COMMISSIONINTERNATIONALEPOURL’ÉTUDEETL’AMÉLIORATIONDEL’ENSEIGNEMENTDESMATHÉAMTIQUES

INTERNATIONALCOMMISSIONFORTHESTUDYANDIMPROVEMENTOFMATHEMATICSTEACHING

2ndAnnouncement

conferencetheme

Mathematisationsocialprocess&didacticprinciple

15th–19thJuly2017conferencevenue

FreieUniversitätBerlinDepartmentofEducationandPsychology

HabelschwerdterAllee4514195BerlinGermany

e-mailcieaem69@ewi-psy.fu-berlin.de

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internationalprogrammecommitteeUwe Gellert (Germany, Chair), Gilles Aldon (France), Peter Appelbaum (USA), Javier Díez-Palomar (Spain), Gail FitzSimons (Australia), Michaela Kaslová (Czech Republic), PedroPalhares (Portugal), Lambrecht Spijkerboer (The Netherlands), and Charoula Stathopoulou(Greece)

localorganisationcommittee

UweGellert(Chair),BirgitAbel,LisaBjörklundBoistrup,NinaBohlmann,DariaFischer,EvaJablonka,BrigitteLutz-Westphal,HaukeStraehler-Pohl,andBirteZoege

TableofContents

DiscussionPaper”Mathematisation:socialprocess&didacticprinciple“ p.3

Subtheme1:Mathematisationasadidacticprinciple p.7

Subtheme2:Mathematisationofsociety p.7

Subtheme3:Interconnectingmathematisationasasocialprocessandasadidacticprinciple

p.8

Subtheme4:Mathematisationofpedagogy p.8

ProgrammeoftheConference p.12

CallforPapers p.14

Registration p.16

AccommodationandotherInformation p.18

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CIEAEM69––ThemeoftheConference

Mathematisation:socialprocess&didacticprinciple

Because mathematics is recognizable but noteasily defined, we replaced it by a process orprocesseswhichcanbemademore tangibleandthat we named “mathematization”. (Gattegno1988,p.1)

IntroductionThe intention of CIEAEM 69 is to interrogate the concept of mathematisation which iscommonly and undoubtedly accepted as a desirable outcome of formal mathematicseducation.Oneoftheaimsofthe69thCIEAEMconferenceistomakethemathematisationofsocial, economic, ecologic, etc. conditions explicit. The second aim of the 69th CIEAEMconference is to reflect on experience with curricular conceptions that pay particularattentiontotherelationofmathematicalandeverydayknowledge.Inthiscallforpapers,mathematisationisusedinitsbroadestsense.Itmaytheninclude

people’s active use of some kind of mathematics, for example by interpreting notions(includingmathematicalobjects)intheworldmathematically,orbyexpressingone’sideasinamathematicalway. Itmayalso include thewaythatpeopleencountermathematicsasbeingused“on”themandtheircontext,forexamplemathematicsasbeingatthecoreofhowa certain activity is described, or how decisions aremade on a mathematically informedbasis.Mathematisation––initsbroadrange––isaconceptthathasreceivedCIEAEM’sattention

formorethanhalfacentury.WecantracetheoccupationofCIEAEManditsmembersbackto 1954, when Servais describes the global changes of society that he expects in thefollowingwords:Our timemarks thebeginningof themathematicalera. [...]This fact,whatever thereactions,theopinionsandthejudgmentsitmayprovoke,increasestheresponsibilityofeveryteacher,who, no matter on which level, teaches mathematics. [...] If it befits to be worthy of amathematical tradition, it is also important to allow the mathematization [of the world] tocome.Asmuchasitistruethathe[sic]whodevoteshislifetoteaching,acceptsamissionofaworld gone-by to build aworld being born. The responsibility towards the future is greaterthan loyalty towards the past. (Servais 1954, p. 89; quoted in Vanpaemel, De Bock, &Verschaffel2011)

