Planning

Week Thu. 31 Fri. 01 Sat. 02 List

	Thu. 31	Fri. 01	Sat. 02
09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00	Welcome (building 10, room 10.01) 9:00 - 9:30 (30min) Welcome (building 10, room 10.01) Welcome of delegates in room SC10.01 Opening Ceremony 9:30 - 10:00 (30min) Opening Ceremony SC10.01 Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges" 10:00 - 11:30 (1h30) Plenary talk by Michele Artigue: "Mathematics education research at university level: achievements and challenges" SC10.01 Michèle Artigue Break 11:30 - 12:00 (30min) Break TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 12:00 - 13:00 (1h) TWG1: Calculus and Analysis 330 › 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 12:40-12:45 (05min) › Introduire les réels à la transition lycée université: Questions épistémologiques et horizon didactique - Viviane DURAND-GUERRIER, Institut Montpelliérain Alexander Grothendieck 12:45-12:50 (05min) › Didactical implications of using various methods to evaluate zeta(2). - Margo Kondratieva, Memorial University of Newfoundland - MUN (CANADA) 12:50-12:55 (05min) 12:00 - 13:00 (1h) TWG4: Teachers' practices and institutions 430 › 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 12:25-12:30 (05min) › Stimulating and facilitating Norwegian RUME - Simon Goodchild, University of Agder 12:30-12:35 (05min) › Main challenges in teaching/learning of mathematics for cyber-security - Miguel V. Carriegos, Universidad de León 12:35-12:40 (05min) › 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 12:40-12:45 (05min) › The challenge of being a mathematics teacher - Veronica Martin-Molina, Department of Didactics of Mathematics, Faculty of Educational Sciences, Universidad de Sevilla 12:45-12:50 (05min) › Using the interactive visualization tool SimReal+ to teach mathematics at the university level: An instrumental approach - Said Hadjerrouit, University of Agder 12:50-12:55 (05min) 12:00 - 13:00 (1h) TWG2: Modelling and mathematics in other disciplines Klein › 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 12:45-12:50 (05min) › The development of the mathematical discourse of biology students working with mathematical modelling - Olov Viirman, University of Agder 12:50-12:55 (05min) › Statistics content in the problems proposed at the university entrance test in Andalucía - OSMAR DARIO VERA, Proffessor 12:55-13:00 (05min) 12:00 - 13:00 (1h) TWG5 : Students' practices Roumieu › 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 12:45-12:50 (05min) › MetaMath and MathGeAr Projects: Students' perceptions of mathematics in engineering courses - Pedro Lealdino, Département de Mathématiques 12:50-12:55 (05min) › 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 12:55-13:00 (05min) 12:00 - 13:00 (1h) TWG3: Logic, Numbers and Algebra Türing › An Inquiry-Oriented Task Sequence for Eigentheory and Diagonalization in Linear Algebra - Megan Wawro, Virginia Tech [Blacksburg] 12:55-13:00 (05min) Lunch 13:00 - 14:30 (1h30) Lunch TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 14:30 - 16:30 (2h) TWG1: Calculus and Analysis 330 › Concept Images of Open Sets in Metric Spaces - Ann O'Shea, Maynooth University 14:30-14:45 (15min) › Student understanding of the relation between tangent plane and the differential - Rafael Martínez-Planell, Universidad de Puerto Rico- Mayagüez 14:45-15:00 (15min) › Students' vizualisation of functions from secondary to tertiary level - Fabrice Vandebrouck, Laboratoire de Didactique André Revuz - Sévérine Leidwanger, Insitut Mathématique de Jussieu 15:05-15:20 (15min) › 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 15:20-15:35 (15min) › Rationality and concept of limit - Thomas LECORRE, Institut Fourier 15:40-15:55 (15min) › Angles, trigonometric functions, and university level Analysis - Carl Winsløw, University of Copenhagen 15:55-16:10 (15min) › Understanding irrational numbers by means of their representation as non-repeating decimals - Ivy Kidron, Jerusalem College of Technology 16:15-16:30 (15min) 14:30 - 16:30 (2h) TWG4: Teachers' practices and institutions 430 › The place of computer programming in (undergraduate) mathematical practices - Laura Broley, Concordia