Dear Colleagues,
the Conversations among Colleagues (CaC) 2015 conference will be held on Saturday, March 21, 2015 at Wayne State University. The theme is Supporting Teachers Mathematically and Pedagogically. James Hiebert, University of Delaware and Hyman Bass, University of Michigan, will join the conversation and provide keynote talks. The call for proposals that focus on current research or teaching related to the mathematics and pedagogy teachers need to teach productively is available at http://coe.wayne.edu/ted/math/cac.php. Proposals must be submitted by December 2, 2014.
Looking forward to your proposals and seeing you in Detroit in March.
S. Asli Ozgun-Koca and Sally Roberts (Co-chairs)
cac2015
Month: February 2015
NSF-CBMS Regional Research Conferences in the Mathematical Sciences
********************************************************************************* Program Number: 32517 Title: NSF-CBMS Regional Research Conferences in the Mathematical Sciences Sponsor: Directorate for Mathematics and Physical Sciences/NSF SYNOPSIS: The NSF-CBMS Regional Research Conferences in the Mathematical Sciences are a series of five-day conferences each of which features a distinguished lecturer delivering ten lectures on a topic of important current research in one sharply focused area of the mathematical sciences. CBMS refers to the Conference Board of the Mathematical Sciences which publicizes the conferences and administers the resulting publications. Support is provided for about 30 participants at each conference. <S2S> Deadline(s): 04/24/2015 Established Date: 04/05/2013 Follow-Up Date: 02/01/2016 Review Date: 02/26/2015 Contact: Jennifer S. Pearl Address: Division of Mathematical Sciences 4201 Wilson Boulevard Arlington, VA 22230 U.S.A. E-mail: jslimowi Web Site: http://www.grants.gov/view-opportunity.html?oppId=229417 Program URL: http://www.nsf.gov/pubs/2013/nsf13550/nsf13550.htm Tel: 703-292-4492 Fax: Deadline Ind: Receipt Deadline Open: No Award Type(s): Conference--Attend Citizenship/Country of Applying Institution: Any/No Restrictions Locations Tenable: U.S.A. Institution (including U.S. Territories) Appl Type(s): Colleges/Universities Non-Profit Target Group(s): NONE Funding Limit: $35,000 SEEBELOW Duration: 1 YEAR(s) Indirect Costs: Unspecified Cost Sharing: No Sponsor Type: NONE Geo. Restricted: NO RESTRICTIONS CFDA#: 47.049 OBJECTIVES: The continuing success and strength of this conference series over the past decades owes to certain distinguishing features which differentiate these conferences from typical research conferences. These are: Focus on a single important and timely area of research by a leading practitioner. Each conference lecturer is a major contributor to the subject area of the conference and has a broad perspective on that area. The lectures pull together the major ideas and recent results and chart the possible future directions for the field. The purpose of this format is to ensure that the participants, especially the new or recent entrants to the field, gain a deeper understanding of the major outstanding problems and current directions of research in the field than they would get from the typical conference format, where many people present talks on their own results; Published monograph for a wider audience. The monograph based on the lectures presents, to a much wider audience than the conference alone provides, a carefully prepared synthesis of and perspective on an active field of research by one of its leading contributors; and Continued effect and local stimulation through regional emphasis. The purpose of the regional emphasis, with many of the participants drawn from areas geographically proximate to the host institution, is to provide a strong stimulus for increased local research activity and to assure that the contacts made during the conference will continue. Participants include not only established researchers but also newcomers to the field, such as graduate students, postdocs, and faculty wishing to learn a new area. The competence of the conference organizer (principal investigator) and the thematic and organizational appropriateness of the host institution (including arrangements for housing, meals, etc.) are essential to the conference's success. ELIGIBILITY Proposals may only be submitted by the following: Universities and Colleges - Universities and two- and four-year colleges (including community colleges) accredited in, and having a campus located in the US, acting on behalf of their faculty members. Such organizations also are referred to as academic institutions; and Non-profit, non-academic organizations: Independent museums, observatories, research labs, professional societies and similar organizations in the U.S. associated with educational or research activities. FUNDING Each anticipated 1-year award will total approximately $35,000 including direct and indirect costs. Source: Grants.gov (04/05/13). (cas) KEYWORDS: Mathematics Grants.gov Grants.gov/S2S
[tag NSF]
