Introduction to the theme and the sub-themes of CIEAEM 57.

“CHANGES IN SOCIETY:

A CHALLENGE FOR MATHEMATICS EDUCATION”

Changes in society are a complex reality that challenges  education at all levels and in most disciplines – mathematics seems to be strongly affected with regard to students’ motivation, key contents and skills to be taught, and its social legitimacy.

This document is organised under five themes. The first two concern present trends and the pressures that are exercised at different school levels on the teaching of mathematics from outside the school system. The third and fourth themes concern changes that are directly related to students’ skills, attitudes and values. The last theme covers issues more or less explicitly dealt with in two previous CIEAEM conferences – those concerning cultural diversity in the classroom and between different regions of the world. This conference will also consider some recent trends concerning the struggle for legitimacy of cultural diversity (and related educational implications).

Some questions are posed below on each theme, in order to stimulate contributions from participants to the Conference. Contributions could cover both the reflective and theoretical, and the practical side (which involves the craft of teaching and relevant didactic choices).

Cultural and political changes in primary schooling: information, knowledge, technical tools, and education.

Nowadays knowledge tends to be identified (in the political debate about primary schooling) with information on the one hand and useful technical tools – those that can be applied to solve problems -- on the other. But information can be easily accessed through the Internet. And in many countries primary education tends to have an emphasis on sharing social values, as distinct from knowledge acquisition. These trends reinforce each other; as a consequence, primary school is seen as an agency of socialisation and a place to provide students with useful, basic technical tools. Another trend has surfaced since the end of the eighties- the tendency to evaluate every action and institution in terms of costs and benefits, using objective measures. Evaluation of schools, teachers, and teaching does not escape this paradigm – so clearly represented by the “No Child Left Behind Act” in the USA. The importance of providing primary school students with useful basic tools (in mathematics as well as in language) is enhanced by the fact that the acquisition of those tools can be easily measured through objective testing. As a consequence of this approach, mathematics as a cultural, evolutionary heritage tends to be moved to the background in teaching practice and teachers’ aims. In particular, those classroom activities that can prepare constructively for mathematics at higher school levels (e.g. the development of logical argument leading to proof; and open problem solving looking for patterns and properties to help develop theories) tend to be considered as a waste of time.

Q: Do people share this perception of change in their environment or country? Can the cultural value of mathematics be preserved (or restored) in primary education (and in that case: what contentand activities are most appropriate to let students approach the cultural dimension of mathematical knowledge and making mathematics); Or do we need to accept the perspective of a purely “technical” preparation of students in primary school (postponing cultural aspects and mathematical thinking to higher levels of school)? What are the practical implications of these two perspectives for teachers’ preparation and teaching?

Changes in people’s conceptions about mathematics.

Ongoing medium-term changes can be seen; they concern both the importance of mathematics in modern society (in the workplace as well as for scientific progress), and the importance of performing well in mathematics in high school and university (as a sign of intelligence, a means of preparation for life, and a tool for individual advancement). In people’s minds, mathematics tends to be replaced by computer sciences, on the one hand; and economics, on the other. The shift in high school and  university mathematics teaching towards an increasing level of abstraction and generality, which was a trend in many European countries during the second half of the last century, can be held partly responsible; but the visibility of computers (and computer-based performances) against the difficulty of recognising where and how mathematics enters into scientific discoveries, technology, etc. could be a deeper and broader explanation. As a consequence, the pressure of parents on high school students and teachers for achievement in mathematics tends to decrease. In high schools, more and more frequently mathematics teachers are left alone in their professional engagement to teach relevant mathematical content to their students. At that level, particularly in some States, in the USA, mathematics tends to become an optional subject for students. At university level in some countries (e.g. Italy and France) students tend to avoid curricula that demand a high level of competence in mathematics (particularly in advanced mathematics), and the number of mathematical courses offered in technical faculties is falling.

Q: Do people share this perception of change in their environment or country? Can the teaching of mathematics allow students to access the “hidden value” of the subject as a crucial component of scientific knowledge, of technology, etc.? What changes are needed in the teaching of mathematics at high school and university levels, in order to cope with this aim?

Changes in everyday life: the impact of technology, and its influences on students’ skills and attitudes.

Technology enters students’ everyday life in different ways, with different consequences for their skills and attitudes. Technology involves quick and mainly visual interaction with the information provided on the computer screen (e.g. in computer games and in access to all kinds of information); technology allows easy access to solutions to many standard problems (e.g. elementary statistical analysis, graphing data and functions, etc.) through powerful statistical and mathematical software; technology allows students to share school tasks with schoolmates elsewhere and offers possibilities of dialogue with teachers elsewhere. Some skills are enhanced by the simple fact of using the computer, other skills can be enhanced  by access to software conveniently managed by the teacher (or another mediator). But we must consider also the other side – those skills and attitudes that are damaged by the facilities offered by the computer. For instance, memorising may not be practised because of the support provided by computers; and learning how to use technical tools incorporated in the computer seems to be more important than understanding the theory behind those tools.