This statement is informed by the prevailing optimism that by basing social andtechnological development on a mathematical tradition the future would be moreprosperousthanthepast.Indeed,asDavisandHershshowthoroughly30yearslater,“thesocialandphysicalworldsarebeingmathematizedatanincreasingrate”(1986,p.xv).Theextent of the ongoingmathematisationmakesDavis andHershwarn us that “we’d better

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watch it, because too much of it may not be good for us” (ibid.). Keitel, Kotzmann andSkovsmosesubstantiatethiswarningbydescribingacircularprocess:On the one side society becomes formalized andmathematized by the influence of the self-produced technological environment and economic structures respectively; on the other,mathematics is “naturally” a magnificent help in dealing with technological and quantifiedsurroundings. Society, therefore, needs more and more techno-mathematical help. In thisprocess,manystructuresofhumanactivityarerecognizedashavingformalcharacter.Hence,onecanusemathematicstocontrolorchangethesestructures.Itisacharacteristicofmoderntechnologyandsciencethatnotonlythepurposedeterminesthemeansbutalsotheotherwayround:themeansdetermineorcreatetheends.(1993,p.249)

Themathematisationofsocial,economicalandtechnologicalrelationsintheformofformalstructuresisadouble-edgedsword.Ontheonehand,ithasproveneffectiveandefficientintermsofdevelopingmoreandmorecomplexstructures.AsFischerpointsout,“[t]hemoremathematicsisusedtoconstructareality,thebetteritcanbeappliedtodescribeandhandleexactlythatreality”(1993,p.118).Ontheotherhand,onceestablishedasthestandard(oronly)wayofdescribing,predictingandprescribingsocial,economic,ecologic,etc.processes,it severely reduces the possibilities of finding non-formal, non-quantifiable, non-mathematicalsolutionstotheproblemsweface(Straehler-Pohl2017).Moreover, themathematisationof social, economicaland technological relations cannot

be fully understoodwithout taking into account a process occurring in parallel (Gellert&Jablonka2007)--thedemathematisationofsocialpractices,forinstance,thefactthattaxesarenowadaysdeductedautomaticallyfromsalariesandnolongercalculatedinthehistoricalformoflabourorgraintobegiventotheauthorities:Thegreatestachievementofmathematics,onewhich is immediatelygearedto their intrinsicprogress, can paradoxically be seen in the never-ending, twofold process of (explicit)demathematisingofsocialpracticesand(implicit)mathematizingofsociallyproducedobjectsandtechniques.(Chevallard1989,p.52)

For Keitel, mathematics-based technology as a form of implicit mathematics “makesmathematicsdisappear fromordinarysocialpractice”(1989,p.10).Asaconsequence, the(explicit)demathematisationofsocialpractices leads toadevaluationof themathematicalknowledge involved in these practices. What kind of mathematical knowledge, then, ishelpful so that citizens can do more than simply “obey” the structures which seem so“inseparablyconnectedwithoursocialorganization”(Fischer1993,p.114)?Athreattothedemocraticcharacterofourpoliticalfundamentisthusposed,whichSkovsmosetranslatesintotherelationbetweentechnologicalandreflectiveknowledge:Technological knowledge itself is insufficient for predicting and analysing the results andconsequences of its own production; reflections building upon different competencies areneeded.Thecompetenceinconstructingacar isnotadequatefortheevaluationofthesocialconsequencesofcarproduction.(1994,p.99)

Fromapedagogicpointofview,inwhichdemocracyandcriticalcitizenshiparetakenintoconsiderationastheoverarchingaimofeducation,themathematisation/demathematisationofsocialrelations,ofeconomicandtechnologicaldevelopmentcancountasastartingpointfor curricular reflection and imagination. However, what do we really know about thestructures and effects of mathematisation and demathematisation? Taken to an extreme,mightitevenbenecessarytoactivelyworktowardpreservingthecapacityandconfidencetoreject,atleastsomeofthetime,the“solv[ingof]problemsofsocialsignificancebymeansofmathematics”(Straehler-Pohl2017,p.49)?Turning from the discussion ofmakingmathematisation explicit, we now consider the

secondaim.

