
appropriate instruction to individual children, thus affording them
a greater opportunity to reach the goals set forth by the NCTM
Standards.
Proposals are sought that discuss such things as:
Innovative programs and research efforts involving inclusion of
other curriculum areas in the mathematics diagnostic and
prescriptive process.
Diagnosing the whole child. How can this be done in a classroom
setting?
What can we learn from research on language acquisition, the
writing process, and/or children's literature that can be used when
teaching mathematics as a language?
What is the place of technology in interdisciplinary diagnosis?
How will the diagnostic/prescriptive process change as we become
more interdisciplinary?
How can these issues be addressed at the University level?
What is the relationship between the research on multiple
intelligences and the mathematics assessment process?
Proposals will be accepted until June 1, 1995.
**DEADLINE EXTENDED UNTIL JULY 07.**
Please include the
following information on all proposals submitted:
Name and position/title
Preferred address
Telephone
Title of Presentation
Type of presentation (session, panel, other ________)
Preferred length of presentation (60 min., 90 min., other _____)
Discussion of how the proposed session responds to the mission of
RCDPM.
Abstract of the proposed presentation/paper
Send all proposals to:
Marty Hopkins
P.O. Box 1793
Winter Park, Florida 32790
email: HOPKINM@MAIL.FIRN.EDU
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