(Information is constantly being updated)
Saturday, 10:00 – 11:15 AM | Plenary Conference
Anna Ethelwyn Baccaglini-Frank
University of Pisa
Designing inclusive mathematics activities for primary school: the case of the PerContare Project
The PerContare Project is a design-based research project that was first funded to a team of mathematics educators and psychologists in Italy from 2011 to 2014 with the goal of designing and experimenting inclusive practices in mathematics education for primary school grades 1 and 2 (children ages 6-8), that would reduce the number of children who develop persistent difficulties in learning mathematics.
Because of its success, it was funded again from 2019 to 2022, so that the team of mathematics educators could design and experiment curricular activities in mathematics for grades 3, 4 and 5. In this talk I will describe aspects of the process of design and revision of the activities, and give some examples from different topics and different grades.
Curricular Development and the New Mathematics AE
In a broad sense, curricular development is a dynamic and continuous process that calls for the intervention of the educational community and encompasses different phases, namely conception and elaboration, justified by social and scientific (national and international) frameworks, implementation, evaluation and restructuring.
The unfolding of these stages is largely ensured by national and international educational policies that are central to curriculum development. In Portugal, the Decree-Laws No. 54 and 55, both of 2018, have opened doors to a more flexible educational model with greater autonomy, which seeks to meet the challenges of the 21st century.
This panel discusses the curricular options for the development of new key learning in the subject of mathematics in primary and secondary education.
Based on recent research in curricular development and the curricular options of different countries, the development of transversal competences is valued to enable the training of intervening, aware and responsible citizens with competences for lifelong learning.
Sunday, 11:15 – 12:30 AM | Plenary Conference
Manuel Santos Trigo
Department of Educational Mathematics
Mathematical problem-solving activities, digital technologies, and curriculum reforms to frame teaching and learning scenarios
The imposed social worldwide lockdown due to the COVID-19 crisis has modified not only the ways that people interact and face some daily responsibilities or professional duties, but it has also challenged the development and implementation of professional and school tasks. What digital affordances and online developments are important for students to learn mathematical concepts and to develop problem-solving competencies? How can teachers and students rely on digital tools to represent, explore, solve and extend mathematical tasks?
In addressing these types of question, it becomes relevant to discuss principles and tenets to support problem-solving instruction, ways to frame and foster the students consistent use of digital tools and online development to understand and solve mathematical problems, and to analyze what curriculum changes are needed to organize and support mathematical practices in learning scenarios that reconcile remote and face-to-face students’ work.