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Leader: Marita Eva Friesen

Research on mathematics teachers’ professional learning and practice has been a key area of interest in teacher education over recent decades. Within YESS14 TWG1, we will focus on research related to the development and assessment of mathematics pre-service and in-service teachers’ professional competences, including, for example, professional knowledge, teaching practices, and teacher noticing. TWG1 provides a communicative, collegial, and critical forum for sharing and discussing diverse perspectives on mathematics teacher education and professional development. It provides space for the discussion of various theoretical and methodological approaches to investigating mathematics teachers’ professional growth. In our TWG, we aim to foster exchange and networking, share research ideas, and create a supportive environment for learning with and from one another.

Leader: Martin Carlsen

The aim of the group “Teaching and Learning mathematics at the pre-school and primary school level” is to address issues related to mathematics education of early years and pre-school and the first grades of primary education. Mathematics at the pre-school level concerns the mathematics education of children aged 2-6/7 while primary school level concerns mathematics education of children aged 4/5-11/12. Thus, there is a different transition age in different countries. Researching mathematics teaching and learning during the early and primary years is a complex endeavour and obviously depends on several cultural and institutional constraints. In most European countries, children enter pre-school very early, yet the conception of schooling and mathematics in these early years varies across different countries. However, research results reveal that children’s potential to develop important mathematical meanings increase with appropriate mathematical learning experiences. On this background we will pose questions starting from the participants’ papers that will be discussed during the TWG sessions. Exchanges between participants will hopefully provide deeper insights concerning mathematical education research in the early and primary years, including working with initial mathematical ideas, developing educational programs, organizing mathematical tasks, preparing teaching situations, etc.

Leader: Paul Drijvers

Secondary education on the one hand is a gateway to higher education and on the other hand prepares students for citizenship in society. This double goal affects mathematics education, which is reflected in the versatility of mathematics education research for this age group. In this TWG, we will address this diversity in all aspects, including for example the teaching and learning of mathematical literacy and data literacy, the role of computational thinking and digital technology, the transition from primary to secondary education, et cetera. To do so, participants present their PhD work to the group members, reflect on their common research focus. Different aspects of research will be addressed, including theoretical perspectives, methodological approaches, and data analysis techniques. Reading, (re)writing and reviewing skills will be discussed. The group will also reflect on the plenary activities. According to the ERME spirit, the group atmosphere will be inclusive, aiming at establishing a critical but constructive academic climate. As such, it may contribute to your academic network beyond YESS-14.

Leader: Olov Viirman

Mathematics education at the upper secondary and university levels is a diverse field regarding research foci and choice of theories and methods. Hence, most topics in mathematics education are potentially relevant to TWG 4 to the extent that they concern upper-secondary and/or university mathematics. Relevant topics include, for instance, the teaching and learning of specific mathematical topics and the teaching practices of secondary and university mathematics teachers, including innovative approaches, the use of digital tools, and assessment. Other areas of interest include transition issues from secondary to university education, within the university, and from university to the world of work; mathematics as a service subject at the university level; and the teaching and learning of mathematics in vocational programmes in secondary school. Research on collaboration between mathematics education researchers and practising teachers/mathematicians is also of interest for TWG 4, as well as issues of inclusion, equality, and access in secondary and university mathematics education. At YESS 13, participants of this TWG will be working together to discuss various issues central to their doctoral projects, such as aims and research questions, theoretical frameworks, and methodology

Leader: Paola Iannone

This group focuses on research related to digital technologies in mathematics learning and teaching. These issues include design, implementation, use and evaluation of technologies and resources. Particular attention is paid to highlighting specificities of digital technologies and resources and discussing their contribution to the teaching and learning of mathematics - with particular emphasis  on the (summative and formative) assessment of mathematics and the ways in which technology supports mathematical reasoning and argumentation. Based on the participants’ PhD projects, the relevance of theoretical and methodological frameworks concerning the research aims is addressed. During the TWG sessions, a large space will be given for presentations and discussions of all participants’ research projects. Each participant will benefit from the feedback from critical friends, from all other participants, as well as from the group leader.

Leader: Andreas Moutsios-Rentzos

Proof and proving lie at the heart of contemporary mathematics, while problem solving and modelling render mathematics a system that is open and in constant interplay with other disciplines and everyday life. In this TWG, we shall address the complexity and interplay of proof, proving, problem solving, and interdisciplinarity in mathematics education (e.g., cognitive, affective, sociocultural, epistemological, curricular, textbooks, and instructional materials) and in various educational and non-educational levels and contexts, with a particular focus on topics relevant to the participants’ projects. Through a series of collective and individual reflective activities, presentations, and discussions, the participants of TWG 6 will be given the opportunity to constructively re-visit crucial theoretical and methodological aspects of their projects.

Leader: Stéphane Clivaz

Research on mathematics teachers’ mathematical knowledge for/in teaching is a key area of interest in teacher education over recent decades, particularly during initial teacher education. Within YESS14 TWG7, we will focus on research related to the initial teacher education of mathematics teachers in its various aspects, including, for example, it’s possible collaborative aspect or the knowledge of teacher educators. TWG7 provides a communicative, collegial, and critical forum for sharing and discussing diverse perspectives as well as various theoretical and methodological approaches. In our TWG, we aim to foster exchange and networking, share research ideas, and create a supportive environment for learning with and from one another.