{"id":470,"date":"2014-10-14T21:01:34","date_gmt":"2014-10-14T21:01:34","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/icmtrd2014\/?page_id=470"},"modified":"2015-03-28T03:20:51","modified_gmt":"2015-03-28T03:20:51","slug":"presentations","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/presentations\/","title":{"rendered":"Conference presentations"},"content":{"rendered":"

This page contains the presentations from some of the presenters at the conference. Presenters are responsible for the contents. The presentations can be accessed by clicking the title of the corresponding session. Last updated on November 30th, 2014.<\/p>\n

\n

Day 1 (Morning),
\n29 July 2014<\/span><\/b>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

08.00<\/span>\u2013
\n10.00 <\/span><\/span><\/p>\n<\/td>\n

\n

Registration <\/span><\/b><\/p>\n

(Day
\nChair: Marcus Grace<\/b>; Foyer, Level 1, Building 58 (Murray Building))<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.00<\/span>\u2013
\n10.30<\/span><\/span><\/p>\n<\/td>\n

\n

Opening Session <\/span><\/b><\/p>\n

(Chair: Dr. Jenny
\nByrne; Lecture Theatre, 58\/1067)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.30<\/span>\u2013
\n11.30<\/span><\/span><\/p>\n<\/td>\n

\n

Plenary Session 1 <\/span><\/b><\/p>\n

Speaker: Prof.
\nJeremy Kilpatrick, University of Georgia, USA<\/span><\/p>\n

From Clay Tablet to Computer Tablet: The Evolution of School Mathematics Textbooks<\/a><\/p>\n

(Chair: Keith
\nJones; Lecture Theatre, 58\/1067)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.30<\/span>\u2013
\n12.00<\/span><\/span><\/p>\n<\/td>\n

\n

Coffee
\nBreak <\/span><\/b><\/p>\n

(Building
\n40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

12.00<\/span>\u2013
\n13.00 <\/span><\/span><\/p>\n<\/td>\n

\n

Parallel Session 1.1 <\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: K. Ruthven<\/span><\/p>\n<\/td>\n

\n

Parallel Session 1.2\u00a0 <\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: <\/b>A. Takahashi<\/span><\/p>\n<\/td>\n

\n

Parallel Session 1.3\u00a0 <\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair:<\/span>
\n<\/span>J. Novotn\u00e1<\/span><\/p>\n<\/td>\n

\n

Parallel Session 1.4\u00a0 <\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: <\/b>I. Campton<\/span><\/p>\n<\/td>\n

\n

Workshop 1<\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair: Z. Miao<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A87.
\n<\/span>The Nordic network for research on mathematics textbooks: Eight
\nyears of experience <\/span><\/p>\n

Barbro Grevholm<\/span><\/b>, <\/b><\/span>\u00a0Univ. of Agder, Norway<\/span><\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n

\n

B12. Providing textbook supports for teaching mathematics
\nthrough problem solving: An analysis of recent Japanese mathematics textbooks
\nfor elementary grades <\/span><\/p>\n

Akihiko Takahashi<\/span><\/b>, <\/b><\/span>\u00a0Tokyo Gakugei Univ., Japan<\/span><\/span><\/p>\n<\/td>\n

\n

D6. <\/span>Impact of changes in teaching strategies on how teachers work with a textbook<\/a><\/p>\n

Jarmila Novotn\u00e1<\/span><\/b>, <\/b><\/span>\u00a0<\/span>Charles Univ. in
\nPrague, Czech;<\/span> Petr Eisenmann<\/span><\/b>, <\/b>Jan Evangelista
\nPurkyn\u011b Univ., Czech<\/span><\/p>\n<\/td>\n

\n

D103.
\nThe improvement of teachers\u2019 interpretation of mathematics textbook<\/span><\/p>\n

Pi-Jen
\nLin<\/span><\/b>,
\nWen-Huan Tsai<\/b>,\u00a0 <\/b>National Hsinchu Univ. of Education, Taiwan<\/span><\/p>\n<\/td>\n

\n

C65. <\/span>A
\ncomparative study of illustrations in the old and
\nnew middle school math textbooks\u00a0 <\/span><\/span><\/p>\n

Xiaomei Liu<\/span><\/b>, <\/b>Capital Normal Univ.; Chunxia
\nQi<\/b>, <\/b>Beijing Normal Univ., China\u00a0 <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A16.
\nTextbook use in England: Mining OFSTED reports for views on mathematics textbooks<\/a><\/span><\/p>\n

Christian
\nBokhove<\/span><\/b>,
\nKeith Jones<\/b>, <\/b>Univ. of Southampton, UK <\/b><\/span><\/p>\n<\/td>\n

\n

B20.
\nContemporary study of 5th grade textbooks \u2013 tasks on whole numbers and their
\ncompliance with mathematics Olympiad content<\/span><\/p>\n

Ingrida
\nVeilande<\/span><\/b>,
\nLatvian Maritime Academy, Latvia<\/span><\/p>\n<\/td>\n

\n

F83.
\n<\/span>How do textbooks incorporate graphing calculators?<\/span><\/p>\n

Carlos Carvalho<\/span><\/b>, <\/b>Escola Secund\u00e1ria
\nLima de Freitas\/UIED FCT UNL; Jos\u00e9 Matos<\/b>, New Univ. of Lisbon,
\nPortugal<\/span><\/p>\n<\/td>\n

\n

D99. <\/span>Teacher guides as instruments for teaching maths \u2013 A case study Sebastian
\nRezat<\/b><\/span>, <\/b>Univ. of Paderborn, Germany <\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

\n

13.00\u2013<\/span><\/p>\n

14.00<\/span><\/p>\n<\/td>\n

\n

Break\/Lunch <\/span><\/b><\/p>\n

(Building 40,
\nGarden Court)<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\n<\/span><\/b><\/p>\n

ICMT2014 Conference
\nProgramme Day 1 (Afternoon), 29 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n\n
\n