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The second aim of the 69th CIEAEM conference is related to a practice where, in mostcountries, school mathematics, particularly elementary school mathematics, is, and hashistorically been, constructed as a subject in which everyday knowledge and scientificknowledgearesomehowbroughttogether.Inthesepracticesitseemstobeacommonplaceassumption that mathematical knowledge may be useful in all kinds of professional andoccupational contexts. See, for instance, an oldGerman mathematics textbook for seventh-graders,on the coverofwhichmathematics is constructedasprevalent inmanualwork(Fig.1).Examples likethisabound. Keitel refers to a US textbook of 1937, inwhose table of contents mathematics is overtlyrelated to the supposed community needs, whenarguing that “a trivial though dogmatic social-needsorientation” (1987, p. 398) is often the driving forceforcurriculumconstruction.

Fig.1FrontcoverofunserRechenbuch,Baßleretal.(1949)

Non-trivial considerations on the relationship of

mathematics and the everyday have served, andcontinue to serve, as the cornerstone of severalcurriculum conceptions in mathematics education(Jablonka 2003, Verschaffel, Greer, Van Dooren, &Mukhopadhyay 2009). In some of these conceptions,mathematisation is taken as a key didactic principlefortheteachingandlearningofmathematics.An internationally influential example of a curriculumconceptiondrawing explicitly on

mathematisation(s)isRealisticMathematicsEducation(e.g.,deLange1996,Treffers1987).RME distinguishes between a horizontal and a vertical mathematisation. A horizontalmathematisation denotes the students’ activity of expressing mathematically a realisticeveryday situation from which mathematical meaning can be developed. This can beinterpreted as a sideways shift betweendiscourses.However, the everyday situations arevalued mostly for their didactic potential as a starting point for the mathematisation tooccur. Their purpose is illustrative and motivational, and authenticity is not the maincriterionforthedesignoftheeverydaysituations.Onceamathematical formulationoftheeverydaysituationhasbeenarrivedat,thenextstepisaverticalmathematisation,inwhichtheorganisedstructureofmathematicalknowledge is the focus.Thestudentsget ‘deeper’intothemathematics,orarriveat‘higher’levelsofabstraction.MathematicalModelling(e.g.,Blum,Galbraith,Henn,&Niss2007,Stillman,Blum,&Salett

Biembengut 2015) is another orientation for curriculum construction that attractsworldwideattention.WithinMathematicalModelling,theauthenticityofeverydaysituationsisofrelevance.Fromtheseeverydaysituationsa‘realworldmodel’isgeneratedand,furtherthe ‘real world model’ is translated into a ‘mathematical model’, which can be used forcalculationorothermathematicalprocedures.Thistranslationiscalledmathematisation.Inthiscurricularperspective,mathematicseducationisconstructedasadidacticallysimplifiedversionofappliedmathematics.In relation to the second aim concerning curriculum, two things shouldnot go unnoticed.First, from a psychological perspective on cognitive development mathematisation isstronglyrelatedtoabstraction,orreflectiveabstraction,anddecontextualisation.Theissue

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has been substantially developed by Vergnaud, who describes the process of dissectingmathematical concepts from sets of problemsvia concepts such as operational invariants,theorems-in-action, and schemes. Students’ symbolic representations and processes ofinstrumentationrepresentamajorfocusinthisfield(e.g.,Vergnaud1999). It isof interestthatPiaget’swork,asacentralreferenceforVergnaud’stheoreticaldevelopments,hasbeenalong-timeinfluenceondiscussionsinCIEAEM.SeeforinstanceServais(1968),inwhichashiftfrommathematisation-of-the-worldtomathematisation-of-a-situationisvisible.The true involvementof students inmathematicalworkcanonlybeassuredbyanadequatemotivation at their level: pleasure of playing or of competition, interest for application,satisfactionoftheappetitefordiscovery,theaffirmationofthemselves,atasteformathematicsitself.Inordertolearnmathematicsinanactivemanner,itisbesttopresenttothestudentsasituationtobemathematized.Sotoday’sdidacticisbased,asfaraspossible,onmathematicalinitiations to situations easy to approach at the basic level and sufficiently interesting andproblematictocreateandsustaininvestigationsbythestudents.Theylearnbyexperiencetoschematicize,tountanglethestructures,todefine,todemonstrate,toapplythemselvesinsteadoflisteningtoandmemorizingready-maderesults.(p.798)

