http://www.icme12.org/

Co-chairs:
Marcelo Borba (Brazil) Hans-Georg Weigand (Germany)
Team Members:
Ornella Robutti (Italy) Mónica Villarreal (Argentina) Tom Dick (USA) Youngcook Jun (Korea)
Liaison Member: Yuriko Baldin (Brazil)

In ICME12, the role of technology in mathematics education will be divided into two distinct study groups: Analysis of uses of technology in the teaching (TSG 18) and learning (TSG 19) of mathematics. Of course there is an interrelationship between these two aspects mathematics education, but we try to concentrate in TSG 19 on the aspect of LEARNING with ICT.
Topic Study Group 19 aims to bring together researchers, developers, and teachers who investigate and develop theoretical accounts and empirically grounded contributions to the learning of mathematics with the use of technology.
The organizing team is calling for papers for TSG 19. We invite papers that especially address one or more of the following issues in the teaching and learning of mathematics.

1. Issues related to the design of digital technology
The challenge of enhancing mathematics learning through the thoughtful design of digital software will be an important goal for both developers and teachers. We are interested in both prospective design ideas and principles as well as empirical investigations and evaluations aimed at developing a deeper understanding of mathematical concepts in digital learning environments.

2. Issues related to the design of learning environments
ICT has to be integrated into an environment that fosters learning.  What environmental factors are conducive to supporting mathematics learning in the classroom, including independent individual, partner and group learning settings?    How does the design of ICT learning environments need to consider - beside the ICT and the learner - the mathematics content, the cognitive impact, the educational and social situation and its relation to traditional media?

3. Issues related to large-scale and long-standing digital technology implementation projects
Most of the existing research base consists of short-term empirical investigations - there is a lack of large-scale and/or longitudinal digital technology implementation projects. It is important for a greater acceptance of ICT to see technology in the context of an extended mathematical learning environment (classroom, home, digital learning environments) and to document more precisely the benefits and the obstacles to learning mathematics with ICT in different settings.

4. Issues related to assessing mathematics learning with and through Digital Technologies
A related issue critical to the acceptance of new technologies in classrooms is the question of their role and use in summative and formative assessment of mathematics learning. We are interested in both possibilities and difficulties in using ICT in examination settings.  New technological developments suggest assessment alternatives to the traditional, dominant mode of timed paper-and-pencil tests, e.g. computer aided assessment (CAA) of mathematics and automatic assessment of students' answers. In particular, in what ways can the Internet can be incorporated in classrooms and in exams?  Although experience in research concerning computer aided assessment dates back to the (intelligent) tutoring systems of the 1970s and 1980s, the complexity of the problem has allowed only limited progress. How can digital technologies aid in the formative assessment of student learning in ways that can guide instruction?

5.  Issues related to the interaction between ICT and learners of mathematics
Cognitive processes are analysed in order to study how students learn mathematics. Researchers can infer on students' processes observing their interaction as community, including technological tool in this interaction. The elements that can be observed are speech, gesturing, action on the ICT, when students work face-to-face, but also at distance. These elements give information on the processes of understanding, constructing mathematical meanings, solving problems, conjecturing and proving. The information collected can be elaborated according to different cognitive frameworks.

6. Issues related to connectivity of ICT
"Connectivity" has been a key expression of the 17th ICMI-study. (Technological) connectivity stresses the point that ICT has to been seen in relation to many other aspects in learning situations. It includes oral and written communication through the Internet, learning environments and classroom activities, the relation of ICT to the mathematics content, to the work in the class room, to teachers, the administration and to the parents.

7. Issues related to theoretical and empirical models for learning with ICT
In the last few years several competence models have been developed, especially in the frameworks of international studies like TIMSS or PISA. Theoretical and empirical models for learning with ICT are necessary to both evaluate attainment of desired learning outcomes as well as identify specifc deficits of learning. These models can provide a more sound basis to develop strategies for diagnostic feedback and for the construction of tasks for formative assessment.

8. Issues related to the implementation of Curricula Despite of the use of digital technologies in the public and business world, and despite the tremendous number of research and practical classroom papers, the use of technologies in mathematics education and the impact on a change of curricula is still limited. We are interested in examples, strategies, experiences and critical considerations of the implementation of ICT into mathematics curricula or the curricular changes due to the implementation of government policies geared to ensure the ICT access at schools. Especially we are interested on aspects according to socio-economic, gender and cultural factors

How to contribute to the TSG?
1.  Indicate name(s) of the author(s) and their location (town and country, school or establishment) and contact details.
2.  Write a paper of about 8 pages (14 pt, single spaced, Times New Roman) including references. The paper should describe the context of the study, methodology used, and description of analysis of data and discuss the major findings.
3.  Submit by email to the Co-Chairs of TSG 19 until November 1, 2011: Hans-Georg Weigand <weigand@dmuw.de> Marcelo de Carvalho Borba <mborba@rc.unesp.br>
4.  Depending on the number of papers accepted we will decide on the format of presentation. It is possible, considering previous experience, that a paper will be commented on by a colleague, instead of formally presented by authors.