Q: Do people share this perception of changes in their environment or country? Rather than a-priori “pro” and “contra” positions, can we establish a reasonable balance between the opportunities and dangers  related to information technology, as concerns the teaching and learning of mathematics? Can we make some evaluation criteria explicit? Can we give some examples of clearly “productive” integration of new technologies in the teaching and learning of mathematics and in the development of relevant mathematical skills?

Changes in students’ life: evolution and conflict concerning values

“Things that are worth while” for young people are changing: social acceptance has become the most important value for them, with important consequences for their intellectual engagement in school subjects. Subjects like music, computing and even some aspects of humanities are easier to discuss with schoolmates, and thus become preferred subjects. Mathematics as usually conceived and taught by teachers needs a strong long term commitment from the individual (based on deep mental concentration and cumulative, systematic appropriation of knowledge), within an appropriate environment (...silence). Some students still engage a lot in mathematics, but the price that they pay can be very high, in terms of social isolation from widely accepted ways of spending time, consuming, etc.  

Q. Do people share this perception of change in their environment or country? Can mathematics be taught in such a way as to become a subject that can be shared with schoolmates, a “social medium”? Can the cultural values inherent in some aspects of mathematics be linked to other more popular subjects? How should we change our content and teaching methods in order to cope with this issue?

Another change concerns the importance of rigorous and systematic thinking. Affective and emotional thinking are going to take on increasing significance in students’ minds and even in the educational commitment of teachers. To perform a sequence of logically connected steps of reasoning is no longer a shared, crucial value for students or even for teachers (apart from mathematics and science teachers). And personal and collective discoveries gained through emotional involvement (discoveries that “come from the heart”) are likely to be considered more important for human beings than those gained through systematic scientific enquiry.

Q:  Do people share this perception of change in their environment or country? Can the creative side of mathematical activity be incorporated into classroom tasks? Can the “embodied cognition” perspective (and other recent trends of research in cognitive sciences and epistemology of mathematics) help to reconcile the “mind” with the “body” in the teaching and learning of mathematics? And what about the implications of research concerning affects and emotions in the teaching and learning of mathematics?

Cultural diversity and the teaching and learning of mathematics.

During the last century, cultural diversity has been considered by mathematics teachers and mathematics educators under different perspectives, depending on their more general political and cultural orientation. Up to the 1960’s the prevailing educational focus was to find ways to make school mathematics (as related to mathematicians’ mathematics developed in the more advanced western countries) accessible to students coming from other cultures, or from socially and culturally deprived environments. Then some mathematics educators started to conceive mathematical experience outside school (“street mathematics”) and mathematical experience developed as topics worth investigating in the context of different cultures, as contrasted with ordinary school mathematics, which was referred to cultural values and practices different from those inherent in western civilisation. But those studies had no practical effect in most countries of the world. The situation is likely to change rapidly at the beginning of this century: there is increasing evidence that one part of the world does not accept western civilisation’s cultural values,  its approach to rationality, etc. And in many countries the composition of public school classes is more and more mixed, with students who come from different cultures (and parents who in many cases insist that their children should not lose their cultural identity – a new development if we compare the current situation with the past, when children’s “integration” into the host country culture was a shared value for most parents).

Q: Do people share this perception of change in their environment or country?

Together with the traditional issues dealt with by ethnomathematics  (the richness of mathematical experience of “other cultures”, its relationship  with traditional school mathematics, etc.), new questions are arising – how to frame and investigate the differences in ways of reasoning, cultural values and their consequences for mathematical performance? How to consider, within this perspective, the current strict integration between western rationality and mathematics (especially evident in mathematical modelling of natural and social phenomena – from physics to the economy)?

And how should we prepare mathematics teachers, and teach mathematics in school, in order to cope with a perspective that takes into account the relevance and legitimacy of cultural differences concerning mathematical experience and the role of mathematics in different cultures?  

PROGRAMME OF THE CONFERENCE

The programme of the Conference includes several activities: plenaries, working groups, oral presentations and lectures, forum of ideas.

PLENARIES

The programme includes plenary sessions where invited speakers will focus on aspects of the conference theme. The plenaries provide a shared input to the conference and form a basis for discussions in the working groups.

Plenary speakers:  see the Second Announcement

WORKING GROUPS

Each participant is invited to be a member of one of the working groups that will meet several times.

Working groups will focus on a specific sub-theme or on a number of interrelated themes. This will provide opportunities both for in-depth discussions and for the linking of experiences. These are planned as interactive sessions and are the heart of the conference. Some presentations may be included in these sessions but discussions and exchange of experiences and ideas are the essential aspects of this activity. Each group will be coordinated by two “animators”.

The list of Working Groups will be published in the Second Announcement

ORAL PRESENTATIONS AND LECTURES

Individuals or small groups of participants are encouraged to contribute to the conference through an oral presentation, thus communicating and sharing with others their ideas, research work or experiences. Relevant case studies are particularly welcome. Presentations should be related to the theme of the conference in general or to the sub-themes. There will be 20 minutes available for each presentation followed by approximately 10 minutes for discussion. There will be some invited lectures and presentations, as well.