14.00\u2013<\/span><\/p>\n

15.00
\n<\/span><\/p>\n<\/td>\n

\n

Parallel Session 2.1 <\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: T. Fujita<\/span><\/p>\n<\/td>\n

\n

Parallel Session 2.2\u00a0 <\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: T. Miyakawa<\/span><\/p>\n<\/td>\n

\n

Parallel Session 2.3\u00a0 <\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair:<\/span> C. Morgan<\/span><\/p>\n<\/td>\n

\n

Symposium 1<\/span><\/p>\n

Room: 58\/1023<\/span><\/span><\/p>\n

Chair: R. Even<\/span><\/p>\n<\/td>\n

\n

Maths
\nin the Science Curriculum Symposium<\/span><\/p>\n

Room:
\n58\/1067<\/span><\/span><\/p>\n

Chair:
\nA. Christodoulou<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B50.
\n<\/b>Open approach in Japanese textbooks: Case of the teaching of geometry in
\nlower secondary schools. Taro Fujita<\/b>, <\/b>Univ. of Exeter, UK<\/span>; Yutaka
\nKondo<\/b>, Nara Univ. of Educ., <\/b>Japan; Susumu Kunimune<\/b>, <\/b>Shizuoka
\nUniv., Japan;\u00a0 Keith Jones<\/b>, Univ. of Southampton, UK<\/span><\/p>\n<\/td>\n

\n

C19.
\nFunctions of proof: A comparative analysis of French and Japanese national curricula and textbooks<\/a><\/span><\/p>\n

Takeshi Miyakawa<\/span><\/b>, <\/b>Joetsu Univ. of
\nEducation, Japan<\/span><\/p>\n<\/td>\n

\n

E15.
\nThe creation of mathematics in school textbooks:
\nPalestine and England as example <\/span><\/span><\/p>\n

Jehad Alshwaikh<\/span><\/b>, <\/b><\/span>\u00a0Birzeit Univ., Palestine;<\/span> Candia Morgan<\/span><\/b>, <\/span>\u00a0Institute of Education, Univ. of London, UK<\/span><\/span><\/p>\n<\/td>\n

\n

E98. \u00a0Teachers editing textbooks: Transforming conventional connections among teachers, curriculum developers, mathematicians, and researchers<\/a><\/span><\/p>\n

Ruhama Even<\/span><\/b>, Michal Ayalon<\/b>, <\/b>Weizmann
\nInstitute of Science, Israel;<\/span><\/p>\n

\u00a0<\/span><\/p>\n

E100. \u00a0Teachers editing textbooks: Changes suggested by teachers to the math textbook they use in class <\/a>
\n<\/span><\/p>\n

Shai
\nOlsher<\/span><\/b>,
\nRuhama Even<\/b>, <\/b>Weizmann Institute of
\nScience, Israel<\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n

Discussants:
\nCharalambos Y. Charalambous<\/b>, \u00a0<\/b>University of Cyprus, Cyprus; Edriss
\nTiti<\/b>, Weizmann Institute of Science, Israel<\/span><\/p>\n<\/td>\n

\n

G110.
\nMathematics within bioscience undergraduate and postgraduate UK higher
\neducation<\/span><\/p>\n

Jenny
\nKoenig<\/span><\/b>,
\nUniv. of Cambridge, UK<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B23.
\nMathematics textbook analysis: Supporting the implementation of a new mathematics curriculum<\/a><\/span><\/p>\n

Lisa O’Keeffe<\/span><\/b>, <\/b>Univ. of
\nBedfordshire, UK<\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n

\n

C28.
\n<\/span>\u00a0<\/span>A
\ncross-cultural analysis of the voice of curriculum materials<\/span><\/p>\n

Janine Remillard<\/span><\/b>, <\/b>Univ. of
\nPennsylvania, USA; \u00a0Hendrik Van Steenbrugge<\/b>, <\/span>\u00a0M\u00e4lardalen Univ., Sweden; <\/span>Tomas Bergqvist<\/span><\/b>, <\/b><\/span>\u00a0Ume\u00e5 Univ., Sweden <\/span><\/span><\/p>\n<\/td>\n

\n

E5.
\nDevelopment of curriculum units as basic course for calculus<\/a><\/span><\/p>\n

Yuang-Tswong
\nLue<\/span><\/b>,
\n<\/b>Taipei Chengshih Univ. of Science and Technology, Taiwan<\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

\n

15.00\u2013
\n16.00<\/span><\/p>\n<\/td>\n

\n

Parallel Session 3.1 Room: 58\/1007<\/span><\/p>\n

Chair: <\/span>\u00a0F. Leung<\/span><\/span><\/p>\n<\/td>\n

\n

Parallel Session 3.2\u00a0 <\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: \u00a0<\/b><\/span>\u00a0R. S. Rabelo<\/span><\/span><\/p>\n<\/td>\n

\n

Parallel Session 3.3\u00a0 <\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair: \u00a0<\/b>P. Teixeira<\/span><\/p>\n<\/td>\n

\n

G111.
\nMathematics: the language of physics and engineering<\/a><\/span><\/p>\n

Peter
\nMain<\/span><\/b>,
\nInstitute of Physics, UK<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B62.
\nConcept of probability: discursive analysis of Japanese
\nsecondary school textbooks<\/span><\/span><\/p>\n

Koji
\nOtaki<\/span><\/b>, <\/b>Hiroshima Univ., Japan<\/span><\/p>\n<\/td>\n

\n

C32.
\nDewey and mathematics textbooks<\/span><\/span><\/p>\n

Rafaela Silva Rabelo<\/span><\/b>, Univ. de S\u00e3o
\nPaulo, Brazil<\/span><\/p>\n<\/td>\n

\n

F38.
\nBuilding new teaching tools in mathematics: teacher and technology resources<\/a><\/span><\/p>\n