Second,muchoftheconceptualworkthatdrawsonmathematisationasadidacticprinciplerefers explicitly to thewritingsofFreudenthal. InMathematicsasanEducationalTask, hispointofdepartureisananalysisofwhatmathematisation,ormathematizing,mightmeanondifferentmathematicallevels:Todaymanywould agree that the student should also learnmathematizing unmathematical(orinsufficientlymathematical)matters,thatis,tolearntoorganizeitintoastructurethatisaccessible tomathematical refinements.Graspingspatialgestalts as figures ismathematizingspace.Arrangingthepropertiesofaparallelogramsuchthataparticularonepopsuptobasetheotherson it inorder toarriveat adefinitionofparallelogram, that ismathematizing theconceptual field of theparallelogram.Arranging the geometrical theorems to get all of themfrom a few, that is mathematizing (or axiomatizing) geometry. Organizing this system bylinguistic means is again mathematizing of a subject, now called formalizing. (Freudenthal1973,p.133)

In this quote, the RME-concepts of horizontal mathematisation (as mathematizing theunmathematical) and vertical mathematisation (as axiomatizing and formalizing) arealreadyelaboratelypreformed.

SubthemesandQuestionsThe theme of the conferenceMathematisation: social process & didactic principle aims toattractcontributionsbasedonexperienceandanalysisofadiversenatureandbroadvariety.Foursubthemes,whichrepresentpossiblethematicfociandwillthusbeusedasabasisforthecompositionoftheworkinggroups,helptoorientateandtocategorizethecontributions.

Ø Subtheme1 is concernedwith the issue ofmathematisation as a didactic principle. Itcollectsresearchon,andexperiencewith,theteachingandlearningofmathematicsbymathematisations and in the classroom (or kindergarten, university, …) and alsoconsiderscurriculumdevelopmentinthisfield.

Ø Subtheme 2, in contrast to Subtheme 1, is not directly related to the learning ofmathematics. Itengageswiththeways inwhichsociety ismathematised,andwiththerecentmathematisations bywhich the current local and global social, environmental,etc.situationaremodelled.

Ø Subtheme3 tries tobring the topicsof the subthemes1and2 into fertile interaction.ThevalueofsuchanattempthasbeendescribedintheCIEAEMManifesto2000:

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Mathematics education has to provide understanding of the processes of“mathematisation” in society. […] How can mathematics teaching and learning bepresentednotonlyasanintroductiontosomepowerfulideasofourculture,butalsoasacritiqueofideasandtheirapplication?Doweteachabouthowmathematicsisusedinoursociety? Do we sufficiently understand in what ways, society is becoming increasingly“mathematised”?(CIEAEM2000,pp.8–9)

Ø Subtheme 4 is dedicated to analysis of, and self-reflection on, the effects ofmathematisation on pedagogy. At stake are the ways in which the recent politicalemphasisonstandards,assessmentandevidence, influence, impactorimpairthedailypracticesofmathematicsteachersandresearchersinmathematicseducation.

In the final part of the discussion document of CIEAEM 69, we further develop the fourSubthemes.Thedescriptionsaswellastheexemplaryquestionsthatareposedareintendedtostimulatecontributionsanddiscussions.Theyprovideatentativestructuretothegeneraltopic, while explicitly encouraging the exploration of issues that are located in theirintersectionorinthespacebetweenthem.