Research Experiences for Teachers (RET) in Engineering and Computer Science
********************************************************************************* Program Number: 45307 Title: Sponsor: Directorate for Engineering/NSF SYNOPSIS: The Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE), have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) teachers and community college and university faculty and students to bring knowledge of engineering or computer and information science and engineering as well as technological innovation to pre-college/community college classrooms. The goal of these partnerships is to enable K-12 STEM teachers and community college faculty to translate their research experiences and new knowledge gained in university settings into their classroom activities. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. Involvement of graduate students in support of academic-year classroom activities is particularly encouraged. Partnerships with inner city, rural or other high needs schools are especially encouraged, as is participation by underrepresented minorities, women, and persons with disabilities. As part of the long-term partnership arrangements, university undergraduate/graduate students will partner with pre-college/community college faculty in their classrooms during the academic year to help teach engineering/computer science concepts. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed NSF Directorate for Engineering (ENG) and Directorate for Computer and Information Science and Engineering (CISE) grants or as supplements to ongoing NSF ENG and CISE funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or community college faculty. <S2S> Deadline(s): 04/08/2015 11/02/2016 11/01/2017 Established Date: 01/12/2015 Follow-Up Date: 01/01/2016 Review Date: 01/12/2015 Contact: Mary F. Poats Address: Division of Engineering Education and Centers 4201 Wilson Boulevard Room 585N Arlington, VA 22230 U.S.A. E-mail: mpoats Web Site: http://www.grants.gov/view-opportunity.html?oppId=271268 Program URL: http://www.nsf.gov/pubs/2015/nsf15536/nsf15536.htm Tel: 703-292-5357 Fax: 703-292-9051 Deadline Ind: Receipt Deadline Open: No Award Type(s): Collaborative Project Research Grants/R & D Citizenship/Country of Applying Institution: Any/No Restrictions Locations Tenable: U.S.A. Institution (including U.S. Territories) Appl Type(s): Colleges/Universities Target Group(s): NONE Funding Limit: $0 SEEBELOW Duration: 3 YEAR(s) Indirect Costs: Unspecified Cost Sharing: No Sponsor Type: NONE Geo. Restricted: NO RESTRICTIONS CFDA#: 99.999 OBJECTIVES: RET in Engineering and Computer Science Supplement
I-Corps L – Stimulating Innovation in STEM Education
Dear Colleague Letter: I-Corps L – Stimulating Innovation in STEM Education
Available Formats:
HTML: http://www.nsf.gov/pubs/2015/nsf15050/nsf15050.jsp?WT.mc_id=USNSF_25&WT.mc_ev=click
PDF: http://www.nsf.gov/pubs/2015/nsf15050/nsf15050.pdf?WT.mc_id=USNSF_25&WT.mc_ev=click
TXT: http://www.nsf.gov/pubs/2015/nsf15050/nsf15050.txt?WT.mc_id=USNSF_25&WT.mc_ev=click
Document Number: nsf15050
Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender
From DOI:10.1080/14794802.2013.874094
Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender
Abstract
We investigated two factors that predict students’ achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students’ achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates’ achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality.
Know excellent teachers? Nominate for Presidential Teaching Award; Deadline April 1
Do you know a 7th-12th grade teacher who provides excellent mathematics or science instruction to his or her students? Then please consider nominating him or her for a Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). Anyone—researchers, parents, or members of the general public—may nominate a 7th-12th grade teacher by completing the nomination form available on the PAEMST website (www.paemst.org). To submit a nomination, you only need the teacher’s contact information.
PAEMST is the highest honor the United States government bestows for K-12 mathematics and science teaching. Since 1983, more than 4,300 teachers have been recognized for their contributions to mathematics and science education. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. Up to 108 teachers may be recognized each year.
Presidential Awardees receive a certificate signed by the President of the United States; a trip for two to Washington, D.C., to attend a series of recognition events, professional development opportunities, and policy-maker meetings; and a $10,000 award from the National Science Foundation.
