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.)

1.

BURIGO Elisabete Zardo

Federal University of Rio Grande do Sul (Brazil)

Pisa in Brazil – a programmed flop? A discussion on education policies and the mathematics educators’ endorsement of the test

2.

DE BOCK Dirk

KU Leuven (Belgium)

The Belgian Subcommission of the International Commission on Mathematical Instruction

3.

GIACARDI Livia

University of Turin (Italy)

 

Grace Chisholm, Maria Montessori, Margaret Beloch. Three approaches to laboratory teaching of mathematics

4.

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 twenty century

5.

KARP Alexander

Columbia University (USA)

A fighter for red integrals (On L.A. Leifert)

6.

KARPIŃSKA Karolina

Polish Academy of Sciences (Poland)

Geometric constructions in secondary schools in Prussian Poland

7.

KRÜGER Katja

TU Darmstadt (Germany)

The dawn of mathematics education for girls at the Höhere Mädchenschule in Prussia in the early 20th century

8.

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

9.

MAC AN BHAIRD Ciarán

Maynooth University (Ireland)

 

Exploring links between 18th century French mathematical texts and the teaching of mathematics in 19th century Ireland

10.

MÉTIN Frédéric

University of Burgundy in Dijon (France)

Charles Méray’s Fusion on the field

11.

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

12.

OPSAL Hilde

SMESTAD Bjørn

Volda University College (Norway)

The production of textbooks in mathematics in Norway, 1930–1986

13.

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

14.

SPIES Susanne

University of Siegen (Germany)

 

Diesterweg’s concept of visualization and its implementation in his Praktisches Rechenbuch

15.

ULLRICH Peter

University of Koblenz (Germany)

About the time when calculus was banned in Prussian “Gymnasia”

16.

WEISS Ysette

Johannes Gutenberg University Mainz (Germany)

Geometry of motions in the context of New Math

17.

ZELBO Sian

Columbia University (USA)

Public debate and the ascent and decline of the American “New Math” reform movement (1960 to 1975)

 

 

REFERATY (20 MIN.)

1.

BALTZIS Dionisis

Greece

Inter-Balkanic connections: International cooperation among mathematicians and education reform in Greece during the 1930s

2.

BELLO John Helver

Francisco José de Caldas Distrital University (Colombia)

Descartes’ analytical method and its dissemination in textbooks

3.

BJARNADÓTTIR Kristín

University of Iceland (Iceland)

Bessastadir Learned School as a secondary school in nineteenth-century Europe

4.

CHRISTIANSEN Andreas

Western Norway University of Applied Sciences (Norway)

The development of school mathematics in Norway in the 19th century

5.

CRIPPA Davide

Czech Academy of Sciences (Czech Republic)

Wolff’s elements of mathematics as a key to his mathematical pedagogy

6.

DOS SANTOS MORAIS Rosilda

COSTA DE MENDONÇA Guilherme

Federal University of São Paulo (Brazil)

Evidence of the process of recognition of Ubiratan D’Ambrósio as a mathematics educator – letters as possibilities for telling this story

7.

DURNOVÁ Helena

Masaryk University in Brno (Czech Republic)

Using history of mathematics education in teacher training

8.

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)

9.

GOEMANS Wendy

KU Leuven (Belgium)

The introduction of number sets in Modern Mathematics

10.

HAMANN Tanja

University of Hildesheim (Germany)

New Math at primary schools in West Germany

11.

HELLER Henning

University of Bonn (Germany)

The teaching of Galois theory: Lessons from its first hundred years

12.

JUNKER Hannes

University of Bonn (Germany)

Geometry against Euclid: The echo of Naturphilosophie in German mathematics

13.

KOTŮLEK Jan

VŠB-Technical University of Ostrava (Czech Republic)

Reforms of mathematics education in Czechoslovakia after WW2

14.

LAWRENCE Snezana

Middlesex University London (England)

 

Djuro Kurepa – Mathematics for a new world: roles of mathematics and mathematicians in the post WW2 world

15.

LEME DA SILVA Maria Célia*

JAHN Ana Paul** 

MOYON Marc***

* Federal University of São Paulo (Brazil), São Paulo State University (Brazil)

** University of São Paulo (Brazil) *** University of Limoges (France)

Geometric transformations and modern mathematics in Brazilian and French textbooks: a comparative study

16.

OLLER-MARCÉN Antonio M.

University of Zaragoza (Spain)

 

Exploring the presence of mathematics in the Spanish weekly magazine “Alrededor del mundo” (1899–1930)

17.

REIMERS Toni

Martin-Luther-University Halle-Wittenberg, Leipzig University (Germany)

Genesis of applied mathematics: Mathematisation of mine surveying by reflecting early modern scholar treatises

18.

RODRIGUES Alexandra Sofia

NOVA University Lisbon (Portugal)

Teaching geometry in the preparatory cycle of technical education in Portugal (1947–1967)

19.

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

20.

SHVARTSBERG Yana

Pace University in New York (USA)

Mathematics educator in a girls-only school: Attempt at a portrait

21.

WOLFF Katharina 

SCHOLTZ Janina

KLINK Cindy

NORDHEIMER Swetlana

Humboldt University of Berlin (Germany)

Learning from Viktor Fleri about mathematical signs and teaching deaf children

22.

WÓJCIK Wiesław

Jan Dlugosz University in Czestochowa (Poland)

 

The development of higher education in Ukrainian lands in the 19th and early 20th centuries

23.

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

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.

STELMACH Ewa

City University of New York (USA)

Influence of socio-political factors on Polish mathematics education journals (1930–1950)

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