Subtheme1MathematisationasadidacticprincipleThe focus of the Subtheme 1 is on teaching experience with, and research studies on,conceptionsofmathematicseducationthatinterrelatemathematicsandtheeverydayworld.The contributions can be aligned to well-established conceptions such as RME orMathematical Modelling, can question them or can explore new ways of connectingmathematics and theworld.Weencourage the contributors to Subtheme1 to analyse thechallengesandthepotentialofmathematisationasadidacticprinciple,asweinvitecriticalreflections on historical developments and educational policy. A further issue is theimplication of mathematisation as a didactic principle for students’ learning and identityformation.Somequestionstostartwith:

• Whatqualifiesareal-worldcontextasapointofdepartureand/orpointofarrivalofadidacticarrangementthatbuildsonmathematisation?

• How relevant is the authenticity of everyday contexts for the learning ofmathematics?

• What are specific cognitive, social or discursive processes that occur in learningenvironmentsthathavemathematisationasapivot?

• Doallstudentsbenefitequallyfromtheseconceptionsofmathematicseducation?• Which material arrangements support students' learning of mathematics by

mathematisation(e.g.artefacts,physicalexperiences,learningspaces,etc.).• Whichepistemologiesofmathematicsarebuiltintoparticulardidacticalprinciplesof

mathematisation?

Subtheme2MathematisationofsocietySubtheme2studiesthemodels,inwhichmathematicsispartlyorlargelyadopted,bywhichsocial, economical, ecological, etc. processes may be described, predicted and prescribed.These models often inform social and environmental policy on issues such as refugeemigration,water, energy, climate change (Hauge& Barwell 2015), health (Hall & Barwell2015);ortheymaybeusedforlegitimizingpoliticaldecisions.Subtheme2isconcernedwiththerecentdevelopmentsat the interfaceofmathematics, technologyandglobalisation:bigdata,security,internetofthings,mathematisationofurbanspaces,etc.;keepinginmindthatmathematisationisnotanaturallyoccurringphenomenonthatwecannotavoid. It isdone

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on purpose and it might be illuminative to ask whose intentions become realised (Davis1989).Somequestionstostartwith:

• Whatdoweknowofandabout themathematicalmodels inuse? Inwhatwaysaretheymadepublic?

• Which experiences andpractices are facilitated bymathematisation andwould nothave been possible without it? Are there experiences and practices that aremadeunlikely,orevenimpossiblebysuchmathematisations?

• By comparing competing technologies that use different mathematical models/algorithmsforthesameends,whatareorcouldbetheunforeseensideeffects?

• Howisthemathematisationofsocietymadeanobjectofreflectioninthemediaandpopularculture(e.g.inadvertisements,newspapers,novels,movies,documentaries)?

• How do mathematical models influence the fundamental conditions of life forparticularsocialgroups(e.g.byregulationofsocialwelfare,suppliesforrefugees,oreven transnational restrictions or sanctions for importing food or health supplies)(see,e.g.,AlshwaikhandStraehler-Pohl2017)?

• Consideringtheeffectsofmathematisationonmathematicseducationresearch:Howdoes the increasingmathematisation affect theways research is carried out?Whatcounts as research? What are the “policy implications of developing mathematicseducationresearch”(Hoyles&Ferrini-Mundy2013)?

Subtheme3 Interconnectingmathematisationasasocialprocessandasadidacticprinciple

Ithasbeenarguedthatweurgentlyneedan“ethicofmathematicsforlife”(Renert2011,p.25) and that “the political and sociological dimensions of the relationship betweenmathematics, technology and society are fundamental” (Gellert 2011, p. 19). For such anethic, it would be necessary to develop (classroom) activities that engage with thisrelationship, by not simply reducing mathematics to a remedy for and an answer to theproblemsweface,andbybreakingwithmanymythsaboutmathematicsanditsuse.