The Nomination Deadline is April 1, 2015. The Application Deadline is May 1, 2015 for teachers (Grades 7-12). Elementary school teachers (K – Grades 6) are eligible to apply in 2016. If you know more than one teacher deserving of this award, you may submit more than one nomination. Teachers may also initiate the application process themselves at www.paemst.org.
Please consider nominating outstanding mathematics or science (including computer science) teachers today!
Sincerely,
Nafeesa Owens, Ph.D.
Program Lead, PAEMST*
*The National Science Foundation administers PAEMST on behalf of The White House Office of Science and Technology Policy.
Promoting Research and Innovation in Methodologies for Evaluation
********************************************************************************* Program Number: 45579
Title: Promoting Research and Innovation in Methodologies for Evaluation
Sponsor: Directorate for Education and Human Resources/NSF
SYNOPSIS: The Promoting Research and Innovation in
Methodologies for Evaluation (PRIME) program seeks to support research on evaluation with special emphasis on: exploring innovative approaches for determining the impacts and usefulness of STEM education projects and programs; building on and expanding the theoretical foundations for evaluating STEM education and workforce development initiatives, including translating and adapting approaches from other fields; and growing the capacity and infrastructure of the evaluation field. Three types of proposals will be supported by the program: Exploratory Projects that include proof-of-concept and feasibility studies; more extensive Full-Scale Projects; and conferences.
Deadline(s): 04/30/2015
Established Date: 02/02/2015
Follow-Up Date: 02/01/2016
Review Date: 02/03/2015
Contact:
Address: 4201 Wilson Boulevard
Arlington, VA 22230
U.S.A.
E-mail: DRLPRIME@nsf.gov
Web Site: http://www.grants.gov/view-opportunity.html?oppId=272670 Program URL: http://www.nsf.gov/pubs/2015/nsf15540/nsf15540.htm Tel: 703-292-8650
Fax:
Deadline Ind: Receipt
Deadline Open: No
Award Type(s): Conference–Host/Conduct Research Grants/R & D
Citizenship/Country of Applying Institution:
Any/No Restrictions
Locations Tenable: U.S.A. Institution (including U.S. Territories)
Appl Type(s): Individual, Non-Specific
Colleges/Universities
For-Profit
Non-Profit
Target Group(s): NONE
Funding Limit: $0 SEEBELOW
Duration: 3 YEAR(s)
Indirect Costs: Unspecified
Cost Sharing: No
Sponsor Type: NONE
Geo. Restricted: NO RESTRICTIONS
CFDA#: 47.076
OBJECTIVES: The overarching goal of the PRIME program is to support the development, demonstration, and validation of innovative new methodologies and approaches in STEM evaluation. To address this goal, the program is interested in proposals that: explore innovative new approaches for determining the impact and usefulness of
evaluations of STEM education projects or programs, with appropriate rigor; expand the theoretical foundations for evaluating STEM education and human resource initiatives, including translating approaches from other fields; and increase the capacity of and infrastructure for researchers and evaluators by increasing the number of individuals who can produce conceptually sound and methodologically appropriate evaluations of STEM education and workforce projects, portfolios, and programs. Evaluation contexts, and thus
problems, addressed in response to this solicitation may vary from large-scale system change to individual experiences and impacts. They may focus on any level of education and on any combination of formal or informal settings. Proposed goals can be as broad as developing new evaluation research designs, or as focused as developing metrics to measure the impacts of new learning environments (e.g., massive open online courses [MOOCs] and badges) or changes in traditional classroom practices. Some initiatives may target specific fine-grained topics within a STEM subject area, while others may focus on STEM fields more broadly. They may be purely theoretical or have large empirical components. Finally, proposals may include a wide range of design features (e.g., partnerships) and goals (e.g., broadening
participation) that may exist within and across specific STEM education and workforce initiatives. These examples are presented to illustrate that the solicitation permits a broad range of entry points, issues, and settings. Eligible proposal types
include: Exploratory Projects –Exploratory projects are
small-scale explorations that include proof-of-concept and feasibility studies. Exploratory projects must describe relevant literature, evaluation research questions, data to be gathered and analytic approaches to be taken. Not all Exploratory projects will result in a subsequent, full-scale proposal. However, for those that do, the results and implications of the exploratory work must be explicitly described. Full-Scale Projects — Full-scale projects are larger in scope and may investigate pressing issues facing the field; develop innovative evaluation methodologies or approaches; or build capacity for rigorous, useful evaluations. Conferences — The PRIME
program may support a few well-focused conferences that have the potential to transform the field. Budgets are expected to be related to the duration of the event and the number of participants. Typical costs are around $100,000. Proposals should include a conceptual framework for the conference, a draft agenda, a possible participant list, and the likely outcomes or products that will result from the conference. Proposals may be submitted at any time, generally at least one year in advance of when the conference would be held.
