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Friday July 3, 1998 |
| 08:10 - 09:10 |
Andrew Gleason, Department of Mathematics, Harvard University, USA
History and the role of rigor in teaching
calculus. |
| 11:30 - 12:30 |
David Tall, Mathematics Education Research Center, Warwick University, United Kingdom
Symbols and the Bifurcation Between Conceptual
and Procedural Thinking |
| 16:30 - 17:30 |
Maria Demertzis,
Department of Economics, University of Strathclyde, United Kingdom
The application of
Mathematics in Economics - An example: the interdependence of economic agents in European
Monetary Union |
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Saturday July, 4 1998 |
| 08:10 - 09:10 |
Jan Persens, Department of
Mathematics and Applied Mathematics, University of the
Western Cape, South Africa
Innovation in Mathematics Education - Disabling
or Empowering? |
| 11:30 - 12:30 |
Erich
Wittman, Fachbereich
Mathematik Dortmund, Universitaet Dortmund,
Germany
The Alpha and Omega of Teacher Education:
Stimulating Mathematical Activitities |
| 16:30 - 17:30 |
Colette Laborde, Laboratoire IMAG-Leibniz, Universite Joseph Fourier - CNRS,
France
Computer based dynamic modelling at
university level from multiple perspectives: the specific role of geometrical models. |
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Sunday July 5, 1998 |
| 08:10 - 09:10 |
Bert Waits and Frank Demana, Department of Mathematics, The Ohio State University, USA
The Role of Hand-Held Computer Symbolic
Algebra in the Teaching and Learning of Mathematics |
| 11:30 - 12:30 |
Stelios Negrepontis, Department of Mathematics, University
of Athens, Greece
The
geometric basis for Plato's negative view of the written word |
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Monday July, 31 1998 |
| 08:10 - 09:10 |
Jan de Lange and Els Feijs, Freudenthal Institute, Utrecht
Universiteit, The Netherlands
Comparing apples and citrons and other discrete
matters. |
| 11:30 - 12:30 |
Jerry Uhl, Department of Mathematics, University of Illinois, Urbana-Champaign, USA
Matrices, Geometry and Mathematica - a new course
taught a new way. |