Thursday, March 31, 2016
| Time | Event | |
| 09:00 - 09:30 | Welcome (building 10, room 10.01) - Welcome of delegates in room SC10.01 | |
| 09:30 - 10:00 | Opening Ceremony (SC10.01) | |
| 10:00 - 11:30 | Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges" (SC10.01) - Michèle Artigue | |
| 11:30 - 12:00 | Break | |
| 12:00 - 13:00 | TWG1: Calculus and Analysis (330) | |
| 12:40 - 12:45 | › Comparaison de schémas de genèses didactiques de définitions, le cas de la limite d'une suite. - Renaud CHORLAY, Laboratoire de Didactique André Revuz - Cécile Ouvrier-Buffet, Centre d'Etudes et de Recherches sur les Emplois et les Professionnalisations | |
| 12:45 - 12:50 | › Introduire les réels à la transition lycée université: Questions épistémologiques et horizon didactique - Viviane DURAND-GUERRIER, Institut Montpelliérain Alexander Grothendieck | |
| 12:50 - 12:55 | › Didactical implications of using various methods to evaluate zeta(2). - Margo Kondratieva, Memorial University of Newfoundland - MUN (CANADA) | |
| 12:00 - 13:00 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 12:45 - 12:50 | › Using the flipped classroom model of instruction to explore teaching and learning activities in mathematical education for engineers: An activity theory perspective - Fredriksen Helge, University of Agder, University of Tromsø - Said Hadjerrouit, University of Agder | |
| 12:50 - 12:55 | › The development of the mathematical discourse of biology students working with mathematical modelling - Olov Viirman, University of Agder | |
| 12:55 - 13:00 | › Statistics content in the problems proposed at the university entrance test in Andalucía - OSMAR DARIO VERA, Proffessor | |
| 12:00 - 13:00 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 12:55 - 13:00 | › An Inquiry-Oriented Task Sequence for Eigentheory and Diagonalization in Linear Algebra - Megan Wawro, Virginia Tech [Blacksburg] | |
| 12:00 - 13:00 | TWG4: Teachers' practices and institutions (430) | |
| 12:25 - 12:30 | › A training concept for supervising self-directed problem-solving in the STEM disciplines - Bracke Martin, Competence Centre for Mathematical Modelling in STEM-Projects in Schools, University of Kaiserslautern | |
| 12:30 - 12:35 | › Stimulating and facilitating Norwegian RUME - Simon Goodchild, University of Agder | |
| 12:35 - 12:40 | › Main challenges in teaching/learning of mathematics for cyber-security - Miguel V. Carriegos, Universidad de León | |
| 12:40 - 12:45 | › Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience - Irene Biza, University of East Anglia | |
| 12:45 - 12:50 | › The challenge of being a mathematics teacher - Veronica Martin-Molina, Department of Didactics of Mathematics, Faculty of Educational Sciences, Universidad de Sevilla | |
| 12:50 - 12:55 | › Using the interactive visualization tool SimReal+ to teach mathematics at the university level: An instrumental approach - Said Hadjerrouit, University of Agder | |
| 12:00 - 13:00 | TWG5 : Students' practices (Roumieu) | |
| 12:45 - 12:50 | › Supporting students gifted in mathematics through an innovative STEM talent programme - Katherine Neßler, Competence Centre for Mathematical Modelling in STEM-Projects in Schools, University of Kaiserslautern | |
| 12:50 - 12:55 | › MetaMath and MathGeAr Projects: Students' perceptions of mathematics in engineering courses - Pedro Lealdino, Département de Mathématiques | |
| 12:55 - 13:00 | › Difficulties to teach mathematics and beliefs on mathematical modelling by prospective teachers - Richard Cabassut, Laboratoire Interuniversitaire des Sciences de l'Éducation et de la Communication, Ecole supérieure du professorat et de l'éducation | |
| 13:00 - 14:30 | Lunch | |
| 14:30 - 16:30 | TWG1: Calculus and Analysis (330) | |
| 14:30 - 14:45 | › Concept Images of Open Sets in Metric Spaces - Ann O'Shea, Maynooth University | |
| 14:45 - 15:00 | › Student understanding of the relation between tangent plane and the differential - Rafael Martínez-Planell, Universidad de Puerto Rico- Mayagüez | |
| 15:05 - 15:20 | › Students' vizualisation of functions from secondary to tertiary level - Fabrice Vandebrouck, Laboratoire de Didactique André Revuz - Sévérine Leidwanger, Insitut Mathématique de Jussieu | |
| 15:20 - 15:35 | › A model to analyse the complexity of calculus knowledge at the beginning of University course - Isabelle Bloch, Equipe E3D Epistémologie et didactique des disciplines - Patrick Gibel, Equipe E3D Epistémologie et didactique des disciplines | |
| 15:40 - 15:55 | › Rationality and concept of limit - Thomas LECORRE, Institut Fourier | |
| 15:55 - 16:10 | › Angles, trigonometric functions, and university level Analysis - Carl Winsløw, University of Copenhagen | |
| 16:15 - 16:30 | › Understanding irrational numbers by means of their representation as non-repeating decimals - Ivy Kidron, Jerusalem College of Technology | |
