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ICMI Study 21 Conference - International Commission on Mathematical Instruction Study 21 Conference: Unterschied zwischen den Versionen
ICMI Study 21 Conference - International Commission on Mathematical Instruction Study 21 Conference (Quelltext anzeigen)
Version vom 13. Mai 2013, 11:34 Uhr
, 13. Mai 2013→Kurzbeschreibung: added I to ICMI, the first word.
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== Kurzbeschreibung == | == Kurzbeschreibung == | ||
<!-- Eine kurze Zusammenfassung der Konferenz --> | <!-- Eine kurze Zusammenfassung der Konferenz --> | ||
ICMI Study-21 is a Study commissioned by the Executive Committee (EC) of The International Commission on Mathematical Instruction (ICMI). It was announced at the 11th International Congress on Mathematical Education (ICME-11) held in Monterrey, Mexico in July 2008. The ICMI EC appointed an International Programme Committee (IPC) responsible for conducting the study on behalf of ICMI as well as two co-chairs, Mamokgethi Setati (South Africa) and Maria do Carmo Domite (Brazil). | |||
ICMI Study-21 on “Mathematics Education and Language Diversity” is designed to enable researchers and practitioners around the world to share research, theoretical work, projects descriptions, experiences and analyses. As described in the Discussion Document, it will consist of two components:the Study Conference and the Study Volume. | ICMI Study-21 on “Mathematics Education and Language Diversity” is designed to enable researchers and practitioners around the world to share research, theoretical work, projects descriptions, experiences and analyses. As described in the Discussion Document, it will consist of two components:the Study Conference and the Study Volume. | ||
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# To disseminate findings from research to date and issues for future work to the wider mathematics education research community and to practitioners. | # To disseminate findings from research to date and issues for future work to the wider mathematics education research community and to practitioners. | ||
ICMI Study-21 seeks to understand the relationship between different facets of language diversity and mathematics learning and teaching. And consider implications for mathematics classroom practices to apply to successfully teach mathematics to learners who are still in the process of learning English. | ICMI Study-21 seeks to understand the relationship between different facets of language diversity and mathematics learning and teaching. And consider implications for mathematics classroom practices to apply to successfully teach mathematics to learners who are still in the process of learning English. | ||
== Themen == | == Themen == | ||
<!-- Stichwortartig Verweise auf die Themen der Konferenz, möglichst mit | <!-- Stichwortartig Verweise auf die Themen der Konferenz, möglichst mit | ||