Somequestionstostartwith:

• “How are pupils to be enabled to criticise [and critique] models and modelling,including the formalised techniques that underpin so much the use or abuse ofmathematicsinsociety?”(CIEAEM2000,p.9)

• How can teacher education contribute to building up reflexive knowledge onmathematicsnecessaryforpursuingthistarget?

• How do students and teachers balance the didactic fictionality and the reality ofsocial,economical,environmental,etc.phenomenainmathematicseducation?

• What canwe learn from examples ofmathematics education practices that engagelocallywithsocial,environmental,etc.issues?

• How can we develop learning environments so that students learn to usemathematicsasatoolofemancipationtoquestionthesocialrealitytheylivein?

• How can we develop learning environments so that students can emancipatethemselves from mathematics, in order to assert agency over apparentlymathematicallyvalidatednecessities?

Subtheme4Mathematisationofpedagogy

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Even when it is not intentionally used as a didactical principle or made an object ofreflection,mathematisationdoesnotremainoutofschool.Itenters,forinstance,intheformofstandardisedhigh-stakestestingandthuschangesthe“governingassessmentdispositive”(BjörklundBoistrup2017).Sometimesdirectly,sometimesmoreindirectly,schoolsreceive‘support’, and teaching is ‘improved’, by evidence-based recommendations about whatworksintheclassroom,andineducationmoregenerally(Biesta2007).Randomisedcontrolexperiments seem to be the gold standard for some policy makers and researchers ineducation (e.g., Slavin 2002). Once the impact of evidence-based recommendations ismathematised, interventions can be compared with each other, andmoreover, measuredagainst their monetary costs in terms of efficiency, promising policy-makers to find the"biggest bang for the buck", as Jablonka and Bergsten (2017, p. 115) critically capture.However, asHerzog (2011) asserts, “to expect thatwewould soon be able to control theeducation system more effectively and efficiently due to the politically motivatedstrengtheningofexperimentaleducationalresearch,isnaïve”(p.134).

Somequestionstostartwith:

• Whatare theeffectsof themathematisationof researchonmathematicspedagogicactivityinschool?

• What are officially stipulated strategies and instructions to implement evidence-basedresearchresultsinmathematicseducation?

• Howdo teachers and students dealwith the new regime as it affectsmathematicseducation?Howdotheyenactorresistit?

• What are the effects of the mathematisation of pedagogy on mathematics teachereducation?

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ProgrammeoftheConference

The programme of the conference includes several activities: plenaries, semi-plenaries,working groups, oral presentations, forum of ideas, panels, and meeting the plenaryspeakers.

PlenaryandSemi-plenaryPresentations

The programme includes plenary and semi-plenary sessions where invited speakers willfocusonaspectsoftheconferencetheme.Theplenariesandsemi-plenariesprovideasharedinputtotheconferenceandformabasisfordiscussionsintheworkinggroups.

Theplenaryspeakersare:LisaBjörklundBoistrup,Stockholmsuniversitet,SwedenCorinneHahn,ESCPEurope,FranceEvaJablonka,FreieUniversitätBerlin,GermanyEwaSwoboda,UniwersytetRzeszowski,Poland

WorkingGroups

Each participant is invited to be a member of one of the working groups that will meetseveraltimes.Workinggroupswillfocusonaspecificsubtheme(seethedescriptionabove)or on a number of interrelated themes. Thiswill provide opportunities both for in-depthdiscussionsandforthelinkingofexperiences.Theseareplannedasinteractivesessionsandare the heart of the conference. Oral presentations are included in these sessions, anddiscussionsandexchangeofexperiencesandideasaretheessentialaspectsofthisactivity.Eachgroupwillbecoordinatedbytwo“animators”.

OralPresentationswithintheWorkingGroupsIndividualsorsmallgroupsofparticipantsareencouragedtocontribute to theconferencethrough an oral presentation, thus communicating and sharing with others their ideas,researchworkorexperiences.Relevantcasestudiesareparticularlywelcome.Presentationsshouldberelatedtothethemeoftheconferenceingeneralortothesubthemes.Therewillbe between 15 and 20 minutes available for each presentation (depending on theorganisation of the working group) followed by approximately 10 to 15 minutes fordiscussion.

