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  • CIEAEM71 Braga, Portugal 22 - 26 July 2019

    Connections and understanding in mathematics education: Making sense of a complex world
    Instituto de Educação da Universidade do Minho, Campus de Gualtar

    Submissions only by Easy Chair platform, clicking HERE.NEW: Programme HERE

Learning in an increasingly complex world

How can we re-conceptualise learning with understanding in a complex world?
How can we promote learning with understanding in an increasingly complex world?
What features should a task have in order to promote learning with understanding? How to research the complex dynamic of learning with understanding promoted by such tasks? What can we learn from this research to use within the classroom and in designing lessons/tasks?
How can we establish connections in mathematics learning: Between different areas of mathematics? Between mathematics and other subjects? Between mathematics and everyday life?
What implications does the increasingly complex world have in terms of numeracy or mathematics literacy? How does this inform our practices within the classroom and in designing lessons/tasks?

Mathematics Teacher Education

What kind of mathematics training should teachers have in order to be able to promote learning with understanding?
How can teacher training contribute to establishing connections between the various areas of Mathematics?
How can teacher training contribute to establishing connections between Mathematics and other subjects?
How to promote connections between school mathematics and academic mathematics, in teacher training?
What type of competences do we need to include in professional training programs for mathematics teachers to cope with the increasingly complex world challenges?

Teaching for connections and understanding

In relation to connections and understanding, what kind of teaching methods are more appropriate?
How do we evaluate and/or research the resources from the perspective of the connections and the understanding they try to promote?
How can we promote mathematics education as a means to explore environmental issues?
How can we promote mathematics as a means to reflect on the sustainability of the world?
How can mathematics promote "living together"?

Mathematics Education with Technology

How can ICTs contribute to learning rich in connections, in an increasingly complex world?
How can ICT be used in teacher training to promote understanding in mathematics?
How can we use ICT as teaching-learning tools, rather than instruments that replace students’ cognitive efforts?

Connections with culture

Is it possible to understand peoples’ lives from an ethnomathematics perspective?
How can school mathematics take into account the culture developed by young people in their everyday lives?
How to take advantage of cultural aspects to enrich the teaching and learning of mathematics?
How can we create hybrid spaces linking school-mathematics to mathematics situated in cultural, everyday contexts?
What dos it mean to develop a critical approach to mathematics and culture in an increasingly complex world?

THEME OF THE CONFERENCE


Phrases like “mathematics is the language in which God has written the universe” (Galileo Galilei) or “all things in nature occur mathematically” (René Descartes) express the idea that if we want to understand the world, then we need to use mathematics. But can we use mathematics without understanding? John von Neumann once said “Young man, in mathematics you don't understand things. You just get used to them.” One way to interpret this statement would be to say you could use mathematics (with success) without understanding it. Or, perhaps we can speak of a kind of understanding that is merely instrumental instead of relational (Skemp, 1976) or intuitive, or formal (Byers & Herscovics, 1977). Another different way to read von Neumann’s statement is to take it as a clarification that understanding is not a black and white issue. There may be degrees of understanding. And there may also be a form of understanding that impedes better understanding. In the words of Richard Skemp, “to understand something means to assimilate it into an appropriate schema. This explains the subjective nature of understanding, and also makes clear that this is not usually an all-or-nothing state” (Skemp, 1971, p. 46). Pragmatically, the power of adaptability of a schema results from its connection to a greater number of concepts, but it may happen that what is an appropriate schema at one particular time may be obsolete and turn into an obstacle later on (Brousseau, 1997).

Let’s get back to René Descartes: “All things in nature occur mathematically”. A different idea implied by this saying would be that to understand mathematics we need to connect our mathematical understandings with our understandings of the world we live in (natural, psychological and socio-cultural; see also Skemp, 1979). This idea is at the base of the concept of mathematization, or, more precisely, horizontal mathematization (Freudenthal, 1991). Concurring with this idea is the belief many have that Mathematics is a cultural product based on human experiences, such as counting, measuring, locating, designing, explaining, and playing (Bishop, 1988). Nevertheless, mathematical understanding has to do with both the learning of invariants and the acquisition of cultural tools in which children can represent mathematical ideas, in a dynamic and interconnected process (Nunes & Bryant, 1997). This idea is in line with a recent formulation of understanding in epistemology, in which understanding of a given phenomenon has to be maximally well-connected and it may have degrees of approximation (Kelp, 2015).

