YERME day
The YERME-Day (for Young Researchers in ERME) will be held one day before the CERME14 congress. It will take place from February 3rd to 4th, 2025. The YERME-Day programme provides an opportunity for participants to meet scholars in European Mathematics Education from different academic traditions. In addition, it constitutes an important opportunity for meeting and networking with young researchers from other countries, pursuing similar and not so similar research issues. Participants may be master’s degree students, PhD students in mathematics education, post-docs with a recent PhD (obtained after February 2022) in mathematics education or researchers with a recent PhD in a closely connected discipline, aiming to take up research in mathematics education
YERME – First Announcement
Download the First Announcement (link)
YERME and the Local Organisers are happy to invite PhD students, post-doctoral researchers, and master students in mathematics education and others entering mathematics education research to take part in the YERME-Day 2024.
The YERME-Day provides an opportunity for participants to meet scholars in European Mathematics Education from different academic traditions. In addition, it constitutes an important opportunity for meeting and networking with young researchers from other countries, pursuing similar and not so similar research issues.
The YERME-Day (for Young Researchers in ERME) begins one day before the CERME14 congress, that means on Monday, February 3, and ends on Tuesday, February 4, 2024. It will take place in Bozen-Bolzano (Italy) and will be hosted by the Free University of Bozen-Bolzano. [Note: Remember to book an extra hotel night for YERME-Day, from February 3 to February 4, 2024.]
Program
The program foresees five working groups and panel discussions. Senior scholars in Maths Education will lead the five working groups (WGs). Each WG will have up to 25 participants, and participants attend two out of these five working groups, one on each day.
Registration process
The online registration will be available from October 28 until December 30, 2024 via the CERME14 electronic submission system (ConfTool). Attendance at YERME-Day is free of charge, but to be accepted, applicants need to be registered for CERME14.
In case the registrations on YERME-Day exceed the capacities, we will give priority to applicants, who (1) have never participated in a YERME-Day (the 2021 pre-YERME event is not applicable here), and (2) come from underrepresented countries of Europe.
We look forward to seeing many of you in Bozen-Bolzano!
Programme YERME-Day 2025
Download the Program (link)
Monday 3rd, 14:00-18:00
from 13:00 Arrival and registration for YERME-Day and CERME (organised by LOC)
14:00-14:30 Opening ceremony for YERME-Day (includes introduction of candidates for election of
YERME representative in ERME Board (by Dilan Şahin-Gür & Luca Lamanna)
14:30-15:30 Plenary session with Prof. Giorgio Bolondi (Bolzano, Italy) – ”Large Scale Assessment in Mathematics as an ingredient for mixed method research design”
15:30-16:00 Coffee break
16:00-18:00 Working Groups: First choice *
- WG1 – Núria Planas (Spain): Scientific (re)writing: From conference communications to journal articles
- WG2 – Alf Coles (UK): Towards an embodied view of mathematics teacher noticing
- WG3 – Annalisa Cusi (Italy): Exploring the interaction with digital resources in mathematics education: focus on the users’ perspective
- WG4 – Stéphane Clivaz (Switzerland) and Filipa Faria (Universidade de Lisboa, Portugal): Research on mathematics teaching: What can the observation of teacher collaborating bring to the field? What are the theoretical and methodological issues?
- WG5 – Jenni Ingram (UK): Analysing mathematics classroom interactions: theories, themes and tensions
from 19:30 Informal standing dinner at Castel Mareccio with the ERME Board members and LOC
Tuesday 4rd, 09:00-12:45
09:00-11:00 Working Groups: Second choice *
- WG1 – Núria Planas (Spain): Scientific (re)writing: From conference communications to journal articles
- WG2 – Alf Coles (UK): Towards an embodied view of mathematics teacher noticing
- WG3 – Annalisa Cusi (Italy): Exploring the interaction with digital resources in mathematics education: focus on the users’ perspective
- WG4 – Stéphane Clivaz (Switzerland)
- and Filipa Faria (Universidade de Lisboa, Portugal): Research on mathematics teaching: What can the observation of teacher collaborating bring to the field? What are the theoretical and methodological issues?