Paula Teixeira, M\u00e1ria Almeida, Ant\u00f3nio Domingos, Jos\u00e9 Matos, <\/span><\/b>New Univ. of Lisbon,\u00a0 Portugal<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B74. Reading
\ngeometrically: The negotiation of expected meaning of diagrams in maths
\ntextbooks. <\/span><\/span>Leslie Dietiker<\/span><\/b>, <\/span>\u00a0Boston Univ.<\/span>, <\/span><\/b>USA;<\/span> Aaron
\nBrakoniecki<\/span><\/b>, <\/b><\/span>\u00a0Michigan State Univ., USA<\/span><\/span><\/p>\n<\/td>\n

\n

C29.
\nA comparative analysis of national curricula relating to fractions in England and Taiwan<\/a><\/span><\/p>\n

Hui-Chuan
\nLi<\/span><\/b>,
\nUniv. of Cambridge; Yan-Shing Chang<\/b>, King\u2019s College, London, UK<\/span><\/p>\n<\/td>\n

\n

F51.
\nModern Descriptive Geometry Supported by 3D
\nComputer Modeling<\/span><\/span><\/p>\n

Petra Surynkova<\/span><\/b>, <\/b><\/span>\u00a0Charles Univ. in Prague, <\/span>\u00a0Czech<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

ICMT2014 Conference
\nProgramme Day 1 (Afternoon), 29 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n
\n

16.00\u2013 16.30 <\/span><\/p>\n<\/td>\n

\n

Coffee Break<\/span><\/b><\/p>\n

(Building
\n40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.30\u2013 17.30<\/span><\/p>\n<\/td>\n

\n

Symposium
\n2<\/span><\/p>\n

Room: <\/span>58\/1007<\/span><\/p>\n

Chair: Z. Usiskin<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 4.1<\/span><\/p>\n

Room: <\/span>58\/1009<\/span><\/p>\n

Chair:
\n<\/span>D. Yang<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 4.2 <\/span><\/p>\n

Room:
\n58\/1065<\/span><\/p>\n

Chair:<\/b>B. Pepin<\/span> <\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 4.3 <\/span><\/p>\n

Room: 58\/1023<\/span><\/span><\/p>\n

Chair:
\nI. Mok<\/span><\/p>\n<\/td>\n

\n

Maths in the Science Curriculum
\nSymposium<\/span><\/p>\n

Room: 58\/1067<\/span><\/span><\/p>\n

Chair:
\nA. Christodoulou (Continued)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

C53. Lessons learned from three decades of textbook research<\/a>
\n<\/span><\/p>\n

Denisse Thompson<\/span><\/b>, <\/b>Univ. of South
\nFlorida; Sharon Senk<\/b>, Michigan State Univ., USA<\/span><\/p>\n<\/td>\n

\n

C31.
\nA comparison of function in middle school textbooks among Finland, Singapore and Taiwan<\/a><\/span><\/p>\n

Der-Ching Yang<\/span><\/b>, Yung-Chi Lin<\/b>,
\nNational Chiayi Univ., Taiwan<\/span><\/p>\n<\/td>\n

\n

B35. Choosing textbooks without looking at the textbooks \u2013
\nthe role of the other\u2019s interpretations<\/span><\/span><\/p>\n

R\u00fabia Barcelos Amaral<\/span><\/b>, <\/span>\u00a0<\/span>S\u00e3o
\nPaulo State Univ., Brazil, &<\/span>
\n<\/span>Univ. of Algarve , Portugal;<\/span> C.
\nMiguel Ribeiro<\/span><\/b>, Juliana Samora Godoy<\/b>, <\/b><\/span>\u00a0<\/span>S\u00e3o
\nPaulo State Univ., Brazil<\/span><\/p>\n<\/td>\n

\n

F2.
\nHow technology use is being reflected in junior secondary mathematics textbooks in Hong Kong? <\/a>
\n<\/span><\/p>\n

Ida
\nAh Chee Mok<\/span><\/b>,
\n<\/b>Univ. of Hong Kong, Hong Kong<\/span><\/p>\n<\/td>\n

\n

G112.
\nChemistry and Maths: A symbiotic relationship?<\/span><\/p>\n

David
\nRead<\/span><\/b>, Univ. of
\nSouthampton, UK<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B30.
\nAssessing a new Indonesian secondary mathematics textbook: How does it
\npromote authentic learning?<\/span><\/p>\n

Mailizar
\nMailizar<\/span><\/b>,
\n<\/b>Syiah Kuala Univ., Indonesia, <\/b>and Univ. of Southampton, UK; Lianghuo
\nFan<\/b>, <\/b>Univ. of Southampton, UK<\/span><\/p>\n<\/td>\n

\n

A73.
\nReflections on trends in maths education in Brazil set in the context of
\ntextbooks for teaching maths<\/span><\/p>\n

Maria
\nMargarete Do Ros\u00e1rio Farias<\/span><\/b>, \u00a0State Santa Cruz Univ., Andriceli
\nRichit<\/b>, State Sao Paulo Univ., Rejane Waiandt Schuwartz Faria<\/b>,
\nIntitution Bradesco Foundation, Brazil<\/span><\/p>\n<\/td>\n

\n

F80.
\n<\/b><\/span>In-service teachers education and e-textbook development: an integrated approach<\/a><\/p>\n

Victor
\nGiraldo<\/span><\/b>,
\n\u00a0Let\u00edcia Rangel<\/b>,\u00a0 <\/b>Univ. Federal do Rio de Janeiro,\u00a0 Cydara
\nRipoll<\/b>, \u00a0<\/b>Univ. Federal do Rio Grande do Sul; Francisco Mattos<\/b>,
\n\u00a0<\/b>Univ. do Estado do Rio de Janeiro, Brazil<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

17.30\u2013 19.00<\/span><\/p>\n<\/td>\n

\n

Happy Hour<\/span><\/b><\/p>\n

(Building 40,
\nGarden Court)<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>ICMT2014
\nConference Programme Day 2 (Morning), 30 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