Concerning the learning and teaching of mathematics in the complexity of our world, we can revalue the ideas of Galileo, Descartes and Von Neumann on the central role of mathematics in the context of the genetic approach of epistemology proposed by Piaget to the logical-mathematical dimension of the construction of scientific knowledge. Piaget proposed replacing the positivist hierarchization of science with an interdisciplinary cyclic epistemology. This approach to epistemological interrelationships in the context of learning, conceived in the digital environment of education, calls into question not only the connections of mathematics as a scientific discipline, but also the connections of mathematics as an academic subject. How is it possible to make the presence of mathematics visible in the understanding of other school subjects? How to collaborate with other teachers of mathematics and of other courses? This question of interdisciplinarity is in close interaction with the learning and teaching of the complexity and variety of the natural and social phenomena of our era.


Official languages of the conference

The official languages of the conference are French and English. Everyone is asked to speak slowly and clearly so that all participants can understand and contribute to discussions. All speakers must prepare their slides or diorama in both languages. We rely on and appreciate the help of those who can translate, to assist their colleagues within each working group. Animators in most cases are able to help in both languages.


Terezinha Nunes





Dept. of Educational Studies
University of Oxford

Carmen Batanero



Dept. de Didáctica de la Matemática
Universidad de Granada

Joaquin Giménez Rodriguez

Dept. d'Educació Lingüística i Literària, i Didàctica de les Ciències Experimentals i la Matemàtica
Universitat de Barcelona

João Filipe Lacerda de Matos

Instituto de Educação da Universidade de Lisboa

Kay Owens





School of Teacher Education, Charles Sturt University

Local Organizing Committee


Alexandra Gomes
Ema Mamede
Filipa Balinha
Joana Tinoco
Letícia Martins
Maria Helena Martinho
Paula Cardoso
Pedro Palhares
Sara Ribeiro

International Committee


Alexandra Gomes - Portugal
Ana Serradó – Spain
Andreas Moutsios-Rentzos - Greece
Ema Mamede - Portugal
Fragkiskos Kalavasis - Greece
Gail FitzSimons - Australia
Gilles Aldon - France
Javier Díez-Palomar - Spain
Lisa Boistrup - Sweden
Marcelo Bairral - Brasil
Monica Panero - Switzerland
Pedro Palhares - Portugal
René Screve - Belgium

Important Dates


MARCH, 17, 2019 * Time Extended!
Proposals for ORAL PRESENTATIONS and WORKSHOPS

MARCH, 31, 2019
Contributions to the FORUM OF IDEAS

APRIL, 15, 2019
Reply from the International Program Committee

APRIL, 30, 2019
Conference Fee

MAY, 15, 2019
Submission of the final paper

MAY, 31, 2019
Third Announcement (Final Program)

Conference Fee


Before April 30, 2019:

• Participant, 300€
• Accompanying person, Student, Pre-school Educator, Elementary or Secondary Teacher, 160€

After April 30, 2019

• Participant 360€
• Accompanying person, Student, Pre school Educator, Elementary or Secondary Teacher 220€

Quality Class WITH lodgment (10 nights) 300€
Quality Class WITHOUT lodgment 160€

Click HERE to see full payment instructions.

Submissions and Registration


We hope that all participants will contribute “actively” to the conference by sharing with others their experiences and views in the various sessions, particularly in the working groups. Moreover, you are encouraged to send a proposal for an oral presentation or a workshop, or to bring a contribution to the Forum of Ideas.

Proposals for ORAL PRESENTATIONS and WORKSHOPS can be made by sending a FOUR PAGE text (about 1800 words or 12000 characters with spaces), BEFORE MARCH, 3, 2019.

Proposals for the FORUM OF IDEAS, can be made by sending a ONE PAGE text (about 450 words or 3000 characters with spaces), BEFORE MARCH, 31, 2019

Click HERE to read full instructions on how to submit your work.

You also MUST register yourself: REGISTER HERE!.

General Information for Visitors


Participants must book hotel or other accommodation by themselves. Please book your hotel in advance if you wish to have a nice place! You will be able to travel by bus from the center of Braga to the conference venue, so the city center will be a good place to stay.

Click HERE to find further information for visitors and how to reach Braga.

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IE

  • University of Minho
    Institute of Education, Gualtar Campus
    Braga, Portugal
  • +351 253 60 12 12
  • cieaem71@gmail.com
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