WORKSHOPS

Individuals or small groups of participants are also encouraged to prepare and organise workshops, a more extended type of contribution which should focus on concrete activities and encourage the active involvement of the participants through working on materials, problems or questions relating to the sub-themes. A workshop will last for about 1h 30min.

FORUM OF IDEAS

The Forum of Ideas offers an opportunity to present case studies, learning materials and research projects as well as ideas that are not directly related to the theme. Participants are encouraged to display their work in the exhibition hall. There will be a specific time for contributors to explain and discuss their work with fellow participants.

SPECIAL SESSIONS

There will be some special sessions that will enrich the discussion by presentations of country-specific views on recent developments in mathematics education.

Call for papers

We hope that all participants will contribute “actively” to the conference by sharing with others their experiences and views in the various sessions, particularly in the working groups.

Moreover, you are encouraged to send a proposal for an oral presentation or a  workshop,  or to bring a contribution to the Forum of Ideas.

Proposals for ORAL PRESENTATIONS AND WORKSHOPS  can be made by sending a FOUR PAGE text (about 1800 words or 12000 characters with spaces) , BEFORE MARCH 15, 2005,  including:

- Title, authors’ names and affiliations

- Aim and main idea of the reported study, methodology and the expected conclusions

-Related essential references

The language of the abstract should be the same as that of the presentation (English or French). Once your proposal is accepted you will need to prepare an abstract or summary in the other official language together with overhead projector transparencies in both languages. 

For a contribution to the FORUM OF IDEAS, you must send us a ONE PAGE presentation (about 450 words or 3000 characters, empty spaces included) with a title, authors’ names and affiliations and a short description of the content, including information about the type of material to be presented (poster, models, video).

THE   DEADLINE  FOR CONTRIBUTIONS TO THE FORUM OF IDEAS IS APRIL 30, 2005.

HOW TO SEND YOUR PROPOSALS FOR PRESENTATIONS, WORKSHOPS AND CONTRIBUTIONS TO THE FORUM OF IDEAS

Please send us a computer file (if possible, by using Microsoft Word saved as .doc or .rtf) with your proposal to the following E-mail address: grimconf@math.unipa.it  

You can also send your text:

-by ordinary mail to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di Matematica Via Archirafi, 34, I-90128 Palermo

or

-by fax to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di Matematica Palermo Fax +39 091 6165425

If you send your proposal by fax, please use a font such as Arial or Geneva in at least 14 point to make it legible for the International Programme Committee. 

OFFICIAL LANGUAGES OF THE CONFERENCE

The official languages of the conference are French and English. Everyone is asked to speak slowly and clearly so that all participants can understand and contribute to discussions. All speakers must prepare their transparencies in both languages. We rely on and appreciate the help of those who can translate, to assist their colleagues within each working group. Animators - in most cases - are able to help in both languages.

CONFERENCE TIMETABLE

Saturday, 23 July

From 15:00: Registration and Welcome

Sunday 24; Monday 25; Wednesday 27; Thursday 28:

9:00-13:00 and 16:00-20:00: Conference activities

Friday 29: 9:00-13:00: Conference activities

Tuesday 26: Excursion

The detailed Program will be published in the Third Announcement

ACCOMPANYING PERSONS

Accompanying persons are invited to participate in all social events of the Conference, alongside the participants. In addition, some special tourist activities will be organised for them.  Further details will be included in the Second Announcement.

REGISTRATION AND CONFERENCE FEES

If you wish to participate in the Conference CIEAEM 57 in Piazza Armerina and receive the Second Announcement you must fill in the enclosed pre-registration form and return it by FEBRUARY 15, 2005.

By MARCH 15 2005  you are kindly requested to pay the REGISTRATION FEE of 110 euro, which includes all documents for the conference and the Proceedings. The payment of the registration fee is a necessary pre-condition for the evaluation of submitted papers.

By APRIL 30 you are kindly requested to pay the  CONFERENCE FEE OF 168 euro for each participant and 100 euro for each accompanying person.

The conference fee covers coffee breaks and lunch each day and all social activities for both participants and accompanying persons, the excursion and the Conference dinner.

The conference fee will be increased to 200 Euro if paid after April 30, 2005.

If for any reason you cannot participate, your conference fee will be refunded if you cancel by June 15; if you cancel after June 15, a refund will not be possible.

You can pay the registration and conference fees by money transfer to the following bank account

Bank name: Banca di Palermo

Postal Address: Via del Cigno, 5 - 90125 PALERMO Italia

Fax: 0039 091 446775

Account No:  IT 75 X 08657 04601 024831448410

Beneficiary:  Filippo Spagnolo (CIEAM 57)

Indication: CIEAM 57

For Not European Country

Account No:  IT 75 X 08657 04601 024831448410 - with Banca Sella S.P.A. Biella - SWIFT-code selbit2b

European Country:

IBAN: IT 48 N 08657 04601 024831448410

BBAN: N 08657 04601 024831448410

All bank charges must be covered by the participant.

