7 de mar de 2011

International Congress on Mathematics Education - ICME12



O Congresso Internacional em Educação Matemática (ICME) é um dos mais importantes congressos do mundo na área de Educação e Ensino de Matemática.


______________________________________________________________________________
ICME-12: 12th International Congress on Mathematical Education
July 8-15, 2012, Seoul, Korea.

A call for ICME-12 Discussion Groups

Contrary to past ICME practice, Discussion Groups for ICME-12 will be
created in response to a proposal submitted by a group of up to five persons
representing a diverse region of the world.
As their name suggests, Discussion Groups (DGs) are designed to gather
Congress participants who are interested in discussing, in a genuinely
interactive way, certain challenging, controversial or emerging issues and
dilemmas of interest to an international or regional audience. The focus of
DGs should be distinct from the subjects covered in the Topic Study Groups
(TSG) (see TSG listing attached) but could discuss a specific issue in
greater detail than that of a TSG.  Each DG will be allocated two time slots
of 90 minutes each during the Congress.

A proposal should include
-- Description of the background and expertise of the proposed organizers
-- Detailed description of the topic including anticipated aims and a
rationale for the topic
-- Key questions and issues for the DG to consider
-- A precise description of the anticipated structure that will be used to
manage the discussion during the two sessions, taking into account there
will be no oral presentations in a DG except introductions by the organizers
of the group to provide the background and framework for the discussion.

Application forms are available on the website (http://icme12.org). Members
of the organizing team must conform to the ICME custom that a person may
only play one major (TSG, DG, Survey Team, Panel, plenary and regular
lecture) and one minor role (poster presentation & other forms of
contribution to the scientific program) at ICME. Note that proposing a DG
will be considered a major role. Proposals should be received by the
International Program Committee (IPC) by June 30, 2011. Proposals will be
reviewed in accordance to the relevance of the topic to an international
audience, the diversity and expertise of the proposed organizing team, and
the format proposed for the discussion. Proposers will be notified of
acceptance by August 15, 2011.

Tasks for Organizing Teams (OT)
The OT will be expected to:
* Set up and maintain the DG web page
Before the congress, the discussion group organizing team will post their
page at the ICME-12 web site (http://icme12.org ) including contributions
that define, limit, and/or present basic premises, theoretical
considerations, research findings, viewpoints and facts that should be
accounted for if a fruitful discussion is to be attained. Prior to the
congress, participants can send individual contributions to the organizers
for consideration as additional background information and may raise
questions or participate in an exchange of ideas through the web site.
* Produce a progress report by December 30, 2011
* Submit a final version of the DG presentation to be included in the Final
program booklet. The final version must be sent to the Local Organizing
Committee by April 10th, 2012. This description for the Final Program
booklet should be between one and two pages (700 to 1,400 words) with the
following:
  a) Name of DG and composition of the organizing team
  b) General description of the program for this DG; that is the aims,
scope, list of main questions it addresses, the rationale which guided the
OT in arriving at the program, and so on.
  c) The program of the DG, that is, the manner in which the discussion is
organized and distributed in the two sessions.
* Organize and manage the DG sessions during the Congress
* Produce a final report for the ICME-12 Proceedings

Deadline summary:
-- June 30, 2011    Proposal submission
-- August 15, 2011    Notification of acceptance
-- December 30, 2011    Progress report
-- April 10, 2012    Final version of the DG program submitted to Local
Organizing Committee

An IPC liaison will be appointed for each DG. The role of the IPC liaison
officer is to support and be an important resource on how a DG works.
Another source for information and guidance in planning a DG are the
websites of recent ICMEs (see http://icme11.org and http://www.icme10.dk ).
Thank you for your willingness to contribute to the success of ICME-12. We
are looking forward to an energetic exchange of ideas and information
through the Discussion Groups.


Topic Study Groups for ICME-12

TSG 1: Mathematics education at preschool level
TSG 2: Mathematics education at tertiary level and access to tertiary level
TSG 3: Activities and programs for gifted students
TSG 4: Activities and programs for students with special needs
TSG 5: Mathematics education in and for work
TSG 6: Mathematics literacy
TSG 7: Teaching and learning of number systems and arithmetic - focusing
especially on primary education
TSG 8: Measurement - focusing especially on primary education
TSG 9: Teaching and learning of algebra
TSG 10: Teaching and learning of geometry
TSG 11: Teaching and learning of probability
TSG 12: Teaching and learning of statistics
TSG 13: Teaching and learning of calculus
TSG 14: Reasoning, proof and proving in mathematics education
TSG 15: Problem solving in mathematics education
TSG 16: Visualization in the teaching and learning of mathematics
TSG 17: Mathematical applications and modelling in the teaching and learning
of mathematics
TSG 18: Analysis of uses of technology in the teaching of mathematics
TSG 19: Analysis of uses of technology in the learning of mathematics
TSG 20: The role of history of mathematics in mathematics education
TSG 21: Research on classroom practice
TSG 22: Learning and cognition in mathematics
TSG 23: Mathematical knowledge for teaching at primary level
TSG 24: Mathematical knowledge for teaching at secondary level
TSG 25: In-services education, professional development of mathematics
teachers
TSG 26: Preservice mathematical education of teachers
TSG 27: Motivation, beliefs and attitudes towards mathematics and its
teaching
TSG 28: Language and communication in mathematics education
TSG 29: Gender and mathematics education
TSG 30: Mathematics education in a multilingual and multicultural
environment
TSG 31: Task design and analysis
TSG 32: Mathematics curriculum development
TSG 33: Assessment and testing in mathematics education
TSG 34: The role of mathematical competitions and other challenging contexts
in the teaching and learning of mathematics
TSG 35: The history of the teaching and learning of mathematics
TSG 36: The role of ethnomathematics in mathematics education
TSG 37: Theoretical issues in mathematics education
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