08.00\u2013
\n09.00 <\/span><\/p>\n<\/td>\n

\n

Registration
\n<\/span><\/b><\/p>\n

(Day
\nChair: <\/span>\u00a0Keith
\nJones<\/b>; Foyer, Level 1, Building 58 (Murray
\nBuilding))<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

09.00\u2013
\n10.00 <\/span><\/p>\n<\/td>\n

\n

Plenary Session 2 <\/span><\/b><\/p>\n

Speaker: <\/span>Prof. Michal
\nYerushalmy, University of Haifa, Israel\u00a0 <\/span>\u00a0<\/span><\/p>\n

Challenging the Authoritarian Role of Textbooks<\/a>
\n<\/span><\/i><\/b><\/p>\n

(Chair: Dr.
\nChristian Bokhove; Lecture Theatre, 58\/1067)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.00\u2013
\n10.30<\/span><\/p>\n<\/td>\n

\n

Coffee Break <\/span><\/b><\/p>\n

(Building
\n40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.30\u2013
\n11.30 <\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 5.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: <\/b>B. O’Sullivan<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 5.2<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: <\/b>G. Kim<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 5.3<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair:<\/span>
\nJ. Edwards<\/span><\/span><\/p>\n<\/td>\n

\n

Symposium
\n3<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: <\/b>G. Howson<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 5.4<\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair: Y. Wang<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A84.
\n<\/b><\/span>Change comes slowly: Using textbook tasks to measure curriculum
\nimplementation in Ireland <\/span><\/p>\n

Brendan O’Sullivan<\/span><\/b>, \u00a0<\/b>St. Patrick\u2019s
\nCollege, <\/span>\u00a0Ireland<\/span><\/span><\/p>\n<\/td>\n

\n

B60. Textbook analysis: examining how Korean secondary mathematics
\ntextbooks support students\u2019 mathematical thinking and learning<\/span><\/p>\n

Gooyeon Kim<\/span><\/b>,\u00a0 Sogang Univ., South
\nKorea<\/span><\/p>\n<\/td>\n

\n

D118.
\n<\/span>Pedagogical
\nand curricular decision-making as personalised textbook development<\/span><\/p>\n

Julie-Ann
\nEdwards, Ian Campton, <\/span><\/b>Univ. of Southampton, UK<\/span><\/p>\n<\/td>\n

\n

B71.
\nUS math textbooks in the common core era<\/span><\/span><\/p>\n

(presentation 1<\/a>, presentation 2<\/a>)<\/span><\/p>\n

William H Schmidt<\/span><\/b>, Richard T Houang<\/b>,
\nMichigan State Univ., USA<\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n

\n

C47.
\nUnderstanding of linear function: A comparison of selected mathematics textbooks from England and Shanghai<\/a><\/span><\/p>\n

Yuqian Wang<\/span><\/b>, Patrick Barmby<\/b>, David
\nBolden<\/b>, <\/b><\/span>\u00a0<\/span>Durham
\nUniv., UK<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A95.
\nWhat official documents tell us about textbook use in times of curricular
\nchange: The case of the \u201cnew math movement\u201d in Portugal <\/span><\/p>\n

Cristolinda
\nCosta<\/span><\/b>,
\n<\/b>Univ. do Algarve\/UIED; Jos\u00e9 Matos<\/b>, Univ. <\/span>Nova de
\nLisboa\/UIED<\/span><\/p>\n<\/td>\n

\n

B85.
\n<\/b>Model Method in Singapore primary mathematics textbooks<\/a><\/span><\/p>\n

Tek
\nHong Kho<\/span><\/b>,
\n<\/b><\/span><\/p>\n

Shu
\nMei Yeo<\/span><\/b>,
\n<\/b><\/span>Ministry
\nof Education, Singapore; Lianghuo Fan<\/b>, <\/b>Univ. of Southampton, UK
\n<\/span><\/p>\n<\/td>\n

\n

D10.
\nIf not textbooks, then what? English mathematics teachers\u2019 use of alternative curricular resources<\/a><\/span><\/p>\n

Helen
\nSiedel<\/span><\/b>,
\nAndreas Stylianides<\/b>, <\/b>Univ. of Cambridge, UK<\/span><\/p>\n<\/td>\n

\n

E55.
\nMathematics textbook research and development for
\nthe promotion of independent learning and inquiry learning\u00a0 <\/span><\/span><\/p>\n

Fei Zhang<\/span><\/b>, Xiujuan Zhu<\/b>, <\/b><\/span>\u00a0<\/span>Jiangsu Second
\nNormal Univ., China<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.30\u2013
\n13.00<\/span><\/p>\n<\/td>\n

\n

Exhibition<\/span><\/b><\/p>\n

(Building 40,
\nGarden Court)<\/span><\/p>\n<\/td>\n

\n

Poster
\nSession*<\/span><\/b><\/p>\n

(Building 40,
\nGarden Court)<\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

13.00\u2013
\n14.00<\/span><\/p>\n<\/td>\n

\n

Break\/Lunch<\/span><\/b><\/p>\n

(Building 40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

ICMT2014
\nConference Programme Day 2 (Afternoon), 30 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n\n
\n

14.00\u2013
\n15.<\/span>00<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 6.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: C. C. Ripoll<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 6.2<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: M. Almeida<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 6.3<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair:<\/span>B. Grevholm<\/span><\/p>\n<\/td>\n

\n

Symposium
\n4<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: M. Grace<\/span><\/p>\n<\/td>\n

\n

Workshop
\n2<\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair: P. Charlton<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

C54.
\n<\/span>An international comparison of mathematical textbooks<\/a><\/p>\n

Cydara Cavedon Ripoll<\/span><\/b>, <\/span>\u00a0<\/span>Univ. Federal do
\nRio Grande do Sul, Brazil<\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n<\/td>\n

\n

C37.
\n<\/span>Mathematics textbooks, in Portugal: The unique textbook<\/a> <\/span><\/p>\n

