楊德清國立嘉義大學數理教育研究所

1

Outline1 ICME (International Congress on Mathematical Education) PME36 (Psychology of Mathematics Education)2 NSF JRME ESM IJSME3 國科會科教處數學教育學門 Call for proposals4 Personal experiences

2

Topic Study GroupsA Mathematical Literacy amp Reading

Literacy Statistical literacy PISA「閱讀數學 SIG 」 - 臺師大心輔系 吳昭容教授

1 ICME amp PME36

3

科學教育發展處 102年度「數學教育及閱讀教育實務研究」計畫徵求書

1中學生數學素養教學與評量

2中學生閱讀素養教學與評量

4

B Activities and programs for gifted students

C Activities and Programs for Students with

Special Needs---國科會科教處徵求 102年度「原住民科學教育計畫」

---弱勢學生相關研究計畫 ( 提升弱勢學生數學學習之相

關教學研究 )

5

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Outline1 ICME (International Congress on Mathematical Education) PME36 (Psychology of Mathematics Education)2 NSF JRME ESM IJSME3 國科會科教處數學教育學門 Call for proposals4 Personal experiences

2

Topic Study GroupsA Mathematical Literacy amp Reading

Literacy Statistical literacy PISA「閱讀數學 SIG 」 - 臺師大心輔系 吳昭容教授

1 ICME amp PME36

3

科學教育發展處 102年度「數學教育及閱讀教育實務研究」計畫徵求書

1中學生數學素養教學與評量

2中學生閱讀素養教學與評量

4

B Activities and programs for gifted students

C Activities and Programs for Students with

Special Needs---國科會科教處徵求 102年度「原住民科學教育計畫」

---弱勢學生相關研究計畫 ( 提升弱勢學生數學學習之相

關教學研究 )

5

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Topic Study GroupsA Mathematical Literacy amp Reading

Literacy Statistical literacy PISA「閱讀數學 SIG 」 - 臺師大心輔系 吳昭容教授

1 ICME amp PME36

3

科學教育發展處 102年度「數學教育及閱讀教育實務研究」計畫徵求書

1中學生數學素養教學與評量

2中學生閱讀素養教學與評量

4

B Activities and programs for gifted students

C Activities and Programs for Students with

Special Needs---國科會科教處徵求 102年度「原住民科學教育計畫」

---弱勢學生相關研究計畫 ( 提升弱勢學生數學學習之相

關教學研究 )

5

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

科學教育發展處 102年度「數學教育及閱讀教育實務研究」計畫徵求書

1中學生數學素養教學與評量

2中學生閱讀素養教學與評量

4

B Activities and programs for gifted students

C Activities and Programs for Students with

Special Needs---國科會科教處徵求 102年度「原住民科學教育計畫」

---弱勢學生相關研究計畫 ( 提升弱勢學生數學學習之相

關教學研究 )

5

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

B Activities and programs for gifted students

C Activities and Programs for Students with

Special Needs---國科會科教處徵求 102年度「原住民科學教育計畫」

---弱勢學生相關研究計畫 ( 提升弱勢學生數學學習之相

關教學研究 )

5

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

D Analysis of Uses of Technology in the

Teaching of MathematicsE Analysis of Uses of Technology in

the Learning of MathematicsF Research on Classroom Practice

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Discussion Groups Creativity in Mathematics Education

(1) What does creativity mean in the process of teaching and learning mathematics1057183a How might creativity be defined recognized andor assessed1057183b Is creativity an unconscious or intuitive component of doing mathematics1057183c Is creativity something that all students can develop or must students be gifted to be creative

7

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

(2) How can we develop or stimulate creative activities in and beyond the mathematics classroom1057183a Is mathematical creativity something that can be taught1057183b What can teachers do to foster creativity1057183c How can we use technology to promote mathematical creativity d What mathematics activities outside the classroom might be used to develop mathematical creativity

8

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

10571831057183e What is the role of creativity in assessment

curricula mathematics competitions and

other aspects of mathematics education

(3) How might we balance mathematical skill training

and mathematical creativity(4) What should be done in teacher training

programs at the preservice and inservice levels to foster creativity in the classroom

9

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Issues Surrounding Teaching Linear Algebra1 What is the meaning of understanding linear algebra2 How can we improve studentsrsquo conceptual understanding of linear algebra concepts3 How can we encourage students to think in the formal world of mathematics4 What are some of the major difficulties that linear algebra students encounter5 What skills do we want students to take away from a linear algebra course Do our exams really test these skills

10

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

6 Can one see linear algebra (visualization geometry) How can we educate the students to see the beauty of Linear Algebra and its importance7 Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage MATLAB clickers etc)8 Should a second course in linear algebra be

required for all undergraduate mathematics majors

science students engineering students If so how do we go about convincing departments to require a second course in linear algebra

11

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Uses of History of Mathematics in School (pupils aged 6 - 13)

