22-24 March 2018

Thank you for a wonderful conference in Dresden!

If you also have pictures that you want to share, please send them to peter.ludes-adamy@tu-dresden.de

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Important Dates

CLOSED - January 31, 2018

Registration for the conference is closed

CLOSED - March 10, 2018

Papers and posters on the conference website

April 30, 2018

Submission of revised papers and posters

May 30, 2017

Final decision of acceptance

July 1, 2018

Conference proceedings in HAL archive


ERME TOPIC CONFERENCE 4

In the context of the ERME Handbook project, the survey work regarding two decades of ERME research in the domain of mathematics and language has shown the enduring dominance of classroom-based research. Since the beginning of ERME, in the group entitled ‘Social interaction in mathematical learning situations’ and in the group at present, ‘Mathematics and language’, the study of language has mostly meant studying mathematics classrooms as dynamic environments with multiple student-teacher and student-student interactions, along with the study of processes and methods to explore the nature of these interactions. This was clearly the case for the last CERME, where a large number of classroom-based papers were presented and discussed in the sessions of TWG09. On the other hand, a closer look at the contributions in CERME10 and former CERMEs reveals three major objects of study: the language of the learner, the language of the teacher and the classroom, and the language of mathematics. This is, interestingly, in line with the survey work by Austin and Howson more than four decades ago.

Despite some continuity in the classroom-based orientation of the domain and in the prevalence of three major objects of study, the ERME domain has changed in terms of complexity in the theories and frameworks used. In order to understand the contemporary domain and move the discussion forward, we need to review carefully this complexity. The proposal of an ETC is in this respect very timely. Intensive discussions framed by review work and new work in the domain have the potential to situate more recent work and directions in light of the progress and necessities of the domain. For a strong research environment, the participation of senior researchers together with post-doc and doctoral students is also pursued. From the perspective of knowledge development, young researchers in the domain need to learn, and learn to communicate, what is new in their studies and in what sense it is new, based on what is already known in the domain and in the broader field. 


International Program Committee

Núria Planas, Chair - Richard Barwell - Anna Chronaki - Thérèse Dooley - Jenni Ingram - Candia Morgan - Susanne Prediger - Frode Rønning - Marcus Schütte - Konstantinos Tatsis - Kerstin Tiedemann

Local Organizing Committee

Marcus Schütte (Chair) -  Birgit Brandt - - Núria Planas - Frode Rønning - Jenni Ingram - Rachel-Ann Friesen - Judith Jung - Elisa Bitterlich - Peter Ludes - Nora Lingstedt - Lisa Peter