PME36

 I took part in Psychology of Mathematics Education from July 18th to 22nd in Taiwan. I made a presentation about a second analysis of PISA2003 Mathematical Literacy Test. My focus point was what kind of answers pattern Japanese students had at that time especially in the area of probability and statistics.

In the research in mathematics education, research using statistical way or second analysis would not be major. However, some of participants were also focusing on educational assessment in mathematics using statistical way, for instance Item Response Theory or Hierarchical Linear Model. Those methods have recently been beginning to attract attention not only in mathematics education but also in the area of educational sociology and educational measurement. I would like to make a high-quality research using those ways to develop the educational research in mathematics.

Next Psychology of Mathematics Education Conference will be organized in Germany. I would like to make effort to submit my paper and presentation very nicely in English.

Thank you very much.

Writing text book

(It’s a new and very good experience to me)

 In September 2011 I formed a small group with some of the members of Baba lab for writing some sample chapters of elementary mathematics textbook for Bangladesh according to Baba sensei’s instruction. Before that I had to select grade and chapters. I selected 4 chapters from grade-ii that were Place value, Multiplication, Division and Geometry. After that I selected writer of each chapter according to their interest such as Ishi san was for multiplication, Arai san was for geometry, NKhata san was for division and me (Khan) was for place value. Actually that time I had no any experience about what I would have to do for writing chapters. I can remember that with the guidance of Baba sensei I prepared a tentative plan for writing the chapters and shared it with all of the members. I also collected English version existing Bangladeshi grade-ii mathematics textbook (that time), teaching package, mathematics curriculum and provided to the members. After that we started writing our chapters. But it was really an exciting experience to me for much reason. During the time of writing the chapter and leading the group I have learnt many things such as what important issues have to consider for writing, how to use computer for writing and drawing etc.

  

　We (4 members) conducted meeting many times with Baba sensei for discussion about our progress and getting feedback according to the tentative plan. We also shared with Professor Nino Miah and JICA experts Koji Takahashi San for finalize our chapters. It was really a very good experience for me and I think other members also.

Again In January 2012 I formed a big group with maximum of the members of Baba’s lab for writing grade-I mathematics textbook. Before that I prepared a list of topics for grade-I textbook considering international aspect and finalized the list discussed with Baba sensei. After that I selected one chapter for each member according to their interest. In favor of writing the textbook I provide necessary supplementary materials to every member. That time I also prepared a tentative plan for writing textbook and shared it to every related person. Besides these I developed a format of writing textbook with consulting some of the members and sensei. I provided this format to every member and requested them to follow the format to maintain uniformity in all chapters. I think that was another important issue for writing textbook.

　According to our tentative plan we finished our first draft of writing and conducted a meeting with sensei and received feedback. Maximum members already finished their second draft of writing according to the Baba sensei’s feedback. I already sent 5 chapters to Bangladesh for piloting according to Baba sensei’s instruction. I hope with in very short time we can finish our writing. In future I think this experience will be very helpful for me to provide good contribution in future elementary textbook of Bangladesh.

アラン チューリング

　「・・ギリシャ語や英語では落第点をとる・・髪はぼさぼさで爪は伸び放題、ワイシャツはいつもズボンの外にはみ出ていた」

　これは第二次世界大戦のとき、ドイツ軍のエニグマ暗号の解読をしたイギリスの数学者、アラン　チューリングの15歳のときの様子である。

　ドイツがエニグマを導入する前はイギリスの暗号解読者は古典語学者や外国語に詳しい者、神父だったという。しかしそれでは歯が立たなくなり、数学者、クロスワード、チェスのチャンピオンが招集されるようになった。そこで彼はずば抜けた才能を発揮しエニグマ暗号の解読に成功、国家を救ったそうである。

　「天才の栄光と挫折」藤原正彦著では以下のように書かれている。

数学者たちが驚くほどの力を発揮したのは機械暗号の解読に純粋数学の一分野である置換群論がうまく利用されたばかりではない。何より役立ったのは数学的思考そのものだった。多様で混沌とした現象の中から論理的構造を見出し理解しようと、集中して考え続ける習性が誰も予想しなかったほど役立ったのである。

　なるほど！そのとおり！

ちょっと感動した瞬間だった。

ICME12

Five of us just came back from overseas, from our participation in the 12th International Congress on Mathematical Education (ICME-12) in Seoul, South Korea, an event held every four years under the auspices of the International Commission on Mathematical Instruction (ICMI). We had two of our current lab members presenting there: Masato Kosaka did a poster presentation on context-dependency between mathematics and physics, in the case of studying functions, at the Topic Study Group 22 (Learning and cognition in mathematics, see the poster summary here: http://www.icme12.org/upload/UpFile2/POSTERS/0762.pdf), and Orlando González did a short oral presentation on statistical knowledge for teaching in the case of variability-related concepts at the Topic Study Group 12 (Teaching and learning of statistics, see the full paper here: http://www.icme12.org/upload/UpFile2/TSG/0851.pdf). Our lab delegation was completed by our academic supervisor, Dr. Takuya Baba, Koji Watanabe and Mitsue Arai. In addition, Mitsuhiro Kimura, who was a member of our lab until last March, did a poster presentation about the impact of lessons involving ethnomathematics in Zambian upper basic education, at the Topic Study Group 36 (The role of ethnomathematics in mathematics education, see the poster summary here: http://www.icme12.org/upload/UpFile2/POSTERS/0782.pdf), and also we had the chance to meet during ICME-12 other former members of our lab, such as Nagisa Nakawa (née Shibuya), Kang Biao Jin, and Oyunaa Purevdorj.

The presence, in this event, of top-of-the-line mathematics educators and researchers from all around the world, was the main guarantee of the success of this conference. Then, the scientific discussion fostered by each of the 37 Topic Study Groups, designed to gather participants with similar research interests around a particular topic in mathematics education, was enriched, along the eight days that ICME-12 lasted, with Plenary and Regular Lectures, Discussion Groups, National Presentations, Survey Teams, workshops and sharing groups. And a one-day excursion on Thursday 12, between 15 available courses, was a nice opportunity for all the participants to visit places beyond the COEX Convention Center (where ICME-12 was held), so we could learn more about Korea, its history and its most emblematic places, while the participants get to know other people from different backgrounds, countries and research interests.

ICME-12 offered a unique learning opportunity to all those who are engaged in mathematics education, despite nationality, creed or ethnicity. Also, ICME-12 provided a one-in-a-lifetime chance to meet in person, and discuss with, stellar people in the field of mathematics education from all over the world, which is very important for young researchers like myself. Personally, ICME-12 also gave me the opportunity to enhance my understanding concerning statistical knowledge for teaching and teachers’ conceptions of variability, to reencounter with a number of friends from all over the world, to meet marvelous people, to make new friends, and to build a research network and establish connections with several persons with similar research interest to my own.

In summary, despite of the hot-flavored food (which I don’t like at all), going to Seoul to attend ICME-12 was a great and unforgettable experience! 最高でした！

Finally, next ICME (ICME-13) will be held in Hamburg, Germany, in 2016. I hope that, on that time, the Baba-lab delegation will be bigger than the one at this year's ICME, with more members making presentations, ensuring in that way, in world's most important academic meeting on mathematics education, a higher visibility and international exposure of the work we do here at Hiroshima University for the sake of education.