WorkshopsIndividuals or small groups of participants are also encouraged to prepare and organiseworkshops.Theseareamoreextendedtypeofcontributionwhichshouldfocusonconcrete

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activities and encourage the active involvement of the participants through working onmaterials,problemsorquestionsrelatingtothesubthemes.Aworkshopwill lastforabout90min.

ForumofIdeas

TheForumofIdeasoffersanopportunitytopresentcasestudies,learningmaterialsandresearchprojects,aswellasideasthatarenotdirectlyrelatedtothetheme.Therewillbeaspecifictimeforcontributorstoexplainanddiscusstheirworkwithfellowparticipants.

SpecialSessionsTherewillbetwospecialsessionsthatwillenrichthediscussion. Inoneof thesesessions,whichisapanel,tributeispaidtoChristineKeitel,formerpresidentofCIEAEM,byrevisitingMathematics(Education)andCommonSense.

OfficialLanguagesoftheConference

The official languages of the conference are French and English. The speakers need topreparetheirslidesinbothlanguages,but,ofcourse,eachspeakerchoosesthelanguageofpresentation.Werelyonandappreciatethehelpofthosewhocantranslate,toassisttheircolleagues within each working group. Animators in most cases are able to help in bothlanguages.

ConferenceProgramme

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CallforPapers

We hope that all participants will contribute actively to the conference by sharing withothers their experiences and views in the various sessions, particularly in the workinggroups. Moreover, you are encouraged to send a proposal for an oral presentation or aworkshop,ortobringacontributiontotheForumofIdeas.ProposalsforORALPRESENTATIONSandWORKSHOPS canbemadebysendingaFOURPAGEtext(about1800wordsor12000characterswithspaces),BEFOREFEBRUARY,15,2017,including:

Ø Title,authors’names(pleaseunderlinethepresentingauthor)andaffiliations,Ø Aimandmainideaofthereportedstudy,methodologyandtheexpectedconclusions,Ø References.

Thelanguageoftheproposalshouldbethesameasthatoftheoralpresentation(EnglishorFrench).Onceyourproposalisacceptedyouwillneedtoprepareanabstractorsummaryinthe other official language together with slides in both languages. Members of theCommissioncanassisttheparticipantsintranslatingtheirtransparenciesiftheyaskforhelpaheadoftime.Pleasenotethateachauthorcanpresentonlyoneoralpresentation.Ifanauthorsubmits

two or more papers, one of the co-authors needs to present the second, third etc. oralpresentation.ProposalsfortheFORUMOFIDEAS,canbemadebysendingaONEPAGEtext(about450

wordsor3000characterswithspaces),BEFOREMARCH,15,2017,including:

Ø Title,authors’namesandaffiliations,Ø Shortdescriptionofthecontent,includinginformationaboutthetypeofmaterialto

bepresented(poster,models,video,…).

Thelanguageoftheproposalshouldbethesameasthatoftheoralpresentation(EnglishorFrench).Onceyourproposalisacceptedyouwillneedtoprepareanabstractorsummaryinthe other official language togetherwith one single Power Point or other presentation inbothlanguages.MembersoftheCommissioncanassisttheparticipantswithtranslationsiftheyaskforhelpaheadoftime.TheConference Proceedings,whichwill be published as a special supplement of the

journalQuadernidiRicercainDidattica/Mathematics(QRDM),willbeeditedbyelectronictypesettingofthesubmittedpapers.Foruniformityandthegoodqualityoftheedition,itisnecessarytokeeptothefollowingspecifications:

Ø ThepagesizewillbeA4withmargins4cmrightand left,5.3cmtopanddown.Thetext alignmentwill be justified, except the title and theauthor’snames thatwill bealignedcentred.

