Learning and Teaching Mathematics Today: Cognitive Science, Technological, and Semiotic Perspectives
Description
The aim of this conference will be to discuss some of the current ideas, methods, and research findings in the area of mathematics cognition and pedagogy. It will profile mathematics learning in the current age of Artificial Intelligence, and examine how various disciplines can shed light on how to conduct further research and investigations into how mathematics is learned in the current technological age and how mathematics pedagogy can adapt to changes in technological society using the tools of different disciplines, from AI to semiotics.
Registration Instruction:
Please register here.
Schedule
| 09:30 to 10:00 |
Coffee and opening remarks
|
| 10:00 to 10:30 |
AI and Mathematical Understanding: ChatGPT goes to School
Yair Neuman, Ben-Gurion University of the Negev |
| 10:30 to 11:00 |
Reasoning, Argumentation & Mathematical Learning: How CHAT GPT and AI can Knowledge Build
Stacy Costa, University of Toronto |
| 11:00 to 11:30 |
The roles of intelligence and creativity for learning mathematics
Michaela Meier, University of Graz, Roland H. Grabner, University of Graz |
| 11:30 to 12:00 |
Coffee Break
|
| 12:00 to 12:30 |
Why the Emperor Always Needs New Clothes: How to Represent Mathematics in Learning and Teaching Today
Mark Turner, Case Western Reserve University, Francis Steen, University of California, Los Angeles |
| 12:30 to 13:00 |
Semiotic processes in mathematics collective learning
Luis Radford, Laurentian University |
| 13:00 to 14:00 |
Lunch break
|
| 14:00 to 14:30 |
Teaching Symmetry and Asymmetry: A case study
Jamin Pelkey, Toronto Metropolitan University |
| 14:30 to 15:00 |
Semiotic perspectives
Stéphanie Walsh Matthews, Toronto Metropolitan University |
| 15:00 to 16:00 |
Discussion with Springer editors, Elizabeth Loew and Nicholas DiBenedetto regarding the Mathematics in Mind series
Elizabeth Loew, Springer, Nicholas DiBenedetto, Springer |
| 15:30 to 16:00 |
Closing and final remarks
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