When you have paid by money transfer, please immediately send a copy of the transaction document with your name on it to the Conference Secretariat

-by ordinary mail to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di Matematica Via Archirafi, 34, I-90128 Palermo

or

-by fax to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di MatematicaPalermo

Fax +39 091 6165425

Registration and Programme finale – july 2005

1.     REGISTRATION/ENREGISTREMENT

Registration will take place at the

Istituto Statale di Istruzione Classica e Scientifica of Piazza Armerina, Piano S. Ippolito, 3 - Piazza Armerina - tel 0935 683061 - Fax 0935 683004    E-mail: liceopiazzarmerina@katamail.com

on Saturday, July 23 from 2 p.m. to 8 p.m. and on Sunday, July 24 from 8 a.m. to 9 a.m.

For late arrivals, please contact the Secretary Office (in the same building). PLEASE, NOTE THAT ALL SCIENTIFIC ACTIVITIES OF THE CONFERENCE WILL TAKE PLACE IN THE SAME BUILDING.

L’enregistrement aura lieu au

Istituto Statale di Istruzione Classica e Scientifica of Piazza Armerina, Piano S. Ippolito, 3 - Piazza Armerina - tel 0935 683061 - Fax 0935 683004    E-mail: liceopiazzarmerina@katamail.com

le samedi 23 Juillet de 14 h   à 20 h et la dimanche 24 Juillet de 8 h à 9 h.

Pour les arrivées tardives, vous pouvez contacter le Secretariat de la rencontre, dans le meme edifice. VEUILLEZ NOTER QUE TOUTES LES ACTIVITES SCIENTIFIQUES DE LA REMCONTRE AURONT LIEU DANS LE MEME EDIFICE.

2.     CIEAEM-57 PROGRAM/ PROGRAMME DE LA RENCONTRE

Saturday 23^th July, 2005

12.30 - 14.00              Déjeuner 

3.     WORKING GROUPS AND ORAL PRESENTATIONS

GROUPES DE TRAVAIL ET PRESENTATIONS ORALES

Each participant is invited to be a member of one of the working groups that will meet seven times. The last session will be devoted to prepare the final report.

Chaque participant est invité à participer aux travaux d’un des groupes de travail, groupes qui se réuniront sept fois. La derniére session sera destinée à la preparation du rapport final.

PARTECIPANTS WHO ARE NOT PRESENTERS OF ORAL PRESENTATIONS, OR ANIMATORS, ARE INVITED TO JOIN ONE OF THE WORKING GROUPS. THE CHOICE MUST BE MADE DURING THE REGISTRATION.

LES PARTICIPANT(E)S QUI NE PRESENTENT PAS DES PRESENTATIONS ORALES, OU NE SONT PAS DES ANIMATEURS(/TRICES), SONT INVITE(E)S A PARTICIPER A UN GROUPE DE TRAVAIL. LE CHOIX DOIT ETRE FAIT LORS DE L’ENREGISTREMENT.

Working groups will focus on a specific sub-theme or on a number of interrelated themes. This will provide opportunities both for in-depth discussions and for the linking of experiences. These are planned as interactive sessions and are the heart of the conference. Some presentations are included in these sessions but discussions and exchange of experiences and ideas are the essential aspects of this activity. Each group will be coordinated by two “animators”.

Presentations should be related to the sub-themes of the Conference.

There will be 20 minutes available for each oral presentation followed by about  10 minutes for specific discussion.

Chaque groupe de travail centrera ses travaux sur un sous-thème spécifique ou sur un certain nombre de thèmes reliés entre eux. Ils permettront à la fois de débattre en profondeur mais aussi de faire le lien entre les différentes expériences. Il s’agit de sessions interactives au cœur de la conférence. Ils comprendront des présentations orales mais seront avant tout consacrés aux discussions et aux échanges d’expériences et d’idées. Chaque groupe sera coordonné par deux animateurs.

Les présentations devront être liées aux sous-thèmes de la conférence.

Les présentations auront une durée de 20 minutes suivi d’environ 10 minutes de débat. 

PLEASE, IF YOU SPEAK ENGLISH, PREPARE OVERHEAD PROJECTOR TRANSPARENCIES IN FRENCH.

Two overhead projectors and one video projector will be available in each Working Group room.

S.V .P., SI VOUS PARLEZ FRANÇAIS, PREPAREZ DES TRANSPARENTS  EN ANGLAIS

Deux retroprojecteurs seront disponible dans chaque salle de travail.