ELIGIBILITY
Individuals and organizations in the following categories may submit proposals: Universities and Colleges; Non-profit, non-academic organizations; For-profit organizations; State and Local Governments; and Unaffiliated Individuals.
FUNDING
It is anticipated that between 13 and 18 projects will be awarded in FY 2015: approximately 7-10 full scale and approximately 6-8 exploratory projects will be selected for funding. The remainder of funds will be allocated to support conferences, RAPIDs and EAGERs. Exploratory projects cannot exceed $250,000 total and a duration of two years. Full-scale projects cannot exceed $800,000 total and a duration of three years. Typical conference costs are around $100,000. Source: Grants.gov (02/02/15). (cas)
KEYWORDS: EDUCATION
Mathematics Education
Science Education
Engineering Education
SCIENCE & TECHNOLOGY/MATHEMATICS/COMPUTER SCIENCE Technology
Grants.gov
Grants.gov/S2S
Promoting Research and Innovation in Methodologies for Evaluation
********************************************************************************* Program Number: 45579
Title:
Sponsor: Directorate for Education and Human Resources/NSF
SYNOPSIS: The Promoting Research and Innovation in
Methodologies for Evaluation (PRIME) program seeks to support research on evaluation with special emphasis on: exploring innovative approaches for determining the impacts and usefulness of STEM education projects and programs; building on and expanding the theoretical foundations for evaluating STEM education and workforce development initiatives, including translating and adapting approaches from other fields; and growing the capacity and infrastructure of the evaluation field. Three types of proposals will be supported by the program: Exploratory Projects that include proof-of-concept and feasibility studies; more extensive Full-Scale Projects; and conferences.
Deadline(s): 04/30/2015
Established Date: 02/02/2015
Follow-Up Date: 02/01/2016
Review Date: 02/02/2015
Contact:
Address: 4201 Wilson Boulevard
Arlington, VA 22230
U.S.A.
E-mail: DRLPRIME@nsf.gov
Program URL: http://www.nsf.gov/pubs/2015/nsf15540/nsf15540.htm Tel: 703-292-8650
Fax:
Deadline Ind: Receipt
Deadline Open: No
Award Type(s): Conference–Host/Conduct Research Grants/R & D
Citizenship/Country of Applying Institution:
Any/No Restrictions
Locations Tenable: U.S.A. Institution (including U.S. Territories)
Appl Type(s): Individual, Non-Specific
Colleges/Universities
For-Profit
Non-Profit
Target Group(s): NONE
Funding Limit: $0 SEEBELOW
Duration: 3 YEAR(s)
Indirect Costs: Unspecified
Cost Sharing: No
Sponsor Type: NONE
Geo. Restricted: NO RESTRICTIONS
CFDA#: 47.076
OBJECTIVES: The overarching goal of the PRIME program is to support the development, demonstration, and validation of innovative new methodologies and approaches in STEM evaluation. To address this goal, the program is interested in proposals that: explore innovative new approaches for determining the impact and usefulness of
evaluations of STEM education projects or programs, with appropriate rigor; expand the theoretical foundations for evaluating STEM education and human resource initiatives, including translating approaches from other fields; and increase the capacity of and infrastructure for researchers and evaluators by increasing the number of individuals who can produce conceptually sound and methodologically appropriate evaluations of STEM education and workforce projects, portfolios, and programs. Evaluation contexts, and thus
problems, addressed in response to this solicitation may vary from large-scale system change to individual experiences and impacts. They may focus on any level of education and on any combination of formal or informal settings. Proposed goals can be as broad as developing new evaluation research designs, or as focused as developing metrics to measure the impacts of new learning environments (e.g., massive open online courses [MOOCs] and badges) or changes in traditional classroom practices. Some initiatives may target specific fine-grained topics within a STEM subject area, while others may focus on STEM fields more broadly. They may be purely theoretical or have large empirical components. Finally, proposals may include a wide range of design features (e.g., partnerships) and goals (e.g., broadening