M\u00e1ria Almeida<\/b>, Paula Teixeira<\/b>, <\/b><\/span>\u00a0<\/span>Ag.
\nEscolas dos Casquilhos\u2013UIED,<\/span> Ant\u00f3nio Domingos, Jos\u00e9
\nMatos<\/span><\/b>, <\/span>\u00a0<\/span>Faculdade de Ci\u00eancias e Tecnologia da UNL\u2013UIED, Portugal<\/span><\/p>\n<\/td>\n

\n

B63. Possible misconceptions from Japanese mathematics textbooks with particular reference to the function concept<\/a>. Yusuke
\nUegatani<\/b>, <\/span><\/span>\u00a0<\/span>Hiroshima
\nUniv., Japan<\/span>
\n<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

F3.Transition
\nto college mathematics and statistics: a problem-based, technology-rich
\ncapstone course for non-stem students<\/span><\/p>\n

Christian
\nHirsch<\/span><\/b>,
\n<\/b>\u00a0Western Michigan Univ., USA<\/span><\/p>\n<\/td>\n

\n

F18.\u00a0Authoring your own creative, electronic book for mathematics<\/a> Christian Bokhove<\/b>, Keith
\nJones<\/b>, \u00a0Univ. of Southampton, UK; Patricia Charlton<\/b>, <\/b>\u00a0Manolis
\nMavrikis<\/b>, Eirini Geraniou<\/b>,\u00a0 London Institute of Education, UK<\/span><\/span><\/p>\n

\u00a0<\/span><\/b><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

C56.
\n<\/span>A comparative study of statistics in junior high schools based
\non maths textbooks of China,\u00a0 US and Australia <\/span><\/p>\n

Jianbo Wang<\/span><\/b>, Yiming Cao<\/b>, <\/b><\/span>\u00a0<\/span>Beijing Normal Univ.,
\nChina<\/span><\/p>\n<\/td>\n

\n

E69<\/span>.
\nMathematics textbook development and learning under difficult circumstances in
\nschools in Nigeria <\/span><\/p>\n

R Abiodun Ogunkunle<\/span><\/b>, <\/b>Univ. Of Port
\nHarcourt, Nigeria<\/span><\/p>\n<\/td>\n

\n

B75.
\nIntegrated education at the primary school in Lithuania<\/a>. Saulius \u017dukas<\/b>,
\nBaltos Lankos Publishing House; Ri\u010dardas Kud\u017ema<\/b>, <\/b>Vilnius
\nUniversity, Lithuania <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15.00\u2013
\n16.00<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 7.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: L. Melo<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 7.2<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: <\/b>K. Hemmi\u00a0 <\/b><\/span><\/p>\n<\/td>\n

\n

Symposium
\n5<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair: <\/b>Y. Wang <\/b><\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 7.3<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: T. Rowland<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A24. Scientific mathematics and school mathematics: knowledge, conceptions and beliefs of teachers and mathematicians during the development of an E-Textbook<\/a>. <\/span><\/span>Lucas Melo<\/span><\/b>, Victor Giraldo, Let\u00edcia
\nRangel<\/b>, <\/b><\/span>\u00a0Universidade Federal do
\nRio de Janeiro, Brazil<\/span><\/span><\/p>\n<\/td>\n

\n

C34.
\nCrossing the boundaries: Swedish teachers\u2019 interplay with Finnish curriculum materials<\/a><\/span><\/p>\n

Kirsti Hemmi<\/span><\/b>, Heidi Krzywacki<\/b>, M\u00e4lardalen Univ.,
\nSweden<\/span><\/p>\n<\/td>\n

\n

E120. The New
\nCentury Primary Mathematics Textbook Series: Textbooks with specific
\nconsideration to characteristics of children’s thinking. Huinu Wei<\/b>,
\n<\/b><\/span>\u00a0Fengbo
\nHe<\/span><\/b>,
\n<\/b>\u00a0Editorial Board of New Century Primary Maths Textbooks, Beijing Normal
\nUniversity Press, China<\/span><\/p>\n<\/td>\n

\n

B22.<\/span>\u00a0<\/a>Modes of reasoning in Israeli 7th grade mathematics textbook explanations<\/a> Boaz
\nSilverman<\/b>, Ruhama Even<\/b>, <\/b>Weizmann Institute of Science,
\nIsrael <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A4. Pre-service and in-service teachers\u2019 preference when
\nselecting mathematics textbooks<\/span><\/p>\n

Hana Moraova<\/span><\/b>, <\/b>\u00a0Charles Univ., Czech<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

(Reserved
\nfor special purpose)<\/span><\/p>\n<\/td>\n

\n

C45.
\nA comparison of two grade 7 mathematics textbooks. Jaguthsing Dindyal<\/b>,
\nNational Institute of Education, Singapore<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\n<\/span>ICMT2014
\nConference Programme Day 2 (Afternoon), 30 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n
\n

16.00\u2013
\n16.30 <\/span><\/p>\n<\/td>\n

\n

Coffee Break<\/span><\/b><\/p>\n

(Building
\n40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.30\u2013
\n18.00<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

Plenary Session 3
\n(Panel Discussion) <\/span><\/b><\/p>\n

\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Speakers<\/span>:<\/span>Prof. Kenneth
\nRuthven (Panel Chair; University of Cambridge, UK)<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Prof.
\nJere Confrey (North Carolina State University, USA) <\/span><\/p>\n

\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Mr.
\nJohn Ling (Former School Mathematics Project, UK)<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Prof.
\nBinyan Xu (East China Normal University, China)<\/span>\u00a0 <\/span>\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Back
\nto the Future of Textbooks in Mathematics Teaching<\/span><\/i><\/b><\/p>\n


\n<\/span><\/i><\/b>(Chair:
\nDr. <\/span>Charis
\nVoutsina; Lecture Theatre, 58\/1067)<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

