Zakres tematyczny ICHME-8 obejmuje m.in.:
- metodologię badań w zakresie historii nauczania matematyki,
- transmisję i recepcję nowych idei w nauczaniu matematyki,
- powiązania i wzajemne wpływy historii nauczania matematyki i historii matematyki,
- rozwój edukacji matematycznej w poszczególnych krajach,
- ewolucję programów nauczania matematyki,
- edukację matematyczną grup uciskanych i dyskryminowanych przez system oświaty ze względu na rasę, pochodzenie etniczne, status społeczno-ekonomiczny, płeć itd.,
- kształcenie nauczycieli matematyki,
- sylwetki osób, które wywarły znaczący wpływ na nauczanie matematyki,
- podręczniki do matematyki oraz inne źródła związane z nauczaniem matematyki,
- reformy nauczania matematyki.
Konferencja będzie prowadzona w języku angielskim. Planowane są trzy formy aktywnego udziału w ICHME-8: wykłady (40 min.), referaty (20 min.) oraz postery.
Wytyczne dotyczące przesyłania zgłoszeń:
- każdy Uczestnik może przesłać tylko jedno zgłoszenie,
- zgłoszenie musi zawierać tytuł wystąpienia oraz abstrakt wraz z wybraną bibliografią,
- abstrakt wraz z wybraną bibliografią powinien zawierać maksymalnie 500 słów,
- w abstrakcie należy wyjaśnić, w jakim stopniu podjęta tematyka wzbogaca badania nad historią nauczania matematyki,
- zgłoszenie (w języku angielskim) należy przesłać w formie dokumentu Microsoft Word do 1 marca 2024 r., na adres: ichme8@gmail.com.
W procesie recenzji zostanie podjęta decyzja, w ramach której aktywności zostanie zaprezentowane dane zgłoszenie. Wyniki recenzji zostaną ogłoszone do 31 marca 2024 r.
ABSTRAKTY ZAAKCEPTOWANE DO PREZENTACJI W TRAKCIE ICHME-8
WYKŁADY (40 MIN.) [zobacz abstrakty]
|
1. |
DE BOCK Dirk |
KU Leuven (Belgium) |
The Belgian Subcommission of the International Commission on Mathematical Instruction |
|
2. |
GIL CLEMENTE Elena |
Universidad de Zaragoza (Spain) |
Merging geometry and arithmetic: Margarita Comas’s pedagogy of mathematics for children and its international sources in the early twentieth century |
|
3. |
KARP Alexander |
Columbia University (USA) |
A fighter for red integrals (On L.A. Leifert) |
|
4. |
KARPIŃSKA Karolina |
Polish Academy of Sciences (Poland) |
Geometric constructions in secondary schools in Prussian Poland |
|
5. |
KRÜGER Katja |
TU Darmstadt (Germany) |
The dawn of mathematics education for girls at the Höhere Mädchenschule in Prussia in the early 20th century |
|
6. |
LAABID Ezzaim |
LIRDEF, Cadi Ayyad University (Morocco) |
Mathematics and the language of instruction in Morocco: alternating between French and Arabic over the last 60 years |
|
7. |
MAC AN BHAIRD Ciarán |
Maynooth University (Ireland) |
Exploring links between 18th century French mathematical texts and the teaching of mathematics in 19th century Ireland |
|
8. |
MÉTIN Frédéric |
University of Burgundy in Dijon (France) |
Charles Méray’s Fusion on the field |
|
9. |
MILLÁN GASCA Ana |
Roma Tre University (Italy) |
Not so sacred as grammar: the ideas behind Jean Macé’s Granpa arithmetic (1862) through the letters to his publisher Hetzel |
|
10. |
OPSAL Hilde SMESTAD Bjørn |
Volda University College (Norway) |
The production of textbooks in mathematics in Norway, 1930–1986 |
|
11. |
SCHUBRING Gert |
Bielefeld University (Germany) Federal University of Rio de Janeiro (Brazil) |
The evolution of the structural elements of mathematics teacher training – Controversies about the case of Brazil |
|
12. |
SPIES Susanne |
University of Siegen (Germany) |
Diesterweg’s concept of visualization and its implementation in his Praktisches Rechenbuch |
|
13. |
ULLRICH Peter |
University of Koblenz (Germany) |
About the time when calculus was banned in Prussian “Gymnasia” |
|
14. |
WEISS Ysette |
Johannes Gutenberg University Mainz (Germany) |
Geometry of motions in the context of New Math |
|
15. |
ZELBO Sian |
Columbia University (USA) |
Public debate and the ascent and decline of the American “New Math” reform movement (1960 to 1980) |
REFERATY (20 MIN.) [zobacz abstrakty]
|
1. |
BALTZIS Dionisis |
Greece |
Inter-Balkanic connections: International cooperation among mathematicians and education reform in Greece during the 1930s |
|
2. |
BJARNADÓTTIR Kristín |
University of Iceland (Iceland) |
Bessastadir Learned School as a secondary school in nineteenth-century Europe |