Ø Thefirstpagewillcontaininorder:

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1. Thetitleofthepaper,inboldfontandsize16.2. Oneblankline.3. Theauthors’names,affiliationandemail,infontsize12.4. Twoblanklines.5. Abstractofthepaper:thiswillnotexceed15lines,infontsize12.6. Twoblanklines.7. Themaintext,infontsize12.

Ø AlltextfontswillbeTimesNewRoman.Ø Pictures,tables,graphs,thatareincludedinthetext,mustalsobesavedinseparate

filessubmittedwiththepaper.Please send us your computer file by using Microsoft Word (saved as .docx) with yourproposaltothefollowinge-mailaddress:cieaem69@ewi-psy.fu-berlin.de

©picturesbyBerndWannenmacher

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Registration

Registration

Pleaseregisteronlineonthewebsite:

http://www.ewi-psy.fu-berlin.de/en/einrichtungen/arbeitsbereiche/grundschulpaed/3_mathematik/CIEAEM69_n/index.html

ConferenceFee

Participant(beforeApril30,2017) 320,00€

Quality-ClassStudent 200,00€

Student(beforeApril30,2017) 200,00€

AccompanyingPerson(beforeApril30,2017) 200,00€ Participant(afterApril30,2017) 360,00€

Student(afterApril,30,2017) 240,00€

AccompanyingPerson(afterApril30,2017) 240,00€

The fee includes all documents for the conference, coffeebreaks, social activities, lunches,excursion and conference dinner. For accompanying persons, lunches, excursion, socialactivitiesandconferencedinnerareincluded.You may offer extra 10 € (or more) for the Braithwaite Fund (in order to support

participantsindifficultcircumstances).

Please pay the conference fee by money transfer. The bank details (IBAN etc.) will beannounced at the conferencewebsiteby January15, 2017.Once youhavepaidbymoneytransfer,pleaseimmediatelysendacopyofthetransactiondocumentwithyournameonittotheConferenceSecretariat:cieaem69@ewi-psy.fu-berlin.de

Pleasenote:Allbankchargesmustbecoveredbytheparticipant.

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ImportantDates

Proposalsfororalpresentationsandworkshops February,15,2017

ProposalsfortheForumofIdeas March,15,2017

ReplyfromtheInternationalProgrammeCommittee(ProposalReviews) April,15,2017

Paymentofconferencefee April,30,2017

Submissionofthefinalpaper May,15,2017

ThirdAnnouncement(FinalProgramme) June,15,2017

©picturesbyNinaBohlmann

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AccommodationandotherInformation

AccommodationParticipants book a hotel or other accommodation by themselves. For an overview, weprovide a list of hotels andhostels on the conferencewebpage. Pleasebook yourhotel inadvanceifyouwishtohaveaniceplace!

InformationforVisitors

Time GermanyisonehouraheadofGreenwichMeanTime(GMT+1).Currency TheofficialcurrencyinGermanyisEURO(€).Majorcreditcards

arewidelyaccepted,althoughcashispreferredinmostshops,especiallythesmallerones.

Smoking Theconferenceisanon-smokingevent.InGermanysmokingisnotallowedinpublicbuildings,restaurants,mostliquorestablishments(bars)andcafeterias.

Liability&Insurance Theorganiserscannotbeheldresponsibleforaccidentstoconferenceparticipantsoraccompanyingpersons,fordamage,orlossoftheirpersonalproperty,orforcancellationexpenses,regardlessofcause.ParticipantsareadvisedtocarryouttheirowninsurancearrangementsduringtheirstayinGermany.

SpecialNeeds ParticipantsandaccompanyingpersonswithdisabilitiesareinvitedtoadvisetheConferenceSecretariatofanyspecialrequirements.

Phones&MobilePhones TheinternationaldialingcodeofGermanyis+49.PleaseconsultyourcellprovideraboutroamingratesforGermany.

©picturesbyNinaBohlmann

Forfurtherinformation:http://www.cieaem.org