Here is the list of Working Groups with their animators and the list of oral presentations :

Ici est la liste des Groupes de Travail avec leurs animateurs et la liste des presentations orales :

q       Working Groups Subtheme 1/ Groupes de Travail Subthème 1:

ANIMATORS :  Francoise Cerquetti, Julianna Szendrei

Ø      Marta Sonetto, Petronilla Bonissoni, Daniela Soffientini, Ernesto Rottoli, Algebra for primary grades: construction of sense of quantity (second part)

Ø      Iveta Kohanová, Attitude of  visual impaired people to mathematics

Ø      Marie Kubínová, School Education Programme – Challenge for a Change

Ø      Paola Ghiringhelli, Gemma Testin, Margherita Locatelli, Paolo Longoni, Gianstefano Riva, Ernesto Rottoli, “Dignam mathematicam docere” – Axiomatics meets axiology

Ø      Filip Roubíček, Le changement des stratégies d’instructiondans le contexte d’une réforme du curriculum

Ø      Chrysanthi Skoumpourdi, Quantitative and Qualitative Changes in the Contents of Schoolbooks for Mathematics

Ø      Nada Stehlíková, Influence of Inquiry into Mathematics on the Student-Teacher’s Professional Development

Ø      Margit Tarcsi, Introduction of the Concept of Length and Perimeter in Primary School

Ø      Laurent Theis,  Amélie Ducharme, Le raisonnement mathématique chez les élèves en difficultés du début du primaire à travers l'exemple du développement de la pensée algébrique

Ø      Marie Ticha, Alena Hospesova, Collective reflection – a way of improving teachers’ competence

q       Working Groups Subtheme 2/ Groupes de Travail Subthème 2:

ANIMATORS : Gail Fitzsimons, Corinne Hahn

Ø      Gail E. FitzSimons, Changes in Society: Challenges to Mathematics Education from Workplace Research

Ø      Jana Hanušová, De l’autorité magistrale au développement de l’individualité et interaction sociale : étude de l’enseignement / appprentissage d’ un calcul d’aire au collège en République Tchèque

Ø      Alexander Karp, Specialized Schools for Mathematics as a Mirror of Change in Russia

Ø      Michele Pertichino, Rosa Laura Ancona, Antonella Montone, A Peer Tutoring project in a situation of learning difficulty: Mathematics in Vocational School

Ø      Michaela Regecová Analytic geometery and vector calculus at secondary school

Ø      Mirosława Sajka, Functional equations as a new tool for researching certain aspects of subject matter knowledge of functions in future mathematics teachers

Ø      Sylvain Vermette, Linda Gattuso, Raisonnement statistique et formation citoyenne

Ø      Jaroslav Zhouf, Current Reform of the School Leaving Examination in the Czech Republic

q       Working Groups Subtheme 3/ Groupes de Travail Subthème 3:

ANIMATORS : Domingo Paola, Paolo Boero

Ø      Aberkane Idriss, Détournement du jeu vidéo à des fins pédagogiques : l’affect, l’acquisition de règle et la compréhension d’un système de règle.

Ø      Giovannina Albano, Mathematics and e-learning: students’ beliefs and waits

Ø      Adalberto Codetta Reiteri, An action research on line to introduce fractals in the teaching and learning of mathematics from primary to secondary school

Ø      Alejandro S. González-Martín, THE USE OF TECHNOLOGY AND MATHEMATICALRESULTS IN PARALLEL. A CASE WITH IMPROPER INTEGRATION

Ø      Michaela Kaslová, L´utilisation quotidienne de l´ordinateur pendant les loisirs et la performance de l´éleve en classe

Ø      Ingrida Kraslanová, Computer Supported Teaching of Mathematics at Secondary School

Ø      Marie-Pier Morin, Connaissances mathématiques et didactiques développées à l’aide d’un logiciel de géométrie dynamique : quelle intégration possible en enseignement des mathématiques ?

Ø      F.Morselli, L.Bazzini, L.Bertazzoli, Mathematical discussion in multimedia laboratory: a new opportunity for the students, a new challenge for the teacher 167

Ø      O. Robutti, S. Ghirardi, From motion to graphic and symbolic representation:  a teaching experiment in primary school 173

q       Working Groups Subtheme 4-5/ Groupes de Travail Subthème 4-5:

ANIMATORS : Catherine Whybrow, Louise Poirier

Ø      R. Barbero, L. Bazzini, F. Ferrara, B.Villa, THE PENELOPE STORY: LEARNING THROUGH ACTION, SPEECH AND GESTURES

Ø      Adriano Demattè, NOT LOGICALLY CONNECTED STEPS OF REASONING: INTERPRETATION OF HISTORICAL MATHEMATICAL PICTURES

Ø      J. Díez-Palomar, J., J. Giménez Rodríguez, P. García Wehrle, Dialogic multiculturality in mathematics class

Ø      Michael N. Fried, Alain Bernard, History of Mathematics in the Curriculum and the Possibility of a New Paideia 

Ø      Sonia Kafoussi, Parents’ and teachers’ interaction concerning students’ mathematics learning

Ø      Elsa Malisani, Filippo Spagnolo, DIFFICULTY AND OBSTACLES WITH THE CONCEPT OF VARIABLE

Ø      Dorit Neria, Miriam Amit, Promoting Gender Equity by Changing Math Tests – Does it Really Work?

Ø      Louise Poirier, Mohsen Hafezian, Mathématiques, langage et culture chez les Inuits

Ø      Ildar S. Safuanov, PROSPECTIVE TEACHERS’ VIEWS OF MATHEMATICS TEACHING

4. WORKSHOPS

Workshops will be a more extended type of contribution which should focus on concrete activities and encourage the active involvement of the participants through working on materials, problems or questions relating to the sub-themes. A workshop will last for about 1h 30min.