|
3. |
CHRISTIANSEN Andreas |
Western Norway University of Applied Sciences (Norway) |
The development of school mathematics in Norway in the 19th century |
|
4. |
CRIPPA Davide |
Czech Academy of Sciences (Czech Republic) |
Wolff’s elements of mathematics as a key to his mathematical pedagogy |
|
5. |
DOS SANTOS MORAIS Rosilda COSTA DE MENDONÇA Guilherme |
Federal University of São Paulo (Brazil) |
Ubiratan D’Ambrosio, from mathematician to mathematics educator – letters as the primary research sources |
|
6. |
DURNOVÁ Helena |
Masaryk University in Brno (Czech Republic) |
Using history of mathematics education in teacher training |
|
7. |
FASCITIELLO Isabella MILLÁN GASCA Ana |
Roma Tre University (Italy)
|
»In search of a fourth, unknown companion«. The concept of ratio and the role of geometry in Maria Montessori’s proposals for the renewing of preschool and primary school mathematics in Psychoarithmethics (1934) |
|
8. |
GOEMANS Wendy |
KU Leuven (Belgium) |
The introduction of number sets in Modern Mathematics |
|
9. |
HAMANN Tanja |
University of Hildesheim (Germany) |
New Math at primary schools in West Germany |
|
10. |
HELLER Henning |
University of Bonn (Germany) |
The teaching of Galois theory: Lessons from its first hundred years |
|
11. |
JUNKER Hannes |
University of Bonn (Germany) |
Geometry against Euclid: The echo of Naturphilosophie in German mathematics |
|
12. |
KOTŮLEK Jan |
VŠB-Technical University of Ostrava (Czech Republic) |
Reforms of mathematics education in Czechoslovakia after WW2 |
|
13. |
LAWRENCE Snezana |
Middlesex University London (England)
|
Djuro Kurepa – Mathematics for a new world: roles of mathematics and mathematicians in the post WW2 world |
|
14. |
OLLER-MARCÉN Antonio M. |
University of Zaragoza (Spain)
|
Exploring the presence of mathematics in the Spanish weekly magazine “Alrededor del mundo” (1899–1930) |
|
15. |
REIMERS Toni |
Martin-Luther-University Halle-Wittenberg, Leipzig University (Germany) |
Genesis of applied mathematics: Mathematisation of mine surveying by reflecting early modern scholar treatises |
|
16. |
RODRIGUES Alexandra Sofia |
NOVA University Lisbon (Portugal) |
Teaching geometry in the preparatory cycle of technical education in Portugal (1947–1967) |
|
17. |
SEGEV Stela |
Herzog College (Israel)
|
Sefer Over la Soher – A commercial arithmetic book in Hebrew printed in Venice at the beginning of the 17th century |
|
18. |
SHVARTSBERG Yana |
Pace University in New York (USA) |
Mathematics educator in a girls-only school: Attempt at a portrait |
|
19. |
WOLF Katharina SCHOLTZ Janina KLINK Cindy NORDHEIMER Swetlana |
Humboldt University of Berlin (Germany) |
Learning from Viktor Fleri about mathematical signs and teaching deaf children |
|
20. |
WÓJCIK Wiesław |
Jan Dlugosz University in Czestochowa (Poland)
|
The development of higher education in Ukrainian lands in the 19th and early 20th centuries |
|
21. |
ZWANEVELD Bert* DE BOCK Dirk** |
* Open University of the Netherlands (Netherlands) ** KU Leuven (Belgium)
|
Pierre van Hiele: From mathematics teacher and textbook author to developer of the level theory of mathematical thinking |
POSTERY [zobacz abstrakty]
|
1. |
FLORES Cláudia Regina* WAGNER Débora Regina* MACHADO Rosilene Beatriz* BACCA Paula Cristina** |
* Federal University of Santa Catarina (Brazil) ** Federal Institute of Santa Catarina (Brazil) |
Archaeo-genealogical approach for a research in the history of mathematics education |
|
2. |
PEREKIETKA Paweł |
Mathematics Museum MuMa (Poland) |
Anany Levitin’s collection of algorithmic puzzles as mathematical recreations |
|
3. |
PLANTADE François |
Nantes University & IREM de Caen Normandie (France) |
Jules Houël (1823-1886): from teaching geometry in high schools to resolving the question of the independence of Euclid’s postulate in France |
|
4. |
SCHMIDT-THIEME Barbara* HAMANN Tanja* SCHÖNEBURG Silvia** KROHN Thomas** |
* University of Hildesheim (Germany) ** University of Leipzig (Germany) |
Mathematics textbooks of the Early Modern Period |
|
5. |
SZMERKA Gergely, VANCSÓ Ödön |
ELTE-Budapest (Hungary)
|
Tamás Varga’s reform and complex mathematics education (CME) as a possible field of education for democracy – from the mid-20th century to the present |