1 Which ideas from HPM can be used with children (aged 6- 13) in such a way that produces a god result (eg improved student engagement positively impacted student

learning)2 What would be criteria for finding developing and

selecting materials to be used with children (aged 6-13)3 How does the HPM community in particular (and mathematics education community more broadly) assure that high quality material that cover a variety of topic are produced and shared

12

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Improving Teacher Professional Development Through Lesson StudyA What are the key elements of Lesson Study that can help teachers gain mathematical knowledge for teachingB What are the key elements of Lesson Study that can help teachers develop expertise in teaching mathematics effectivelyC How can an established effective professional development model such as Lesson Study be translated for use in different culturesD How can a professional development model such as Lesson Study be adapted for use in pre-service teacher education

13

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Theory and Perspective of Mathematics Learning and Teaching from the Asian RegionsbullHow mathematics is taught and learned in the Asian regions for primary and secondary mathematicsbullUnder what influence or theories does the pedagogical content knowledge or didactical knowledge in mathematics is developed in the Asian classroombullAre there any different approachframeworks between primary and secondary levels teaching in the Asian classrooms

14

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Are there any theoretical perspectives or conceptual frameworks for mathematics teaching at the Asian classroomHow and why such teaching learning practice in the Asian classroomWhat is the training of a mathematics teacher in the Asians regionsHow to analyze the possible trend in the classroom teaching in the Asian region with respect to individual circumstances of local theories of learning

15

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

What is the context of the existing theories of learning in mathematics in Asian

classroomWhat is the possible development of the theory and framework of the theories used in the Asian classroomsWhat kind of topics (secondaryprimary) in mathematics are being taught based on

certain theories and which kind of topics are less likely to employ using a theory in teaching

16

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Using Technology to Integrate Geometry and Algebra in the Study of Functions

What are the potential advantages and disadvantages of

integrating a geometric approach into the study of functionbullWhat role does technology play in integrating a geometric approach into the study of functionsbullTwenty years after the introduction of dynamic mathematics software why have there not been

more research studies on this approach and why has

there been so little adoption in schools 17

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

What research has actually been done and what additional research needs to be done to validate this approachbullHow well are students able to integrate the geometric and algebraic views of various concepts For

instance how well does a studentrsquos understanding of covariation in the geometric context transfer to the symbolic contextbullWhat factors bear on this transfer of learning How

can we best encourage students to connect their learning in the two realms

18

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

bull What other cognitive obstacles must students overcome

bullWhich aspects of the study of function can be developed geometrically and which cannotbullWhat approaches to professional development are likely to be effective in helping teachers understand the approach and develop enthusiasm for itbullHow does this approach relate to ongoing curriculum- reform efforts in various regions or countriesbullHow can we in our professional roles best help move

this process forward

19

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

New Challenges in Developing Dynamic Software for Teaching and Learning Mathematics

What are the most important challenges in developing

mathematical software for teachingbullHow do new hardware platforms (eg smart

phones tablets IWB) alter the functionality and

features of mathematical software bullHow best to cater for cultural differencesbull How best to implement localization of software

20

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

How can software be developed which is both increasingly more powerful but also easy to usebullWhat can we learn from the successes and failures of software applicationsbullWhat are the research priorities for software

developmentbullWhat kinds of research projects are necessary to support

the development of softwarebullWhat kinds of hardware are best suited for effective use

of softwarebullHow can the design of mathematical software best be developed to support STEMMST education

21

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Discussion groupsEquilateral Triangle A Study and Demonstration of the Properties Using GeoGebra Software

Right Angle Triangle Trigonometry An Activity Using

GeoGebra Software

Circle Circumference and Trigonometric Arc A Methodological Approach Using GeoGebra

Software

22

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Teaching Mathematics and Statistics with the New features of GeoGebra 40 and 42

Teaching Mathematics with GeoGebra Tube (Online Environment for Dynamic Mathematics) and Experiencing 3D Algebraic Space with GeoGebra

5

Building and Exploring Parabola Using GeoGebra Software

Symmetry of Figures An Activity Using GeoGebra Software

23

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

NSF JRME ESM IJSMETwo Trendso Interdisciplinary Researcho Mixed Methods

24

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

國科會科教處數學教育學門 Call for proposals一數學教育 ( 學門代碼 SSS01)（一）數學文化與教育相關議題的研究 ( 重點代號 101)（二）提高國民統計素養的研究 ( 重點代號 102)（三）數學師資培育及教師專業學習與發展研究 ( 重點 代號 103)（四）數學課程教學與學習相關議題的研究 ( 重點代 號 104)（五）數學學習成效評量的研究 ( 重點代號 105)

25

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

（六）資訊科技在數學教育相關議題的研究 ( 重點代號

106)（七）認知神經科學與數學學習與教學的整合研究 ( 重 點代號 107)

26

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

Personal experiences課程教科書之相關研究httpwwwmathcurriculumcenterorg

科技融入數學教與學之研究

創造力 (Creativity) 與數學教育

27

謝謝聆聽

28