**National
Conference on**

*Developing Mathematics Teachers for Quality Learning for All*

**Dates: 20 ^{th},
21^{st} and 22^{nd} December, 2013**

**Organized By**

**Regional
Institute of Education,**

**National
Council of Educational Research and Training (NCERT), Ajmer-305004, Rajasthan**

**To download
the brochure - click the link Brochure**

**About Conference**

Mathematics
provides us an unlimited scope to perceive problems under three situations-
concrete, abstract and intuition. The important segment of Mathematics- the
ability to reason and think clearly- is extremely useful in every aspect of
life. The conference theme, **Developing Mathematics Teachers for Quality
Learning for All** is intended to focus on the Learning of Mathematics
taking place at different stages – Elementary, Secondary and Undergraduate
level. It needs to be seen how teaching of mathematics affects the learning
attitude of Mathematics in the learners including learners with disabilities.

At present one
of the challenges faced by the schools is developing an inclusive school for
all! But what constitutes inclusion; how a mathematics class can take care of
learning needs of children with special needs and how should inclusiveness be developed in practice at different levels? How is it
interpreted? Has the idea of interdisciplinary approach and inclusion affected
the classroom of Mathematics? Has the transaction of mathematics in the present
system affected its learning at different stages? Such questions need to be
addressed in reference of learning Mathematics. Also, self-investigations
on issues and practices in *Mathematics *Education and its
treatment can be discussed in the conference.

In recent
decades research in Mathematics education has developed a view that the
knowledge growth in Mathematics occurs through interactions among a variety of
learners. Fundamentally, the conference is concerned with Mathematics *teachers’ *profile;
however, a first consideration is the learner of mathematics, who might be a
child in a classroom of elementary or secondary stage or undergraduate stage.
It is also of fundamental concern *what *mathematics will be
learned and how. For example, is it sufficient for a student to learn mathematical
skills – the algorithms and rules for certain operations, - or are we looking
for deeper learning in terms of mathematical concepts, relationships,
applications and aesthetics for these operations? Paradigms of conceptualising knowledge are important, as is mathematical
epistemology. Mathematics teachers’ knowledge and beliefs; attitude of thinking
and decision-making; their practices and development, which contribute to the
process of learning and teaching in Mathematics classrooms, can also be investigated
in the developing scenario. Keeping such questions in view, the
conference focuses on Mathematics teacher education with a concern for the
development of mathematics teaching that would enhance the learning experiences
of students of mathematics at different levels of education including
elementary, secondary and under graduate levels.

Mathematics
Teachers’ knowledge and its development are also the elements to be seen across
the levels. Thus pre-service teacher education and the continuing professional
development of in-service Mathematics teachers are areas for
consideration. The different component of the subject i.e. i.e.
Curriculum; Transitions in Treatment; Pedagogy of Mathematics; Teachers’
Professional Education and Development; Teaching, Learning & Assessment;
and Mathematics applications / practicing in day to day life need to be further
explored. Following are the themes and sub-themes of the Conference to be
explored for three streams- Elementary, Secondary and Higher Secondary and Under-Graduate
separately.

**Themes and
Sub-themes**

**1.Subject**** and Pedagogical Content
Knowledge (PCK) for teaching Mathematics**

- Knowledge
of Mathematics and
knowledge of teaching and learning Mathematics and it’s inter-relation
- Developing
and deepening of knowledge for teaching Mathematics
- Emphasizing on multi-faceted nature of
Mathematical concepts and their impact on learning.

**2.**** ****Pre-service teacher education
for teaching mathematics. **Studies on** **

- the
attitudes and beliefs of pre-service teachers towards Mathematics Teaching
- the
analysis of pre-service courses in teaching of Mathematics
- the
assessment of pre-service Mathematics teachers’ programme
- how
learning outcomes should be measured and
- how measurement
of Mathematics learning could improve education quality.

**3.Continuing**** professional development in
mathematics teaching. **Studies on** **

- ICT
and Teaching- Learning of Mathematics
- Mathematics
Training through Distance Mode
- Analysis
of Capacity Development Programme for
Mathematics Teachers

**4.Developing**** teaching mathematics through exploration,
investigation and inquiry**

- The Nature & Causes of Learning Problems in Mathematics
- Promoting special education, students’ learning
and retention of concepts in Mathematics
- Constructivist approach in Teaching of Mathematics
- Any innovative effort made for quality teaching and learning in
Mathematics.

Based on the
above themes/sub-themes, the conference will focus on many questions and
associated issues relating to the development of mathematics teaching and the
education of teaching Mathematics.