University 14:30-14:45 (15min) › On the diffusion of professional praxeologies at university level: the case of investigation workshops. - Jean-Pierre Bourgade, Apprentissage, Didactique, Evaluation, Formation 14:45-15:00 (15min) › Routines in the didactical and mathematical discourses of closed-book examination tasks - Athina Thoma, University of East Anglia 15:05-15:20 (15min) › A bridge between inquiry and transmission: The study and research paths at university level - Berta Barquero, University of Barcelona 15:20-15:35 (15min) 14:30 - 16:30 (2h) TWG2: Modelling and mathematics in other disciplines Klein › Teaching Calculus in engineering courses. Different backgrounds, different personal relationships? - Alejandro Gonzalez-Martin, Département de Didactique - Université de Montréal 14:30-14:45 (15min) › Une approche fréquentiste des probabilités et statistiques en première année d'Université au Vietnam dans un cursus non mathématique - jb lagrange, LDAR 14:45-15:00 (15min) › SRP design in an Elasticity course: the role of mathematic modelling - Ignasi Florensa, Escola Universitària Salesiana de Sarrià 15:05-15:20 (15min) › Quelle synergie entre mathématiques et physique au sein de l'enseignement universitaire ? - Michel ROLAND, Université Catholique de Louvain 15:20-15:35 (15min) 14:30 - 16:30 (2h) TWG5 : Students' practices Roumieu › 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 14:30-14:45 (15min) › 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 14:45-15:00 (15min) › 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 15:05-15:20 (15min) › Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students - Edgar Fuller, West Virginia University 15:20-15:35 (15min) › 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] 15:40-15:55 (15min) 14:30 - 16:30 (2h) TWG3: Logic, Numbers and Algebra Türing › 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 14:30-14:45 (15min) › A propos des praxéologies structuralistes en Algèbre Abstraite - Thomas Hausberger, Institut Montpelliérain Alexander Grothendieck 14:45-15:00 (15min) › From ‘monumentalism' to ‘questioning the world': the case of Group Theory - Marianna Bosch, Universitat Ramon Llul - Pedro Nicolas, Universidad de Murcia 15:05-15:20 (15min) › Approfondissement du questionnement didactique autour du concept de "borne supérieure" - Faïza Chellougui, Université de Carthage - Faculté des sciences de Bizerte 15:20-15:35 (15min) Break 16:30 - 17:00 (30min) Break TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 17:00 - 18:30 (1h30) TWG1: Calculus and Analysis 330 17:00 - 18:30 (1h30) TWG4: Teachers' practices and institutions 430 17:00 - 18:30 (1h30) TWG2: Modelling and mathematics in other disciplines Klein 17:00 - 18:30 (1h30) TWG5 : Students' practices Roumieu 17:00 - 18:30 (1h30) TWG3: Logic, Numbers and Algebra Türing	TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 9:00 - 11:00 (2h) TWG1: Calculus and Analysis 330 › 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 09:00-09:15 (15min) › 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 09:20-09:35 (15min) › Conceptions spontanées et perspectives de la notion de tangente pour des étudiants de début d'université - Rosa Páez Murillo, UACM 09:40-09:55 (15min) › 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 10:05-10:20 (15min) › 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) 10:25-10:40 (15min) › 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 10:45-11:00 (15min) 9:00 - 11:00 (2h) TWG4: Teachers' practices and institutions 430 › Envelopes in a computerized environment: the transition from 2D to 3D - Thierry Dana-Picard, Jerusalem College of Technology 09:40-09:55 (15min) › Moments d'exposition des connaissances à l'université : le cas de la notion de limite - Nicolas Grenier-Boley, Université de Rouen, ESPE de Rouen 10:05-10:20 (15min) › Addressing large cohorts of first year mathematics students in lectures - GEORGIA PETROPOULOU, University of Athens, Greece 10:25-10:40 (15min) › Study and research paths in online teacher professional development - Berta Barquero, Universitat de Barcelona - Marianna Bosch, Universitat Ramon Llul 10:45-11:00 (15min) 9:00 - 11:00 (2h) TWG2: Modelling and mathematics in other disciplines Klein › A model from signal analysis to design linear algebra activities - Rita Vázquez, Universidad Autónoma de la Ciudad de México 10:05-10:20 (15min) › Engineering students' use of visualizations to communicate about representations and applications in a technological environment - Ninni Marie Hogstad, University of Agder 10:25-10:40 (15min) › Relevant knowledge concerning the derivative concept for students of economics - A normative point of view and students' perspectives - Frank Feudel, University of Paderborn 10:45-11:00 (15min) 9:00 - 11:00 (2h) TWG5 : Students' practices Roumieu › Ways in which engaging in someone else's reasoning is productive - Chris Rasmussen, San Diego State University 09:00-09:15 (15min) › Comparative analysis of learning gains and students attitudes in a flipped precalculus classroom - Matthew Voigt, San Diego State University 09:20-09:35 (15min) › Multiple choice questions and peer instruction as pedagogical tool to learn the mathematical language - Axel Hoppenbrock, University of Paderborn 09:40-09:55 (15min) › Activity and performance on a student-centred undergraduate mathematics course - Johanna Rämö, University of Helsinki 10:05-10:20 (15min) 9:00 - 11:00 (2h) TWG3: Logic, Numbers and Algebra Türing › A commognitive analysis of mathematics undergraduates' responses to a commutativity verification Group Theory task - Marios Ioannou, University of the West of England, Alexander College 09:00-09:15 (15min) › Should university students know about formal logic: an example of nonroutine problem - Sarah Mathieu-Soucy, Concordia University 09:20-09:35 (15min) › Learning Linear Transformations using models - Maria Trigueros, Instituto Tecnológico Autónomo de México 09:40-09:55 (15min) › Procedural and Conceptual Understanding in Undergraduate Linear Algebra - Ana Donevska-Todorova, Humboldt-Universität zu Berlin, Institut für Mathematik 10:05-10:20 (15min) Break 11:00 - 11:30 (30min) Break TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 11:30 - 13:00 (1h30) TWG1: Calculus and Analysis 330 › Introduire la notion de convergence avec une ingénierie des années 1980 : rêve ou réalité didactique pour l'enseignant? - Stéphanie Bridoux, Institut de Mathématiques [Mons] 11:30-11:45 (15min) 11:30 - 13:00 (1h30) TWG4: Teachers' practices and institutions 430 11:30 - 13:00 (1h30) TWG2: Modelling and mathematics in other disciplines Klein 11:30 - 13:00 (1h30) TWG5 : Students' practices Roumieu 11:30 - 13:00 (1h30) TWG3: Logic, Numbers and Algebra Türing Lunch 13:00 - 14:30 (1h30) Lunch TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 14:30 - 16:00 (1h30) TWG1: Calculus and Analysis 330 14:30 - 16:00 (1h30) TWG4: Teachers' practices and institutions 430 14:30 - 16:00 (1h30) TWG2: Modelling and mathematics in other disciplines Klein 14:30 - 16:00 (1h30) TWG5 : Students' practices Roumieu 14:30 - 16:00 (1h30) TWG3: Logic, Numbers and Algebra Türing Break 16:00 - 16:30 (30min) Break Plenary panel: Current interactions between mathematicians and researchers in mathematics education 16:30 - 18:30 (2h) Plenary panel: Current interactions between mathematicians and researchers in mathematics education SC10.01 Marianna Bosch (chair), Caroline Bardini, Reinhard Hochmuth, Chris Rasmussen, Maria Trigueros https://indrum2016.sciencesconf.org/data/program/INDRUM_2016_Panel_abstract.pdf Gala dinner 20:00 - 22:00 (2h) Gala dinner	TWG1: Calculus and Analysis TWG4: Teachers' practices and institutions TWG2: Modelling and mathematics in other disciplines TWG5 : Students' practices TWG3: Logic, Numbers and Algebra 9:00 - 10:00 (1h) TWG1: Calculus and Analysis 330 9:00 - 10:00 (1h) TWG4: Teachers' practices and institutions 430 9:00 - 10:00 (1h) TWG2: Modelling and mathematics in other disciplines Klein 9:00 - 10:00 (1h) TWG5 : Students' practices Roumieu 9:00 - 10:00 (1h) TWG3: Logic, Numbers and Algebra Türing Group reports in plenary session 10:00 - 11:30 (1h30) Group reports in plenary session SC10.01 Closing Ceremony 11:30 - 12:00 (30min) Closing Ceremony SC10.01 Farewell lunch 12:00 - 14:00 (2h) Farewell lunch

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