Monthly Archives: October 2013

ABSTRACT
In recent years, important works on the relationship between history and mathematics
education have appeared:
(a) The Proceedings of the “European Summer University on History and Epistemology in
Mathematics Education” (Montpellier, France, 1993, Braga, Portugal, 1996, and
Leuven/Louvain-la-Neuve, Belgium, 1999),
(b) Two books based on the elaboration of papers which were presented during the satellite  meetings of HPM (History and Pedagogy of Mathematics, one of the ICMI affiliated
international groups), the first edited by R. Calinger (MAA 1996), and the second edited
by V. Katz (MAA 2000),
(c) The ICMI Study book on “History in Mathematics Education”, edited by J. Fauvel and J.
van Maanen.
(d) Journals for Mathematics Teachers and/or Mathematics Education Researchers have
published special issues on the History of Mathematics in Mathematics Teaching (e.g. For
the Learning of Mathematics in 1991, Mathematics in school in 1998 and Mathematics
teacher in 2000). The re-born newsletter of HPM (International Study Group on the
Relations between History and Pedagogy of Mathematics) is becoming (we hope) a forum
where piece of information and ideas are shared.
These material and the experiments carried out all over the world make further discussion on the role of the History of Mathematics in Mathematics Teaching both possible and necessary. In recent discussions the expression “integration of History in Mathematics Teaching” appears frequently. Which ideas are behind this expression? The main idea is that of using History as a mediator to pursue the objectives of Mathematics Education. This means that, these objectives, together with the study of the historical evolution of concepts should be analysed. This work has to be carried out by educators and historians in a collaborative way. Among the benefits, which are expected to result from this work, is the new perspective offered by History to consider students’ difficulties in learning Mathematics. To make teacher active actors in this process we need to give a convenient place to the History of Mathematics in pre-service and in-service teacher education.

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Innovative Pedagogies Open University

This series of reports explores new forms of teaching, learning and assessment for an interactive world, in order to guide teachers and policy makers in productive innovation. This second report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at The Open University compiled a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile ten sketches of new pedagogies that might transform education. These are summarised below, starting with four updates from last year’s report, followed by six new entries, in an approximate order of immediacy and timescale to widespread implementation.

Connected Minds

This work from OECD answer important question regarding the design of education experience.
Can the claim about todays’ learners called New Millenials or Digital native be sustained empirically?
Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values and learning expectations?
What are the implications of policies and practice?

Technology rich innovative environments

Introduction

Our rapidly changing world has posed the long-standing question to education,
―How can today’s schools be transformed so as to become environments of
teaching and learning that makes individuals lifelong learners and prepare them
for the 21st Century?” 

The response to this question is the focus of the OECD project, Innovative Learning
Environments, and has produced a sampling of the rich array of new visions for education around the  world. As one might imagine, many learning environments have looked to technology in their efforts  to redesign teaching and learning. While technology integration has long been a key area of concern in education, the intersection of technology with our rapidly transforming educational landscape is framing the nature of technology in education in profound, new ways. New and emerging technologies are provoking a re-conceptualisation of teaching and learning, while also serving as catalysts for transformation and innovation.
Successfully preparing all learners with the skills and capacities for 21st century citizenship
global awareness, creativity, collaborative problem-solving, self-directed learning—is no small order,  and many educational leaders are finding that the traditional forms of education that have evolved through the end of the last century are simply inadequate for achieving these goals. At the same time,  while our outer world was transforming, considerable advances have been made in the learning sciences, forcing educators to reconsider how they approach learning, instruction, and the environments created to foster these. Finally, dramatic advances in educational technology have inspired powerful new ways for learners to engage with all kinds of content and activities in their own
self-direct learning experiences. The juxtaposition of these three events creates a very interesting  challenge and opportunity—a space to reconsider, re-imagine, and re-invent learning environments able to prepare and excel each individual for effective life-long learning.

The drive of technology for school change…Read more

The nature of learning

How can the learning science inform the design of 21st century learning environments?

The booklet!
What should teaching, schooling and learning look like in the rapidly changing world? At the same time empirical research on how people learn, how the mind and brain develop, how interests form and how people differ in all these has expanded. This science of learning . Schools should in all times leverage knowledge about learning, the future generation will more likely become the powerful learner, skilled workers and engaged citizens a society needs. This booklet provides guidance to do that. It provides a powerful knowledge base for the design of learning environments for the 21st century.

This document can offer effective guidelines to designers of learning spaces.