PARTECIPANTS WHO ARE NOT RESPONSIBLE OF WORKSHOPS ARE INVITED TO TAKE PART IN ONE WORSHOP FOR EACH WORSHOPS SESSION. THE CHOICE MUST BE MADE DURING THE REGISTRATION.

Les ateliers seront une forme plus élaborée de contribution, centrée sur des activités concrètes. Les ateliers favorisent l’implication des participants qui seront amenés à travailler sur des matériaux, problèmes ou questions relatifs aux sous-thèmes. La durée d’un atelier est de 1 heure 30.

LES PARTICIPANT(E)S QUI NE SONT PAS RESPONSABLES D’UN ATELIER SONT INVITE(E)S A PARTICIPER A UN ATELIER POUR CHAQUE SESSION D’ATELIERS. LE CHOIX DOIT ETRE FAIT LORS DE L’ENREGISTREMENT.

HERE IS THE LIST OF WORSHOPS :

ICI EST LA LISTE DES ATELIERS :

Aberkane Younès, Contes mathématiques et résolution de problème : une approche pragmatique de la diversité culturelle

Miriam Amit, Yoseph Hafez, Competitive Mathematical Activities as a Device for Creative Interaction and Micro-Social Mobility

Mario Barra, Importance of the use of didactic, new technological materials in mathematics

Catherine Berdonneau, En réponse à la demande sociale de scolarisation dès 2 ans : Quels apprentissages mathématiques avec les tout-petits ?

Qiyuan Jiang, Jinxing Xie, Qixiao Ye, Mathematical Contest in Modeling and the Teaching of Mathematical Modeling

Francois Kalavassis, Sonia Kafoussi, Chrysanthi Skoumpourdi, An instrument for errors’ evaluation and decision’s prevention in primary school

Nicoletta Lanciano, Teodora Tomassetti, Perception de soi sur une planète sphérique dans le méga espace : observation, représentation, conceptualisation

Hartwig Meissner, CALCULATORS IN PRIMARY GRADES ?

Silvana Mosca, Autoévaluation en mathématiques à l’école primaire Projet VALMAT

PROGRAMME Ateliers

5. FORUM OF IDEAS

The Forum of Ideas offers an opportunity to present case studies, learning materials and research projects as well as ideas that are not directly related to the theme. There will be a specific slot of time for contributors to explain and discuss their work with fellow participants. Each poster can be displayed on a 100cmx100cm surface. For each poster a small table and a suitable space will be available.

Le forum aux idées offre l’opportunité de présenter des études de cas, du matériel pédagogique et des projets de recherche ainsi que des idées qui ne sont pas directement liées au thème.

Une plage horaire sera attribuée aux personnes contribuant à la foire aux idées pour qu’elles puissent expliquer et discuter de leur travail avec les autres participants.

Chaque poster peut etre placé sur une surface de 100cmx100cm. Pour chaque poster une petite table et un espace convenable seront disponibles.

6. DISCUSSION GROUPS / GROUPES DE DISCUSSION

There are two kinds of Discussion Groups :

A)     DISCUSSIONS WITH PLENARY SPEAKERS (four groups in parallel)

B)     PARALLEL, GENERAL DISCUSSIONS ON THE SUBTHEMES OF THE CONFERENCE, leaded by one of the members of the Program Committee : these discussions are intended to prepare CIEAEM-58 (that will concern the same general theme) in connection with the outcomes of the Working Groups of this Conference. Sub-themes 4 and 5 will be dealt with in the same Discussion Group.

Deux types de Groupes de Discussion sont prevus :

A)     DISCUSSIONS AVEC LES CONFERENCIERS PLENIERS (quatre groupes en parallel)

B)     DISCUSSIONS GENERALE EN PARALLELE SUR LES SOUS-THEMES DE LA RENCONTRE, dirigées par un des membrres du Comité de Programme : les discussions son finalisées à la préparation de la CIEAEM-58 (qui concernera le même thème général) en liason avec lews resultats des Gropes de Travail de cette Rencontre. Les sous-thèmes 4 et 5 seront discutés dans le même Groupe de Discussion.

7. BUS&TRAIN TIMETABLE

HORAIRES DES BUS ET DES TRAINS

Please, check the updated bus&trains timetable in the CIEAEM-57 Website (at the end of the second Announcement)

S.V.P ., veuillez controler les horaires des bus et des trains dans le site Web de la Rencontre (à la fin de la deuxième Annonce).

cieam/conv_cieam_05.htm

CONFERENCE VENUE

The Conference will take place at the High School of Piazza Armerina, a historical town in the  centre of Sicily. From Piazza Armerina you can  visit: The “Villa Romana del Casale” (5 km), Castle of Lombardia and Norman Tower (Enna, 15 km), Agrigento (100 km), Palermo (120 km), Siracusa (120 km), Catania (100 km).

 Palermo Airport  has flights to and from Roma and Milano  every hour, and to many European airports.