18.30\u2013
\n20.30<\/span><\/p>\n<\/td>\n

\n

Conference Dinner**<\/span><\/b><\/p>\n

(<\/span> Building 40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

*Contributions
\naccepted for poster session:<\/span><\/b><\/p>\n

F7. The use of technology in
\ntextbooks: A grade-7 example from Hong Kong. <\/span>Ida Ah Chee Mok, King-Woon Yau<\/span><\/b>, The Univ. of Hong Kong<\/span><\/p>\n

C9. <\/span>The study of geo. contents in the
\nmiddle grade maths textbooks in Singapore, Taiwan, & USA. Der-Ching Yang<\/b>,
\nNat\u2019l Chiayi Univ., Taiwan<\/span><\/p>\n

A25. <\/span>Situational authenticities in
\nlower secondary school mathematics problems: Reasons for calculation and origin
\nof quantitative information. Lisa O’Keeffe<\/b>, <\/b>Univ. of
\nBedfordshire, UK; Josip Slisko<\/b>, <\/b>Benem\u00e9rita Univ. Autonoma de
\nPuebla, Mexico<\/span><\/p>\n

B26. Analysis of integral and
\ndifferential calculus textbooks and mathematical modelling activities in the
\nlight of the didactic transposition theory. <\/span>Lourdes Maria Werle De Almeida<\/span><\/b>, <\/b>Univ. Estadual
\nde Londrina; Kassiana Surjus<\/b>, PUC, Brazil <\/span><\/p>\n

B41. <\/span>The characteristics of new
\nmathematics textbooks for junior secondary school in China: A case study. Fu
\nMa<\/b>, <\/b>Nanjing Normal Univ.; Chunxia Qi<\/b>, Beijing Normal Univ.;
\nXiaomei Liu<\/b>, Beijing Capital Normal Univ., China<\/span><\/p>\n

E58.<\/span> An introduction to mathematics
\ntextbooks policies in China. Huiying Zhang<\/b>, Shijiazhuang Research
\nInstitute of Education Science, China<\/span><\/p>\n

D61. <\/span>Korean students\u2019 use of mathematics
\ntextbook. Na Young Kwon<\/b>, Inha Univ.; Gooyeon Kim<\/b>, <\/b>Sogang
\nUniv., South Korea<\/span><\/p>\n

C82. <\/span>The broken-tree problem:
\nFormulations in Mexican middle-school textbooks and students\u2019 constructions of
\nthe corresponding situation model. <\/span>Josip Slisko<\/span><\/b>, Jos\u00e9 Antonio Ju\u00e1rez L\u00f3pez<\/b>,
\nBenem\u00e9rita Univ. Aut\u00f3noma de Puebla, Mexico<\/span><\/p>\n

D92. <\/span>Math knowledge and skills higher
\neduc. programs expect of high school graduates. Cengiz Alacaci<\/b>, <\/b>Istanbul
\nMedeniyet Univ.; Gulumser Ozalp<\/b>, <\/b>Gaziantep C. Foundation Private
\nSch; Mehmet Basaran<\/b>, <\/b>SANKO Private Sch; \u0130lker Kalender<\/b>,
\n<\/b>Ihsan Dogramaci Bilkent U., Turkey<\/span><\/p>\n

B93. <\/span>Forewarned is forearmed: A
\nmathematics textbook. Peter McWilliam<\/b>, <\/b>The College of The
\nBahamas, Bahamas<\/span><\/p>\n

G94. Differential and integral
\ncalculus in textbooks: An analysis from the point of view of digital
\ntechnologies. Andriceli Richit<\/b>, State Sao Paulo Univ.; Adriana Richit<\/b>,
\nFederal Univ. of Fronteira Sul; Maria Margarete Do Ros\u00e1rio Farias<\/b>, State
\nSanta Cruz Univ., Brazil<\/span><\/p>\n

D102. Enhancing a teacher\u2019s
\nfundamental interaction with the textbook through a school-based mathematics
\nteacher research group activity in Shanghai. Liping Ding, Svein Arne Sikko<\/b>,
\nS\u00f8r-Tr\u00f8ndelag University College, Norway<\/span><\/p>\n

F119. The potential of
\nhandwriting recognition for interactive mathematics textbooks. <\/span>Mandy Lo<\/span><\/b>, University of Southampton, UK.<\/span><\/p>\n

** Conference dinner is optional,
\nand needs to be pre-paid\/registered.<\/span><\/p>\n

ICMT2014
\nConference Programme Day 3 (Morning), 31 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n
\n

08.00\u2013
\n09.00 <\/span><\/p>\n<\/td>\n

\n

Registration
\n<\/span><\/b><\/p>\n

(Day
\nChair: <\/span>\u00a0\u00a0Christian
\nBokhove<\/b>; Foyer, Level 1, Building 58 (Murray
\nBuilding))<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

09:00\u2013
\n10.00 <\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 8.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: A. Domingos<\/span><\/p>\n<\/td>\n

\n

Symposium
\n6<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: L. Fan\u00a0 <\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 8.2<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair:<\/span>
\nJ. Williamson<\/span><\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 8.3<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: L. Dietiker<\/span><\/p>\n<\/td>\n

\n

Workshop
\n3<\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair:<\/span> Y. Wang<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

F39.\u00a0Technological resources that come with maths textbooks: Potentials and constraints<\/a> Ant\u00f3nio
\nDomingos<\/b>, Jos\u00e9 Manuel Matos<\/b>, <\/b>Faculdade de Ci\u00eancias e
\nTecnologia da UNL \u2013 UIED; M\u00e1ria Almeida<\/b>, Ag. Escolas dos Casquilhos \u2013
\nUIED; Paula Teixeira <\/b>Ag. Escolas Jo\u00e3o de Barros \u2013 UIED, Brazil<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

E101.
\nReform of Chinese school mathematics curriculum and textbooks (1999-2014):
\nExperiences and reflections<\/span><\/p>\n

Jian
\nLiu<\/span><\/b>,
\nBeijing Normal University\/Ministry of Education, China<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