| 14:30 - 16:30 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 14:30 - 14:45 | › Teaching Calculus in engineering courses. Different backgrounds, different personal relationships? - Alejandro Gonzalez-Martin, Département de Didactique - Université de Montréal | |
| 14:45 - 15:00 | › Une approche fréquentiste des probabilités et statistiques en première année d'Université au Vietnam dans un cursus non mathématique - jb lagrange, LDAR | |
| 15:05 - 15:20 | › SRP design in an Elasticity course: the role of mathematic modelling - Ignasi Florensa, Escola Universitària Salesiana de Sarrià | |
| 15:20 - 15:35 | › Quelle synergie entre mathématiques et physique au sein de l'enseignement universitaire ? - Michel ROLAND, Université Catholique de Louvain | |
| 14:30 - 16:30 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 14:30 - 14:45 | › Designation at the core of the dialectic between experimentation and proving: a study in number theory - Marie-Line GARDES, Laboratoire sur le langage, le cerveau et la cognition - Viviane DURAND-GUERRIER, Institut de Mathématiques et de Modélisation de Montpellier | |
| 14:45 - 15:00 | › A propos des praxéologies structuralistes en Algèbre Abstraite - Thomas Hausberger, Institut Montpelliérain Alexander Grothendieck | |
| 15:05 - 15:20 | › From ‘monumentalism' to ‘questioning the world': the case of Group Theory - Marianna Bosch, Universitat Ramon Llul - Pedro Nicolas, Universidad de Murcia | |
| 15:20 - 15:35 | › Approfondissement du questionnement didactique autour du concept de "borne supérieure" - Faïza Chellougui, Université de Carthage - Faculté des sciences de Bizerte | |
| 14:30 - 16:30 | TWG4: Teachers' practices and institutions (430) | |
| 14:30 - 14:45 | › The place of computer programming in (undergraduate) mathematical practices - Laura Broley, Concordia University | |
| 14:45 - 15:00 | › On the diffusion of professional praxeologies at university level: the case of investigation workshops. - Jean-Pierre Bourgade, Apprentissage, Didactique, Evaluation, Formation | |
| 15:05 - 15:20 | › Routines in the didactical and mathematical discourses of closed-book examination tasks - Athina Thoma, University of East Anglia | |
| 15:20 - 15:35 | › A bridge between inquiry and transmission: The study and research paths at university level - Berta Barquero, University of Barcelona | |
| 14:30 - 16:30 | TWG5 : Students' practices (Roumieu) | |
| 14:30 - 14:45 | › Making sense of students' sense making: Revisiting the case of Colin through the lenses of the structural abstraction framework - Marcia Pinto, Federal University of Rio de Janeiro | |
| 14:45 - 15:00 | › Students' work in mathematics and resources mediation at university - Ghislaine Gueudet, Centre de Recherche sur l'Enseingement les Apprentissages et la Didactique - Birgit Pepin, Technische Universiteit Eindhoven | |
| 15:05 - 15:20 | › Une étude de l'autonomie en mathématiques dans la transition secondaire-supérieur - Pierre-Vincent Quéré, Université de Bretagne Occidentale [Brest], Centre de Recherche sur l'Education, les apprentissages et la didactique | |
| 15:20 - 15:35 | › Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students - Edgar Fuller, West Virginia University | |
| 15:40 - 15:55 | › Quelques difficultés d'étudiants universitaires à reconnaître les objets "droites" et "plans" dans l'espace: une étude de cas - Céline Nihoul, Institut de Mathématiques [Mons] | |
| 16:30 - 17:00 | Break | |
| 17:00 - 18:30 | TWG1: Calculus and Analysis (330) | |
| 17:00 - 18:30 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 17:00 - 18:30 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 17:00 - 18:30 | TWG4: Teachers' practices and institutions (430) | |
| 17:00 - 18:30 | TWG5 : Students' practices (Roumieu) |
Friday, April 1, 2016
| Time | Event | |
| 09:00 - 11:00 | TWG1: Calculus and Analysis (330) | |
| 09:00 - 09:15 | › Densité de D, Complétude de R et analyse réelle - Première approche - Laurent VIVIER, Laboratoire de Didactique André Revuz - Viviane Durand-Guerrier, Institut de Mathématiques et de Modélisation de Montpellier | |
| 09:20 - 09:35 | › Revenir à la notion de limite par certaines de ses raisons d'être : un chantier pour le début de l'analyse à l'université - Marc Rogalski, Université Paris-Diderot | |
| 09:40 - 09:55 | › Conceptions spontanées et perspectives de la notion de tangente pour des étudiants de début d'université - Rosa Páez Murillo, UACM | |
| 10:05 - 10:20 | › Comparaison entre l'évolution historique ayant mené aux développements limités et leur pratique d'enseignement au début de l'université : Entre syntaxe et sémantique - KOUKI RAHIM, IPEI EL MANAR, Laboratoire de Modélisation Mathématique et Numérique dans les Sciences de l'Ingénieur | |