DEADLINES

February, 15, 2005: Pre-registration form

March 15: Participation form, registration fee and proposals for individual and group presentations.

By the end of April 2005:  Reply from the International Programme Committee with acceptance of presentations or  suggested modifications; Second Announcement

April 30, 2005 Deadline for reduced conference fee. Deadline for proposals for Forum of ideas

June 2005: Third Announcement sent to participants already registered.

June 15, 2005 Deadline for cancellation with refund

ACCOMODATION

Hotels: There are about 370 beds available in hotels in the town of Piazza Armerina.  Addresses and  rates can be found through the following link: hotel_Piazza_05.pdf . The higher class hotels have air conditioned rooms

Two of the hotels are  close to the Conference site (High School of Piazza Armerina). A bus service will be organized  from the other hotels in collaboration with the Piazza Armerina municipality.

There are cheap  rooms at the “Agriturismo” of Piazza Armerina: http://www.lasicilia.com/agriturismo_piazza_armerina.cfm

There are also rooms available near Lake Pergusa (about 15km from Piazza Armerina):

"Oasi Francescana", Pergusa, tel 0935-541727 - Fax 0935 541575: double room 64 euro, single room 38  euro, rooms  with 10  beds at 9 euro each.

"Hotel Garden", Via Nazionale, Pergusa, tel 0935-541694, Fax 0935 541690, Double rooms 60 euro, triple room 70 euro, quadruple room 80 euro, single room 50 euro.

The Tour Operator AGIEO (agieoviaggi@katamail.com) can  make hotel bookings; it  also organizes excursions in the province of Enna and  to the rest of Sicily.

EXCURSION:

You can choose a excursion in the province of Enna, organized by the Tour Operator AGIEO.

HOW TO REACH PIAZZA ARMERINA

There are two possibilities:

1. Palermo Airport (Falcone-Borsellino) - Palermo - Piazza Armerina
2. Catania Airport (Fontanarossa) - Piazza Armerina

1. Palermo Airport (Falcone-Borsellino) - Palermo - Piazza Armerina

Palermo Airport - Palermo Railway Station 

by train (Treno Trinacria Express):  http://www.palermoweb.com/trasporti/tranacriaexpress.htm

 or by bus: http://www.cittadipalermo.it/a/citta_free/trasporti/aerei.htm

 Palermo-Piazza Armerina: by Bus (SAIS).

http://www.saisautolinee.it/regionali.htm

http://www.saisautolinee.it/ricerca/orari.asp

Palermo - Piazza Armerina(EN) Durata 2:15   Tariffa di corsa semplice 10.30€ Tariffa di A/R 16.60€   Lunedì-Venerdì   Sabato   Dom/festivi 6:15 13:00 14:30 15:30 17:40 20:00     6:15 13:00 17:40 20:00     9:00 12:00 14:30 20:00     Capolinea Palermo: Via P.Balsamo, 16 (P.zza Stazione FS) Tel. 091/6166028 Piazza Armerina(EN): P.zza Marescalchi - Fermata SAIS AUTOLINEE Fermate città di partenza Via P.Balsamo, 16 (P.zza Stazione FS) Via Oreto, 385 (Bar Tabacchi Oreto)   Fermate città di destinazione P.zza Marescalchi - Fermata SAIS AUTOLINEE   Biglietterie Palermo: Agenzia SAIS AUTOLINEE - Via P.Balsamo, 16 (P.zza Stazione FS) Tel. 091/6166028 Palermo: Bar Tabacchi Oreto - Via Oreto 385 Piazza Armerina(EN): Bar Caffè Mirus - Via Generale Ciancio 8 -Tel. 0935/682090 Enna: Agenzia SAIS AUTOLINEE - Terminal Bus (Viale Diaz) Tel. 0935/500902 Enna Bassa: Agenzia SAIS AUTOLINEE - Piazza Bernini     Il Biglietto ha validità per la sola giornata di emissione     Piazza Armerina(EN) - Palermo Durata 2:15   Tariffa di corsa semplice 10.30€ Tariffa di A/R 16.60€   Lunedì-Venerdì   Sabato   Dom/festivi 5:30 6:30 7:30 8:30 13:20 17:30     6:30 8:30 13:20 17:30     8:30 17:30 17:30 18:40     Capolinea Piazza Armerina(EN): P.zza Marescalchi - Fermata SAIS AUTOLINEE Palermo: Via P.Balsamo, 16 (P.zza Stazione FS) Tel. 091/6166028 Fermate città di partenza P.zza Marescalchi Fermate città di destinazione Via Oreto, 385 (Bar Tabacchi Oreto) Via P.Balsamo, 16 (P.zza Stazione FS)   Biglietterie Piazza Armerina(EN): Bar Caffè Mirus - Via Generale Ciancio 8 -Tel. 0935/682090 Enna: Agenzia SAIS AUTOLINEE - Terminal Bus (Viale Diaz) Tel. 0935/500902 Enna Bassa: Agenzia SAIS AUTOLINEE - Piazza Bernini Palermo: Agenzia SAIS AUTOLINEE - Via P.Balsamo, 16 (P.zza Stazione FS) Tel. 091/6166028 Palermo: Bar Tabacchi Oreto - Via Oreto 385   Il Biglietto ha validità per la sola giornata di emissione

Connection Palermo-Piazza Armerina: par bus (SAIS).

http://www.saisautolinee.it/regionali.htm

http://www.saisautolinee.it/ricerca/orari.asp

Le trajet par le bus dure environ 2 heures et 15 minutes et coute moins de 10 euro.