\u00a0D21. The analysis of teachers’ mobilisation of the textbook<\/span><\/span><\/p>\n

Moneoang Leshota<\/span><\/b>, Jill Adler<\/b>, <\/b><\/span>\u00a0Univ. of the Witwatersrand, <\/span>\u00a0South Africa<\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

A68. Telling new stories, reconceptualizing textbook reform in
\nmathematics<\/span><\/p>\n

Leslie Dietiker<\/span><\/b>, <\/b><\/span>\u00a0Boston Univ., USA<\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

E42.
\nReflections on inquiry activities design in junior high school mathematics textbooks<\/span><\/p>\n

Ji-ling Gu<\/span><\/b>, Nanjing
\nNormal University, China<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

F79.
\n<\/span>The design of and interaction with e-textbooks: a collective
\nteacher engagement <\/span><\/p>\n

Gueudet Ghislaine<\/span><\/b>, <\/b>CREAD, <\/b>Univ.
\nof Brest, France; Birgit Pepin<\/b>, <\/b>S\u00f8r-Tr\u00f8ndelag Univ. College,
\n<\/b>Norway; Hussein Sabra<\/b>, <\/b><\/span>\u00a0Univ. of
\nReims, France<\/span>; Luc Trouche<\/b>, <\/b><\/span>\u00a0French Institute of Education, \u00c9cole Normale Sup\u00e9rieure
\nde Lyon, France<\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

D88.
\nPre-service teachers\u2019 use of textbooks in England<\/a><\/span><\/p>\n

Julie-Ann Edwards<\/span><\/b>, Rosalyn Hyde<\/b>, Keith
\nJones<\/b>, <\/span>\u00a0Univ. of Southampton, UK<\/span><\/span><\/p>\n<\/td>\n

\n

C90. <\/span>An analysis of the presentation of the equals sign in grade 1
\nGreek textbooks<\/span><\/p>\n

Chronoula Voutsina<\/span><\/b>, Univ. of Southampton, UK<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.00\u201310.30<\/span><\/p>\n<\/td>\n

\n

Coffee
\nBreak<\/span><\/b><\/p>\n

(Building
\n40, Garden Court)<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0ICMT2014
\nConference Programme Day 3 (Morning), 31 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n\n\n
\n

10.30\u2013
\n11.<\/span>30<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 9.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: B. Xu<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 9.2<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: <\/span>J. Burke\u00a0\u00a0 <\/span><\/b><\/span><\/p>\n<\/td>\n

\n

Symposium
\n7<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair:<\/span> J. Kilpatrick<\/span><\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 9.3<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: R. Hyde<\/span><\/p>\n<\/td>\n

\n

Workshop 4<\/span><\/p>\n

Room: 58\/1065<\/span><\/p>\n

Chair:
\nB. Grevholm<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A70.
\nWhat can textbook research tell us about national maths education? Experiences from Croatia<\/a><\/span><\/p>\n

Dubravka Glasnovic Gracin<\/span><\/b>, <\/span>\u00a0Univ. of Zagreb, Croatia<\/span><\/span><\/p>\n<\/td>\n

\n

B67.
\n\u201cA foundation for understanding the world\u2026\u201d School mathematics and its
\nutility<\/span><\/p>\n

Jeremy
\nBurke<\/b>, King’s College London, UK<\/span><\/p>\n<\/td>\n

\n

C33.
\n<\/b>Reflections from the past – A contemporary Dutch primary school mathematics textbook in a historical perspective<\/a> <\/span><\/p>\n

Marc
\nvan Zanten<\/span><\/b>,
\n<\/b>SLO and Utrecht Univ.; Marja van den Heuvel-Panhuizen<\/b>, Utrecht
\nUniv., Netherlands<\/span><\/p>\n<\/td>\n

\n

C14.
\nThe transformation since 1960 of the development of geometric transformations in commercial high school geometry texts in the USA<\/a><\/span><\/p>\n

Zalman
\nUsiskin<\/span><\/b>,
\n<\/b>\u00a0Univ. of Chicago, USA<\/span><\/p>\n<\/td>\n

\n

B106.
\nAnalysing mathematical textbooks with parts of Greimas\u2019 semiotic theory<\/a><\/span><\/span><\/p>\n

Ri\u010dardas
\nKud\u017ema<\/span><\/b>,\u00a0 <\/b>\u00a0Vilnius Univ., Lithuania;<\/span><\/p>\n

Saulius \u017dukas, \u00a0<\/span><\/b>Lankos
\nPublishing House, Lithuania;<\/span><\/p>\n

Barbro Grevholm<\/span><\/b>,
\n<\/b>Univ. of Agder, Norway<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

E121 Mathematics textbook development in Singapore <\/span><\/p>\n

Timorthy Soh, Ivan Lee<\/span><\/b>, Marshall Cavendish
\nInstitute, Singapore <\/span><\/p>\n<\/td>\n

\n

B27.
\nSocial and mathematical practices associated with
\nthe development of mathematical models of population growth approached in
\ntextbooks.<\/span><\/span><\/p>\n

Lourdes Maria Werle De Almeida<\/span><\/b>,
\nCamila Foga\u00e7a De Oliveira<\/b>, <\/b><\/span>\u00a0State
\nUniv. of Londrina, Brazil<\/span><\/span><\/p>\n<\/td>\n

\n

F48.
\nRME as a Teaching Approach \u2013 A case study of elementary geometry in Serbia
\ninnovative 4th-grade textbook. Olivera Djokic<\/b>, University of Belgrade,
\nSerbia<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.30\u2013
\n12.30<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 10.1<\/span><\/p>\n

Room: 58\/1007<\/span><\/p>\n

Chair: M. Alafaleq<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 10.2<\/span><\/p>\n