- WG5 – Jenni Ingram (UK): Analysing mathematics classroom interactions: theories, themes and tensions
11:00-11:30 Coffee break
11:30-12:30 Debate of candidates for the position of YERME representative in ERME Board
(moderated by Dilan & Luca)
12:30-12:45 Closing Ceremony for YERME-Day (by Luca & Dilan)
Plenary talk
Title: Large Scale Assessment in Mathematics as an ingredient for mixed method research design
Leader: Prof. Giorgio Bolondi (Libera Università di Bolzano, Italy)
Abstract Mixed method research designs and experimental plans are more and more common in educational research. Large Scale Assessments provide a huge amount of information which needs to be interpreted and interfaced with solid findings of traditional research, qualitative or small-scale quantitative. We present and discuss some examples of mixed-methods design which include LSAs as an integrated step.
Working Groups (WGs)
WG 1: Scientific (re)writing: From conference communications to journal articles?
Leader: Prof. Núria Planas (Universitat Autonoma de Barcelona, Spain)
Abstract Several practices are important to develop a successful research career in mathematics education. We all benefit, for example, from regular participation in international conferences like CERME. Conferences bring opportunities of sharing collective experiences and networking, as well as opportunities of practicing good scientific writing and presenting unfinished research work. The writing of conference reports is nonetheless challenging, although not as much as the writing of journal articles, which are necessary to increase the potential impact of our studies and their reach beyond conference participants. Not all research presented at conferences is eventually published in refereed journals! This workshop will provide issues and recommendations with regard to (1) communication differences between conference reports and journal articles, and (2) strategic moves from the writing and presentation of a conference report to the preparation and publishing of at least one related journal article.
WG 2: Towards an embodied view of mathematics teacher noticing
Leader: Prof. Alf Coles (University of Bristol, UK)
Abstract In this workshop I will offer a critique of some of the common ways of conceptualising teacher noticing. Current views tend to be dominated by an input-output model of mind. We will work together on what a more embodied view of noticing might entail. I will be suggesting noticing is mutual (involving others’ noticing) and layered (involving noticing about noticing) among other characteristics. There will be some tasks to help us reflect on our own noticing and opportunities for discussion of the issues raised.
WG 3: Exploring the interaction with digital resources in mathematics education: focus on the users’ perspective
Leader: Prof. Annalisa Cusi (Università di Roma – Sapienza, Italy)
Abstract In this working group, we will address the issue of investigating the use of digital resources (DR) in mathematics education, especially considering students’ perspectives on their use of DR to support their learning processes. After considering a review of potential theoretical frameworks useful for carrying out this type of investigation, we will reflect, on the one hand, on the different aspects that the use of specific theoretical lenses could allow to study in relation to this issue and, on the other hand, on how to design and develop a data analysis useful for answering specific research questions. These reflections will be developed by focusing on data collected during different research studies conducted at upper secondary and undergraduate levels.
WG 4: Research on mathematics teaching: What can the observation of teacher collaborating bring to the field? What are the theoretical and methodological issues?
Leaders: Prof. Stéphane Clivaz (Lausanne University of Teacher Education, Switzerland) and Filipa Faria (Universidade de Lisboa, Portugal)
Abstract: This workshop focuses on research on teachers, where teachers are working with colleagues, researchers, or other educators. Whether the research focuses on teachers’ collaboration or not, the interplay between the individual and collective aspects raises theoretical and methodological issues. It might also produce results that differ somehow from the study of individual teachers. Participants will share and discuss these particularities in their research in small groups and collectively, sharing some insights with their pairs and the workshop facilitator.
WG 5: Analysing mathematics classroom interactions:
theories, themes and tensions
Leaders: Jenni Ingram (University of Oxford, UK)
Abstract: Mathematics classroom discourse, interaction and talk make visible the complexity involved in the teaching and learning of mathematics. Research in mathematics education that has focused on these interactions has grown considerably in recent years, and with this comes a range of theories, themes and tensions. In this working group we will work with some videos and transcripts of these interactions to consider what different approaches to their analysis tells us about the teaching and learning within these interactions. These approaches will range from using standardised observation frameworks to ethnomethodological approaches that are inductive in nature, and many in between. We will also consider the reflexive relationship between what we focus on when analysing these interactions and the theoretical approach taken. These comparisons will highlight the advantages and disadvantages of the choices we make as researchers interested in interaction.