8 March 2017
Workshop Wed 8th March 2.00-5.00 VENUE Schofield Building, room SCH.0.13
2.00-2.45 Talk by Eirini Kouvela (Loughborough University)
Secondary-Tertiary Transition: how can messages transmitted by lecturers influence students' identities as mathematics learners?
3.00-3.45 Reading group – choice of two papers
- Crooks, N. M., & Alibali, M. W. (2014). Defining and measuring conceptual knowledge in mathematics. Developmental Review, 34, 344-377. link [Suggested by Ian Jones]
- Simon, M. A. (2017). Explicating mathematical concept and mathematical conception as theoretical constructs for mathematics education research. Educational Studies in Mathematics, 94, 117-137. link [Suggested by Barbara Jaworksi]
4.00-5.00 Talk by Jo van Herwegen (Kingston University London)
Causes of delay in mathematical development: a cross-syndrome comparison
Previous studies in typically developing children have debated the importance of symbolic as well as non-symbolic knowledge for the development of mathematical abilities. In this talk I will provide evidence from neurodevelopmental disorders (including Williams syndrome, Down syndrome, Sotos syndrome, and ASD) as well as very young children who perform low on mathematical ability tasks to further this debate and discuss possible educational training programmes.