| 10:25 - 10:40 | › Le rôle de la borne supérieure (ou supremum) dans l'apprentissage du système des nombres réels - Analia Bergé, Université du Québec à Rimouski - UQAR (CANADA) | |
| 10:45 - 11:00 | › Entrée des étudiants dans l'Analyse formelle de début d'université : Potentialité des méthodes numériques d'approximation - Imène Ghedamsi, Institut Préparatoire aux Etudes d'Ingénieur de Tunis | |
| 09:00 - 11:00 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 10:05 - 10:20 | › A model from signal analysis to design linear algebra activities - Rita Vázquez, Universidad Autónoma de la Ciudad de México | |
| 10:25 - 10:40 | › Engineering students' use of visualizations to communicate about representations and applications in a technological environment - Ninni Marie Hogstad, University of Agder | |
| 10:45 - 11:00 | › Relevant knowledge concerning the derivative concept for students of economics - A normative point of view and students' perspectives - Frank Feudel, University of Paderborn | |
| 09:00 - 11:00 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 09:00 - 09:15 | › A commognitive analysis of mathematics undergraduates' responses to a commutativity verification Group Theory task - Marios Ioannou, University of the West of England, Alexander College | |
| 09:20 - 09:35 | › Should university students know about formal logic: an example of nonroutine problem - Sarah Mathieu-Soucy, Concordia University | |
| 09:40 - 09:55 | › Learning Linear Transformations using models - Maria Trigueros, Instituto Tecnológico Autónomo de México | |
| 10:05 - 10:20 | › Procedural and Conceptual Understanding in Undergraduate Linear Algebra - Ana Donevska-Todorova, Humboldt-Universität zu Berlin, Institut für Mathematik | |
| 09:00 - 11:00 | TWG4: Teachers' practices and institutions (430) | |
| 09:40 - 09:55 | › Envelopes in a computerized environment: the transition from 2D to 3D - Thierry Dana-Picard, Jerusalem College of Technology | |
| 10:05 - 10:20 | › Moments d'exposition des connaissances à l'université : le cas de la notion de limite - Nicolas Grenier-Boley, Université de Rouen, ESPE de Rouen | |
| 10:25 - 10:40 | › Addressing large cohorts of first year mathematics students in lectures - GEORGIA PETROPOULOU, University of Athens, Greece | |
| 10:45 - 11:00 | › Study and research paths in online teacher professional development - Berta Barquero, Universitat de Barcelona - Marianna Bosch, Universitat Ramon Llul | |
| 09:00 - 11:00 | TWG5 : Students' practices (Roumieu) | |
| 09:00 - 09:15 | › Ways in which engaging in someone else's reasoning is productive - Chris Rasmussen, San Diego State University | |
| 09:20 - 09:35 | › Comparative analysis of learning gains and students attitudes in a flipped precalculus classroom - Matthew Voigt, San Diego State University | |
| 09:40 - 09:55 | › Multiple choice questions and peer instruction as pedagogical tool to learn the mathematical language - Axel Hoppenbrock, University of Paderborn | |
| 10:05 - 10:20 | › Activity and performance on a student-centred undergraduate mathematics course - Johanna Rämö, University of Helsinki | |
| 11:00 - 11:30 | Break | |
| 11:30 - 13:00 | TWG1: Calculus and Analysis (330) | |
| 11:30 - 11:45 | › Introduire la notion de convergence avec une ingénierie des années 1980 : rêve ou réalité didactique pour l'enseignant? - Stéphanie Bridoux, Institut de Mathématiques [Mons] | |
| 11:30 - 13:00 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 11:30 - 13:00 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 11:30 - 13:00 | TWG4: Teachers' practices and institutions (430) | |
| 11:30 - 13:00 | TWG5 : Students' practices (Roumieu) | |
| 13:00 - 14:30 | Lunch | |
| 14:30 - 16:00 | TWG1: Calculus and Analysis (330) | |
| 14:30 - 16:00 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 14:30 - 16:00 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 14:30 - 16:00 | TWG4: Teachers' practices and institutions (430) | |
| 14:30 - 16:00 | TWG5 : Students' practices (Roumieu) | |
| 16:00 - 16:30 | Break | |
| 16:30 - 18:30 | Plenary panel: Current interactions between mathematicians and researchers in mathematics education (SC10.01) - Marianna Bosch (chair), Caroline Bardini, Reinhard Hochmuth, Chris Rasmussen, Maria Trigueros |
|
| 20:00 - 22:00 | Gala dinner |
Saturday, April 2, 2016
| Time | Event | |
| 09:00 - 10:00 | TWG1: Calculus and Analysis (330) | |
| 09:00 - 10:00 | TWG2: Modelling and mathematics in other disciplines (Klein) | |
| 09:00 - 10:00 | TWG3: Logic, Numbers and Algebra (Türing) | |
| 09:00 - 10:00 | TWG4: Teachers' practices and institutions (430) | |
| 09:00 - 10:00 | TWG5 : Students' practices (Roumieu) | |
| 10:00 - 11:30 | Group reports in plenary session (SC10.01) | |
| 11:30 - 12:00 | Closing Ceremony (SC10.01) | |
| 12:00 - 14:00 | Farewell lunch |
