PME Stochastics Teaching and Learning Working Group
Letter No 2 - October 1996
Dear Friends
Thank you for replying and expressing interest in working with the PME Stochastics Working Group. We hope to provide a way for all of us to work together constructively in the next few years. A full list of members who have asked to be on the list is at the end of this newsletter.
There are four meetings of the Working Group in Finland in July 1997. We are proposing a programme for these meetings, and gathering names of people who feel they have something to contribute. We hope that people will correspond between now and next July so that our discussions can move quickly. If there is something else you would like to add to the programme, then please let us know.
If you cannot come to Finland, that does not matter. We would be happy to receive contributions to be circulated to all members of the list, as well as people at the conference.
We are proposing topics for the four meetings, and asking who wants to contribute to which. We are writing the names of people who have expressed some interest in these topics under each topic. This does not mean that these people have agreed to do anything, but it gives some indication of who is interested in what. We apologise for any omissions, please send corrections to John Truran.
Meeting 1
General introduction, circulation of material, etc.
Reports on Recent Relevant summary Publications (Probability -Borovcnik & Peard; Data Handling - Shaughnessy, Garfield & Greer; Gal & Garfield’s Handbook on Assessment)
Planning of Small Groups for Remaining Meetings.
Main Item - Building an Improved Data Base for Stochastics Research
Stochastics Learning Research has increased significantly in the next few years, and it is like to increase even further. New workers currently need to spend a lot of time coming to terms with a very disparate literature.
Susan Friel
Mike Shaughnessy
There are several major compilations of literature. Ones we know about include
Joan Garfield’s major library;
The partly classified bibliography of Sashi Sharma and Andy Begg;
The material listed in Zentralblatt fur Didaktik der Mathematik;
The full review of research in Australia & NZ by Truran & Truran
Bibliographies in an increasing number of theses.
Some work from psychology does not reach many current workers. Work in Spanish, French and German does not always reach English-speaking workers.
Very few of these lists provide summaries or critiques, or set the work into a context. There are certainly good overall summaries of the field (e.g. Shaughnessy, 1992, and the material currently in press) but they make no claim to be comprehensive, and are of little help for someone picking up an idea which was not seen as important by an author at the time of writing a summary.
It is clear that it would cost money to produce a useful, annotated collation of material in a readily accessible form. It is also clear that it would, overall, be of great value to many people. In Meeting 1 we shall consider what people think would be a practical way of solving this issue.
Meetings 2 - 4
Small Group Meetings on Some or All of the Following Topics:
Relating Research with Curriculum and Practice
John Truran
Andy Begg
Juan Godino
Statistical Concepts in Primary & Secondary Schools
Susan Friel
Antonio Estepa
Robert Fitzgerald
Statistical Concepts and Teaching Statistics om Tertiary Courses, including Modelling and Research Relevant to Newer Ways of Teaching Statistics (e.g. Elementary Data Analysis)
Cliff Konold
Jean-Claude Girard,
Michel Henry,
Bernard Parzsyz
Angustias Vallecillos
Probability Concepts
Jean-Claude Girard
Michel Henry
Bernard Parzsyz
Kath Truran
Kathy Hall
M. Jesus Canizares
Luis Serrano
Eliseo Borras
Meeting 4
Completion of small group work.
Full meeting of Working Group to decide on future plans.
What we would like you to do Now?
Our principal task is to act as a focus for good research into the psychology of mathematics education. It may be that we come to the point of producing a book. Or it may be that members produce individual papers as a result of working together. If you think that you want to contribute something to a particular group, then send a brief note to us (up to 20 lines we are prepared to translate if you prefer) and we shall circulate it to the group in Newsletters. An example of what might be done is now provided for one Group.
Notes (by John Truran) for a Discussion on Linking Research with Curriculum and Practice
Here are extracts from two reports from ICME 7, which seem to me to be still relevant.
Reconciling the objects of research and teaching is difficult because the corresponding activity systems produce and reproduce totally different time frames. It has been argued that it is precisely the different time perspective that is responsible for most of the difficulties in the cooperation between theory and practice. On the one hand, the attention of research is directed towards reconstructing after the fact what has happened, while teaching practice focuses on producing the conditions for future events. On the other hand, research is interested in short-term changes that follow experimental or quasi-experimental intervention, while teaching practice builds on the experience that the important patterns in the classroom change only at a slow, long-term rate.
The dialogue between theory and practice is difficult because of the fact that in each realm a different mode of reflection is habitually used. There is e.g. a fundamental difference between reflecting while or after observing and reflecting while or after acting … .(Topic Group 14 —Cooperation between Theory and Practice in Mathematics Education— by Falk Seeger.