Room: 58\/1009<\/span><\/p>\n

Chair: <\/span>C.<\/span>
\nSangwin<\/span><\/p>\n<\/td>\n

\n

Symposium
\n8<\/span><\/p>\n

Room: 58\/1023<\/span><\/p>\n

Chair: K. Jones<\/span><\/p>\n<\/td>\n

\n

Parallel
\nSession 10.3<\/span><\/p>\n

Room: 58\/1067<\/span><\/p>\n

Chair: D. Jones<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

A46.
\nProblem solving heuristics in middle school mathematics textbooks in Saudi Arabia<\/a><\/span><\/p>\n

Manahel
\nAlafaleq<\/span><\/b>,
\nLianghuo Fan, <\/b>Univ. of Southampton, UK<\/span><\/p>\n<\/td>\n

\n

C11<\/span>. Rules of
\nindices in United Kingdom textbooks, 1800-2000 <\/span><\/p>\n

Christopher
\nSangwin<\/span><\/b>,
\nLoughborough Univ., UK <\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

D40.
\nResearch on textbooks used in teaching transformation for secondary school \u2013 From
\nthe perspective of teachers\u2019 role<\/span><\/p>\n

Chunxia
\nQi<\/span><\/b>,
\n\u00a0Xinyan Zhang<\/b>, \u00a0Danting Huang<\/b>, <\/b>Beijing Normal
\nUniversity, China<\/span><\/p>\n<\/td>\n

\n

F8.
\nThe role of technology for learning stochastics in U.S. textbooks for prospective teachers<\/a><\/span><\/p>\n

Dustin Jones<\/span><\/b>, <\/b><\/span>\u00a0Sam Houston State Univ., USA<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Reserved for special purpose<\/span><\/p>\n<\/td>\n

\n

F36. Textbook
\nand technology: An analysis of multimedia learning in brazil<\/span><\/p>\n

R\u00fabia
\nBarcelos Amaral<\/span><\/b>, \u00a0S\u00e3o Paulo State Univ., Brazil<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

F17.
\n<\/span>\u00a0<\/span>Co-designing electronic books: Boundary objects for social creativity.<\/a> Christian Bokhove<\/b>, Keith Jones<\/b>,
\n<\/b>\u00a0Univ. of Southampton; Manolis Mavrikis<\/b>, Eirini Geraniou<\/b>, Patricia
\nCharlton<\/b>,\u00a0 Institute of Educ., UK<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0ICMT2014
\nConference Programme Day 3 (Afternoon), 31 July 2014<\/span><\/b><\/p>\n\n\n\n\n\n\n
\n

12.30\u2013
\n13.30<\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span><\/b><\/p>\n

Break\/Lunch<\/span><\/b><\/p>\n

(Building 40, Garden Court)<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

\n

13.30\u2013
\n14.30<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span><\/b><\/p>\n

Plenary Session 4 <\/span><\/b><\/p>\n

Speaker: <\/span>Prof. Frederick Leung,
\nUniversity of Hong Kong, Hong Kong<\/span><\/p>\n

Messages Conveyed in Textbooks: A Study of Mathematics Textbooks during the Cultural Revolution in China<\/a><\/p>\n

(Chair: <\/span>\u00a0Prof. Marcus Grace; Lecture Theatre, 58\/1067)<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

14.30\u2013
\n15.00<\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span><\/b><\/p>\n

Closing Session <\/span><\/b><\/p>\n

(Chair: Dr. Julie-Ann Edwards; \u00a0Lecture Theatre, 58\/1067)<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15.00\u2013
\n15.30<\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span><\/b><\/p>\n

Coffee\/Tea\/Farewell <\/span><\/b><\/p>\n

(Foyer,
\nLevel 1, <\/span>\u00a0Building 58 (Murray Building))<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/a>Conference Themes<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

Category<\/span><\/b><\/p>\n<\/td>\n

\n

Themes<\/span><\/b><\/p>\n<\/td>\n

\n

Specific
\nAreas\/Topics<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n

\n

A<\/span><\/p>\n<\/td>\n

\n

Textbook
\nresearch<\/span><\/p>\n<\/td>\n

\n

Textbook
\nresearch (concepts, issues, methods, directions, etc.)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

B<\/span><\/p>\n<\/td>\n

\n

Textbook
\nanalysis<\/span><\/p>\n<\/td>\n

\n

Textbook
\nanalysis (characteristics, treatment of contents and\/or pedagogy, etc.)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

C<\/span><\/p>\n<\/td>\n

\n

Textbook
\ncomparison or history<\/span><\/p>\n<\/td>\n

\n

Textbook
\ncomparison or historical studies<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

D<\/span><\/p>\n<\/td>\n

\n

Textbook use<\/span><\/p>\n<\/td>\n

\n

Textbook use
\n(by teachers, by students, and\/or by other parties)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

E<\/span><\/p>\n<\/td>\n

\n

Textbook
\ndevelopment<\/span><\/p>\n<\/td>\n

\n

Textbook
\ndevelopment (presentation, task design, publishing, policy matters, etc.)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

F<\/span><\/p>\n<\/td>\n

\n

e-Textbooks
\nand technology<\/span><\/p>\n<\/td>\n

\n

Integration of
\nICT in textbooks (including e-textbook)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

G<\/span><\/p>\n<\/td>\n

\n

Other
\ndisciplines in maths textbooks <\/span><\/p>\n<\/td>\n

\n

Other
\ndisciplines in maths textbooks & maths in textbooks of other disciplines<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n<\/div>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

This page contains the presentations from some of the presenters at the conference. Presenters are responsible for the contents. The presentations can be accessed by clicking the title of the corresponding session. Last updated on November 30th, 2014. Day 1 (Morning), 29 July 2014\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 08.00\u2013 10.00 Registration (Day Chair: Marcus Grace; Foyer, Level 1, Building […]<\/p>\n","protected":false},"author":55410,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-470","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/pages\/470","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/users\/55410"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/comments?post=470"}],"version-history":[{"count":15,"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/pages\/470\/revisions"}],"predecessor-version":[{"id":505,"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/pages\/470\/revisions\/505"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/icmtrd2014\/wp-json\/wp\/v2\/media?parent=470"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}