participation) that may exist within and across specific STEM education and workforce initiatives. These examples are presented to illustrate that the solicitation permits a broad range of entry points, issues, and settings. Eligible proposal types
include: Exploratory Projects –Exploratory projects are
small-scale explorations that include proof-of-concept and feasibility studies. Exploratory projects must describe relevant literature, evaluation research questions, data to be gathered and analytic approaches to be taken. Not all Exploratory projects will result in a subsequent, full-scale proposal. However, for those that do, the results and implications of the exploratory work must be explicitly described. Full-Scale Projects — Full-scale projects are larger in scope and may investigate pressing issues facing the field; develop innovative evaluation methodologies or approaches; or build capacity for rigorous, useful evaluations. Conferences — The PRIME
program may support a few well-focused conferences that have the potential to transform the field. Budgets are expected to be related to the duration of the event and the number of participants. Typical costs are around $100,000. Proposals should include a conceptual framework for the conference, a draft agenda, a possible participant list, and the likely outcomes or products that will result from the conference. Proposals may be submitted at any time, generally at least one year in advance of when the conference would be held.
ELIGIBILITY
Individuals and organizations in the following categories may submit proposals: Universities and Colleges; Non-profit, non-academic organizations; For-profit organizations; State and Local Governments; and Unaffiliated Individuals.
FUNDING
It is anticipated that between 13 and 18 projects will be awarded in FY 2015: approximately 7-10 full scale and approximately 6-8 exploratory projects will be selected for funding. The remainder of funds will be allocated to support conferences, RAPIDs and EAGERs. Exploratory projects cannot exceed $250,000 total and a duration of two years. Full-scale projects cannot exceed $800,000 total and a duration of three years. Typical conference costs are around $100,000. (cas)
KEYWORDS: EDUCATION
Mathematics Education
Science Education
Engineering Education
SCIENCE & TECHNOLOGY/MATHEMATICS/COMPUTER SCIENCE Technology
Essays in Honor of Harvey M. Friedman
From http://foundationaladventures.com/
Foundational Adventures
Essays in Honor of Harvey M. Friedman
Edited by Neil Tennant
Contents
- Neil Tennant: Foundational Adventures: Editorial
- Albert Visser: Why the Theory R is Special
- Andreas Weierman and Martijn Baartse: Finding the Phase Transition for Friedman’s Long Finite Sequences
- Bruce W. Weide: Software Verification with Towers of Abstraction
- Christian Tapp: Absolute Infinity–A Bridge Between Mathematics and Theology?
- Grigori Mints: Analytic Cut in Modal Logic: The System B
- Jeffry L. Hirst: Disguising Induction: Proofs of the Pigeonhole Principle for Trees
- John P. Burgess: Friedman and the Aximonatization of Kripe’s Theory of Truth
- Kevin Scharp: Xeno Semantics for Ascending and Descending Truth
- Martin Davis: Pragmatic Platonism
- Michael Rathjen: w-Models and Well-Ordering Principles
- Reed Solomon: Ordering Free Products in Reverse Mathematics
- Samuel R. Buss: Towards NP-P via Proof Complexity and Search
- Sy-David Friedman: Equivalence Relations in Set Theory, Computation Theory, Model Theory, and Complexity Theory
- V. W. Marek and J. B. Remmel: An Application of Proof-Theory in Answer Set Programming
Teaching Blog of Ioannis Souldatos 