and Call for Papers for the
10th Annual ERME TOPIC CONFERENCE (ETC10)

on

Mathematics Education in the Digital Age (MEDA)

The 5th annual ERME Topic Conference for Mathematics Education in the Digital Age (MEDA) held in September 2018 in Copenhagen was inspired by contributions to Thematic Working Groups 15 and 16 at the CERME 10 in Dublin which gave prominence to the diversity of current research and overlapping with other TWG themes. The interdisciplinary conference was a multifaceted collaboration that not only provided an opportunity to hold more in-depth discussions and debate, but also managed to bring a variety of participants together, especially those who would normally attend a range of CERME Thematic Working Groups. The experience was successful, encouraging stimulating communication and intensive collaboration throughout the conference and beyond, also resulting in the publication of a post-conference book as part of the ERME series published by Routledge. Inspired by contributions to Thematic Working Groups 15 and 16 during the last CERME 11 in Utrecht, we would like to propose a second conference that will provide an opportunity to hold additional in-depth discussions and debates. We believe the proposed conference will be of great interest to the following TWGs:

• TWG 18 Mathematics Teacher Education and Professional Development 
• TWG 22 Curricular Resources and Task Design in Mathematics Education
• TWG 21 Assessment in Mathematics Education
• TWG 17 Theoretical Perspectives and Approaches in Mathematics Education Research

Sponsors and Partners

Registration

Click here to register for MEDA 2020

Call for Papers and Poster Proposals

The International Programme Committee welcomes theoretical, methodological, empirical and developmental papers in particular (maximum of 8 pages) as well as poster proposals (2 pages) on the following conference themes:

• Theme 1:    Mathematics Teacher Education and Professional Development in the Digital Age
• Theme 2:    Mathematics Curriculum Development and Task Design in the Digital Age
• Theme 3:    Assessment in Mathematics Education in the Digital Age
• Theme 4:    Theoretical Perspectives and Methodologies/Approaches to Conduct Research in Mathematics Education in the Digital Age

Theme 1 - Mathematics Teacher Education and Professional Development in the Digital Age

• The specific expertise, skills and attributes required to efficiently/effectively teach mathematics using digital resources and include digital mathematics resources (which we define as resources that afford or embed mathematical representations that teachers and learners can interact with by acting on objects in mathematical ways).
• Designing and evaluating teacher education in  mathematics and  professional development programs that embed the knowledge, skills and attributes to teach mathematics using digital resources.

Theme 2 - Mathematics Curriculum Development and Task Design in the Digital Age

• Designing resources and tasks (such as task features, design principles and typologies for e-textbooks);
• Evaluating and analyzing resources and tasks (such as determining the quality criteria for curricular material, resources and methods of analysis);
• Teacher-student interaction with digital curriculum materials (such as appropriation, amendment, re-design), both individually and collectively. This includes considering teacher learning/professional development in their work with digital resources.

Theme 3 - Assessment in Mathematics Education in the Digital Age

• New assessment possibilities (formative, summative, etc.) in mathematics education brought about by digital technology
• Using digital technology to help students acquire more awareness about the way they learn individually
• Assessing the learners’ mathematical activities in a digital environment

Theme 4 - Theoretical Perspectives and Methodologies/Approaches for Researching Mathematics Education in the Digital Age

• Theories to conduct research on using technology in mathematics education (such as design theories, prescriptive theories, theories linking research and practice, theories addressing the transfer of learning arrangements to other learning conditions, etc.)
• Linking theoretical and methodological approaches as well as identifying conditions to create productive dialogue between theorists, as part of mathematics education and beyond (such as developing collaborative research with educators, including teachers and educational technologists).

The conference particularly welcomes contributions linking some of these three themes at all levels of mathematics education from pre-school, primary, lower and upper-secondary to tertiary. Please prepare papers and poster proposals using the MEDA2020 template.

You can upload your paper or poster proposal on the submission webpage. Please provide the required information, especially the intended MEDA Theme number.

Each paper will be peer-reviewed by two experts selected from among those submitting conference papers. The ICP will review posters. Please expect to review up to two papers yourself. The IPC will render a final decision regarding acceptance.

Deadlines

Members of the International Program Committee (IPC)

IPC Chair

• Hans-Georg Weigand (Germany)

Co-Chairs

• Ana Donevska-Todorova (Germany/Macedonia)
• Alison Clark-Wilson (UK)
• Eleonora Faggiano (Italy)
• Jana Trgalova (France)

Members

• Andreas Eichler (Germany) – ERME board member
• Ghislaine Gueudet (France)  – ERME board member
• Mariam Haspekian (France) - link with TWG 17 (CERME10)
• Paola Iannone (UK) – link with TWG 21 (CERME12)
• Birgit Pepin (Netherlands) – link with TWG 22 (CERME12)
• Bärbel Barzel (Germany)
• Annalisa Cusi (Italy)
• Niels Grønbæk (Denmark)
• Ornella Robutti (Italy)
• Osama Swidan (Israel)
• Michal Tabach (Israel)
• Melih Turgut (Norway)

Members of the Local Organizing Committee (LOC):

LOC Chairs

• Zsolt Lavicza (Austria)
• Robert Weinhandl (Austria)

Members

• Markus Hohenwarter (Austria)
• Sara Hinterplattner (Austria)

Venue

Location: Johannes Kepler University Linz, Austria
Date: September 16 - 18, 2020
Intended number of active contributions: 60

Plenary Contributions

• Paola Iannone: Assessment in mathematics education
• Birgit Pepin: Curricular resources and task design in mathematics education
• Mariam Haspekian: Theoretical perspectives for research on teaching practices in the digital age

Additional information

Expected support of participating junior researcher

• We are aiming for 20% of early career researchers to take part by encouraging experienced researchers to attend with a less-experienced colleague.

Opportunities to actively support and engage junior researchers will be provided during the second announcement.
 

Proceedings, Publication and Dissemination

• Peer-reviewed digital proceedings are on the conference web page or in HAL Archive https://hal.archives-ouvertes.fr
• The IPC will explore the following opportunities:
  • An edited volume in the ERME series published by Routledge or as a title for Springer.
  • A special issue or selected contributions in ZDM or in the International Journal for Technology in Mathematics Education (IJTME).

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