>
ܥhc eg
,K*********,,,,,,wX,*****,**********N>w
****FACULTY OF EDUCATION, UNIVERSITY OF CAMBRIDGE
MICHAELMAS TERM 2000
CAMBRIDGE COLLOQUIA IN MATHEMATICS EDUCATION
Monday 16th October 2000 at 5.30 p.m., Room 119, Mary Allan Building, Homerton College
Dr Paul Andrews, University of Cambridge
CHARACTERISTIC PEDAGOGICAL FLOW: MATHEMATICS TEACHING IN HUNGARY
The evidence of TIMSS has indicated that some European educational systems appear to be more successful than others. Hungary, in particular, has a long tradition of mathematical achievement. Our exploration of the way in which mathematics is taught in Hungary examines not only teachers actions, but also the ways in which mathematics itself is conceptualised for teaching and learning. Visits to Budapest over the last five years with colleagues from Manchester Metropolitan University have resulted in data from more than one hundred lessons.. This presentation will outline the methods of the study, offer a summary of the results and a sense of the ways in which Hungarian mathematics is structured for, and presented to, children, and the implications for our own classrooms.
Monday 20th November 2000, 6.00 p.m., Room 119, Mary Allan Building, Homerton College
Dr Candia Morgan, Institute of Education, University of London
IS UNIVERSITY MATHEMATICS A GOOD PREPARATION FOR TEACHING MATHEMATICS?
The Mathematics Association working group Teaching and Learning Undergraduate Mathematics has carried out a survey among students on PGCE secondary mathematics courses asking them to write about their responses to their previous experiences of mathematics courses at university. Many of the students expressed strong feelings and opinions - both positive and negative. A preliminary analysis of the responses will be presented and possible relationships between undergraduate experiences of mathematics and preparation for teaching will be discussed.
Tea and coffee will available before each meeting. All are very welcome.
For directions to Homerton College and any other information, contact Tim Rowland at tr202@cam.ac.uk
#SS.Ann .Cpy{2KM L
%u]c$]c(]h]c,]]c .Cp2AB K
L
h`K$@$Normal
xa c.@. Heading 1p
U[c k$@$ Heading 2xU[@ Heading 3U"A@"Default Paragraph Font>O>Numbered transcript@<ScOQuotec O
ReferencesO"Endnotec"O2"FigTitlexUc$OB$
Transcriptvc&B@R& Body Text]c(%@KTimes New RomanSymbol"ArialBBenguiat Frisky ATT"h`MyF`MyFI'=C:\Program Files\Microsoft Office\Templates\BSRLM Styles .dot+VAGUE LANGUAGE: TRIVIALISING THE SEMANTICSCentral Resourcestim rowland Root Entry FN>w
WordDocumentgCompObjjSummaryInformation(
FMicrosoft Word Document
MSWordDocWord.Document.89qOh+'00 DP
x
,VAGUE LANGUAGE: TRIVIALISING THE SEMANTICShCentral ResourcesBSRLM Styles .dotictim rowland2 DocumentSummaryInformation8
FMicrosoft Word Document
MSWordDocWord.Document.89qt ,VAGUE LANGUAGE: TRIVIALISING THE SEMANTICSMicrosoft Word for Windows 95@@)@`kw@`kw'՜.+,0@HT\dlt ,VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS