About Education Committee of European Mathematical Society Boris Koichu 28.02.2017

To report, and where appropriate to act, on educational issues that are, or should be, of concerns to EMS members, while not replicating work that is the responsibility of national mathematical societies.

Products Solid findings collection (2011-2016) Grading Mathematics Education Research Journals (2012) Report “Current issues about Mathematics Education around Europe” (2012) A new series of reports “Practices for identifying, supporting and developing mathematical giftedness in school children” (since 2016)

About “Solid findings” Audience: mathematicians Length: 1000-2000 words (EMS newsletter format) Structure: “For each article we will try to identify a significant and robust phenomenon, describe and explain it by making use of well-known and highly valued theoretical analysis and empirical research and then say something about what one might be able to do about this phenomenon from a mathematics educational point of view.” (EC of EMS, 2011)

Example

Structure Introductory example (typical but unsatisfactory situation) Presentation of “solid” finding: content, community and context are decisive factors of mathematics teaching and teachers’ learning. Elaboration of the finding Content: Mathematical knowledge for teaching Community: Collaboration among mathematics teachers Context: General conditions and support of mathematics teachers’ work What do we learn from that? What can be done? Where is the place that mathematics teachers learn all this? Closure – coming back to the introductory example

Do Theorems Admit Exceptions Do Theorems Admit Exceptions? Solid Findings in Mathematics Education on Empirical Proof Schemes. It is Necessary that Teachers are Mathematically Proficient, but is it Sufficient? (on Teacher Knowledge). What are the Reciprocal Expectations between Teacher and Students? (on Didactical Contract). Models and Modelling in Mathematics Education. Living with Beliefs and Orientations –Underestimated, Nevertheless Omnipresent, Factors for Mathematics Teaching and Learning. Sociomathematical Norms: In Search of the Normative Aspects of Mathematical Discussions. Solid Findings on Students’ Attitudes to Mathematics. Why is University Mathematics difficult for students? (on the secondary-tertiary transition). The influence of the use of digital technology on the teaching and learning of mathematics in schools. Concept images in students’ mathematical reasoning.