Gilles Aldon, is now retired after a career of mathematics teacher and researcher in the French Institute of Education (Ecole Normale Supérieure de Lyon) where he was head of the EducTice research team from 2016 to 2020. His main research topic is the use of technology in mathematics teaching and learning. Particularly, he is interested in the issues of the modifications of teaching and learning in the digital era, the contribution of technology in the experimental part of mathematics and in the problem solving processes, the use of technology in assessment. The research methodology that has been developped in the EducTice team rests upon the design based research where collaboration of teachers and researchers begins with the joint identification of the research questions and continues throughout all the stages of the research. He was president of the International Commission for the Study and Improvement of Mathematics Teaching (CIEAEM in French) from 2017 to 2023 and in this respect participated to the edition of the CIEAEM source books: Mathematics and Technology and The role of the history of Mathematics in the Teaching/Learning process (Springer series advances in mathematics education).
Talk title: Using digital technology for teaching and learning mathematics: is it or will it be a revolution?
Abstract:
The use of technology in mathematics is not new. At different times, technology has accompanied, and sometimes overturned, mathematical research and teaching. What is the situation today? Is it possible to take stock of the changes in mathematics teaching that the development of representation, calculation, and communication technologies has brought about in recent years? And in the light of these changes, is it possible to predict what might happen in the coming decades? In this presentation, over and above the answers, I propose an overview of the theoretical, epistemological and didactic tools available to us to tackle these questions.
Nancy Nelson, is an award-winning educator with over 30 years in the Canadian post-secondary system. An engineer by profession, she is currently the Director of Teaching Innovation at Conestoga. Her current research areas include harnessing the potential of Artificial Intelligence in the classroom, the educational development of STEM educators, and the effective and efficient use of educational technologies in the classroom. Nancy is nationally recognized for her educational leadership both in and beyond the classroom. She’s been awarded Engineers Canada’s Medal for Distinction in Engineering Education, Colleges and Institutes Canada’s Leadership Excellence Award for Faculty, and most recently a 3M National Teaching Fellowship by the Society of Teaching and Learning in Higher Education (STLHE), Canada’s most prestigious recognition of excellence in educational leadership and teaching at the post-secondary level.
Talk title: Embracing Generative AI in Higher Ed: A Paradigm Shift
Abstract:
The advent of generative AI has introduced a new level of uncertainty into higher education. This keynote delves into the implications generative AI has on our current educational practices and the transformative opportunities it offers for teaching and learning.
Marc Moyon, is a lecturer-researcher specialized in the history of mathematics at University of Limoges, where, between 2019 and 2023, he was the head of the Higher National Teacher Training and Education Institute. Early in his career he received the “Young Historians Prize” from the International Academy of the History of Science and in 2019 the “Scientific Education Book Prize” from the French Academy of Sciences as a result of his second direction of research: history and mathematics education. Currently he is a member of the Advisory Board for HPM – History and Pedagogy of Mathematics, affiliated with ICMI (International Commission on Mathematical Instruction), a corresponding member of the International Academy of History of Sciences, among other scientific societies. He has publications on History of Mathematics, History of Education/History of Mathematics Education, Teachers training, Mathematics teaching and Sciences Popularization. Currently he is a visiting scholar in the university of Aveiro.
Talk title: Unraveling the Threads: Exploring the Life and the Works of Fibonacci and Its Implications for Math Education
Abstract:
In this conference, I delve into the captivating works of Leonardo da Pisa, alias Fibonacci, (13th c.), a seminal figure in the history of mathematics. From Pisa to his travels across the Mediterranean, Fibonacci’s journey unfolds as we uncover his contributions to number theory, arithmetic, algebra, and geometry. Through an in-depth exploration of his famous Liber Abbaci, we gain insight into his profound impact on mathematical thought. My purpose aims to examine the enduring relevance of Fibonacci’s legacy in contemporary math education. By tracing the historical development of mathematical concepts elucidated by Fibonacci, we illuminate pathways for integrating historical context into modern pedagogy. From fostering curiosity through historical narratives to promoting problem-solving skills inspired by Fibonacci’s methods, we explore strategies for enhancing mathematical learning experiences.
Jaime Carvalho e Silva was born in Coimbra (Portugal), Ph.D. in Mathematics (Partial Differential Equations). Associate Professor at the University of Coimbra. Studied at the University of Paris 6, and visited at the Arizona State University (USA). Main advisor of Master and Ph.D. students in Pure Mathematics, Mathematics Education and History of Mathematics. From 1996 to 2003 coordinated several committees that wrote the math syllabus used for 15 years in Portuguese Secondary Schools (10th to 12th grades), including new courses like “Applied Mathematics for the Social Sciences”, “Mathematics for Art Students” and math modules for vocational schools. Coordinated a group that in 2020 produced a report with Recommendations for the improvement of Mathematics Education in Portugal, commissioned by the Portuguese Government. Member-at-Large of the Executive Committee of ICMI-International Commission on Mathematical Instruction from 2006 to 2009 and Secretary-General of ICMI from 2010 to 2012.
Talk title: Computational Thinking vs Artificial Intelligence in Mathematics Teaching
Abstract:
The controversies around the use of technologies in mathematics education at all levels is not new, and some old debates are not yet over, namely the use of CAS in Higher Education.
Two new approaches have been emerging lately in the teaching and learning of Mathematics at all levels: Computational Thinking and Artificial Intelligence. We will discuss both in parallel, arguing they are very different and can even push Education in very different directions.
Computational Thinking is defined as a variation on the theme of Problem Solving and “Computational Thinking and related concepts (e.g. coding, programming, algorithmic thinking) have been promoted by educational stakeholders as skills that are as fundamental for all as numeracy and literacy” (Bocconi, Chioccariello, Dettori, Ferrari, Engelhardt, 2016).
Focusing on Artificial Intelligence (AI) some argue that “The debate and the innovation should focus on the potential benefits of generative AI, such as improved learning, teaching, and the creation of equal opportunities for different groups of students” (Gimpel, Hall, Decker, Eymann, Lämmermann, Mädche, Röglinger, Ruiner, Schoch, Schoop, Urbach, Vandirk, 2023). Others have identified a number of dangers of inappropriate use of AI namely Language Models (LM) like ChatGPT: “a LM is a system for haphazardly stitching together sequences of linguistic forms it has observed in its vast training data, according to probabilistic information about how they combine, but without any reference to meaning: a stochastic parrot.” (Bender, Gebru, McMillan-Major, Shmitchell, 2021).
We will try to understand if there is a tendency for a confrontation or a tendency for a collaboration between Computational Thinking and Artificial Intelligence in Mathematics Education in schools.