Un bus quitte Palerme pour Piazza Armerina tôt le matin, puis environ un bus toutes les deux heures approximativement de 13:00 à 20:00 (des informations plus précises seront données dans le Troisième Annonce)

 

2. Aéroport de Catania (Fontanarossa) - Piazza Armerina

ETNA Trasporti

Catania Aeroporto (Fontanarossa) – Piazza Armerina – Catania Aeroporto (Fontanarossa)

http://www.interbus.it/interbushtm/ricerca.asp

http://www.etnatrasporti.it/

CATANIA - PIAZZA ARMERINA

PARTENZA				ARRIVO			INFO
Citta'	Orario	Terminal		Citta'	Orario	Terminal	Giorni Eff.*	Compagnia
CATANIA	07.45	Via D´Amico Terminal Bus		PIAZZA ARMERINA	09.30	Via Caltanissetta	LMMeGVS#	ETNA TRASPORTI Dettagli
CATANIA	11.00	Via D´Amico Terminal Bus		PIAZZA ARMERINA	12.40	Via Caltanissetta	LMMeGVSD	ETNA TRASPORTI Dettagli
CATANIA	12.30	Via D´Amico Terminal Bus		PIAZZA ARMERINA	14.15	Via Caltanissetta	LMMeGV##	ETNA TRASPORTI Dettagli
CATANIA	14.30	Via D´Amico Terminal Bus		PIAZZA ARMERINA	16.10	Via Caltanissetta	LMMeGVS#	ETNA TRASPORTI Dettagli
CATANIA	17.30	Via D´Amico Terminal Bus		PIAZZA ARMERINA	19.10	Via Caltanissetta	LMMeGV##	ETNA TRASPORTI Dettagli
CATANIA	19.30	Via D´Amico Terminal Bus		PIAZZA ARMERINA	21.10	Via Caltanissetta	LMMeGVSD	ETNA TRASPORTI Dettagli

(*) Giorni di effettazione delle corse

L=Lunedì - M=Martedì - Me=Mercoledì - G=Giovedì - V=Venerdì - S=Sabato - D=Domenica

#=Non si effettua la corsa

 

 

PIAZZA ARMERINA - CATANIA AEROPORTO

PARTENZA				ARRIVO				INFO
Citta'	Orario	Terminal		Citta'	Orario	Terminal		Giorni Eff.*	Compagnia
PIAZZA ARMERINA	06.05	Via Caltanissetta		CATANIA AEROPORTO	07.37	Fontanarossa		LMMeGVS#	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	07.00	Via Caltanissetta		CATANIA AEROPORTO	08.32	Fontanarossa		LMMeGV##	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	08.00	Via Caltanissetta		CATANIA AEROPORTO	09.31	Fontanarossa		######D	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	08.15	Via Caltanissetta		CATANIA AEROPORTO	09.46	Fontanarossa		LMMeGVS#	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	11.15	Via Caltanissetta		CATANIA AEROPORTO	12.46	Fontanarossa		LMMeGV##	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	14.15	Via Caltanissetta		CATANIA AEROPORTO	15.46	Fontanarossa		LMMeGVS#	ETNA TRASPORTI Dettagli
PIAZZA ARMERINA	17.00	Via Caltanissetta		CATANIA AEROPORTO	18.31	Fontanarossa		LMMeGVSD	ETNA TRASPORTI Dettagli

(*) Giorni di effettazione delle corse

L=Lunedì - M=Martedì - Me=Mercoledì - G=Giovedì - V=Venerdì - S=Sabato - D=Domenica

#=Non si effettua la corsa

---

CIEAEM 57

Piazza Armerina (Sicily), Italy, 23-29 July 2005

PRE  - REGISTRATION FORM (to be sent by E-mail to: grimconf@math.unipa.it  

or by ordinary mail to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di Matematica Via Archirafi, 34, I-90128 Palermo

or by fax to: Dott. Benedetto Di Paola, Secretary of CIEAEM57, GRIM Dipartimento di MatematicaPalermo Fax +39 091 6165425)

(Please use BLOCK CAPITAL LETTERS)

Participant:

Surname (i.e. Family name):

First Name:

Address:

Country

Phone:                                               Fax:

Email:

Institution:

Accompanying Persons:

Surname (i.e. Family name):

First Name:

Surname (i.e. Family name):

First Name:

I would like to receive the next document in:

O  English

O  French

I can speak:

O English

O French

O Both English and French

I am interesting in the sub theme :

I am willing to make a proposal:

O for an oral presentation

O for a workshop

O for a contribution to the Forum of Ideas