In Suisse Romande, documentation is abundant, official manual are free, teachers’ centers and libraries are numerous and well stocked, supplementary help is available, especially for teachers making innovations. François Jacquet reported that this is an obvious gap between what is offered and the demand by teachers. Those responsible for change provide material, work schemes or results inspired by research. But most teachers have difficulty with the style and language of research. They are interested in what makes their job easier (solutions to exercises, worksheets for the weaker and more able students, past tests, etc), or in methods which make the management of their teaching, in the traditional sense, easier (work schemes, programmed texts, activities for revision of skills, etc). For them the acquisition of understanding proceeds in small steps, following the rational structure of mathematical ideas. The Suisse Romande Institute for Pedagogic Research and Development (Neuchâtel) is currently constructing an inventory of such difficulties and at the same time proposing possible solutions. (TG 17—Professional Literature for Mathematics Teachers).
(Original) En Suisse romande, la documentation est abondants, les manuels officiels sont gratuits, les centres de documentation et bibliothèques sont nombreux et bien fournis, des formations complémentaires sont offertes, en cas de reformes en particulier. Pour François Jaquet (CHE), l’inadéquation entre l’offre de documentations et la demand des maîtres est patente. Les responsables des innovations proposent des documents, des actions de formation ou des expérimentations inspirés des résultats de la rechecherches en didactiques des mathématiques. Or la majorité des enseignants accède difficilement au langage et à la terminologie de la recherche. Les maîtres s’intéressent à ce qui facilite leur tâche (solutions des exercices, fiches complémentaires pour élèves rapides ou lents, anciennes épreuves, etc) ou aux méthodes permettant d’améliorer les apprentissages dans les domaines traditionnels de la maîtrises des apprentissages (entraînement des opérations, cours programmés, activités de révision des techniques de calcul, etc). Pour eux, l’acquisition de la connaissances nouvelles se fait par <petits pas, selon la structure rationelle de notions mathématiques. L’Institut romand de rescherche et documentation peedagogique (Neucâtel) dresse actuellement l’inventaire des obstacles et, simultanément, élabore des propositions de stratégie.
At ICME 8 Kath Hart talked about how mathematics educators had in general failed to produce classroom research based on sound research. At the meeting of Journal Editors, I suggested that good articles in Australian journals were failing to influence classroom practice. I suggested that producing some sort of authoritative collation of what we felt classroom teachers should know might be a more efficient way to spend our time than producing what were generally good journals. These suggestions were well received, but there was not time to discuss them in depth.
I am proposing that this section of our working group should look at ways in which specific items of classroom practice could be supported by sound research findings. This might be through a collation of previous work, or through proposing examples which could receive research attention in future.
Members interested in this sub-group are invited to submit brief comments for the next newsletter.
Membership List
Ahlgren Andrew
aahlgren@aaas.org
Batanero Carmen
batanero@goliat.ugr.es
Begg Andy
a.begg@waikato.ac.nz
Ben-Zvi Dani
ntdben@wiccmail.weizmann.ac.il
Borras Veses Eliseo
eliseo@sylow.algebr.uv.es
Canizares, M. Jesus
canizare@platon.ugr.es
Clark-Carter David
sstdcc@cr41.staffs.ac.uk
Estepa Antonio
aestepa@picual.ujaen.es
Fitzgerald Robert
R.Fitzgerald@signadou.acu.edu.au
Forbes Sharlene
sdforbes@stats.govt.nz
Susan Friel
sfriel@email.unc.edu
Garfield Joan
jbg@maroon.tc.umn.edu
Gaulin Claude
cgaulin@fse.ulaval.ca
Girard Jean-Claude
girard@univ-st-etienne.fr
Godino Juan
jgodino@goliat.ugr.es
Hall Kathy
K.Hall@lmu.ac.uk
Hawkins Ann
ash@maths.nott.ac.uk
Henry Michel
Contact via J-C Girard
Klasa Jacqueline
klasaj@vaniercollege.qc.ca
Konold Cliff
konold@oitvms.oit.umass.edu
Lecoutre Marie Paul
mpl@epeire.univ-rouen-.fr
Maher Carolyn
cmaher@math.rutgers.edu
Metz Kathy
metz@soe.berkeley.edu
Moore Kim Patrick
KPMoore@aol.com
Parzysz Bernard
parzysz@poncelet.univ-metz.fr
Reid David
dareid@morgan.ucs.mun.ca
Serrano Luis
lserrano@goliat.ugr.es
Shaughnessy Mike
MIKE@fpa.lh.pdx.edu
Sullivan Mary
msullivan@curry.edu
Truran John
jtruran@arts.adelaide.edu.au
Truran Kath
Kath.Truran@unisa.edu.au
Vallecillos Angustias
avalleci@platon.ugr.es
Watson Jane
Jane.Watson@educ.utas.edu.au
We hope to send the next newsletter out in early December. If you have any special issues to raise, please contact one of us by 25 Nov 96
Carmen Batanero <batanero@goliat.ugr.es
Kath Truran <Kath.Truran@unisa.edu.au
John Truran <jtruran@arts.adelaide.edu.au