ICME international survey on teachers working and learning through collaboration

This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on "Teachers Working and Learning Through Collaboration". It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers involved in collaborations, sometimes in formal settings of professional development, but also in a more diverse range of collaborative settings including research initiatives. The roles of teachers involved in the collaboration, survey methods, decisions and limitations are described. While some of the findings to date resonate with those of the earlier survey, other findings highlight characteristics and issues relating to the differing ways in which teachers collaborate, either with other teachers or the various 'others', most notably mathematics teacher educator researchers. The roles and relationships that contribute to learning in such collaborations, as well as theories and methodologies found in survey sources, are a focus of the findings presented here. Studies rarely theorised collaboration, and few of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers' learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students' learning

Heavy Quarkonium Physics

This report is the result of the collaboration and research effort of the Quarkonium Working Group over the last three years. It provides a comprehensive overview of the state of the art in heavy-quarkonium theory and experiment, covering quarkonium spectroscopy, decay, and production, the determination of QCD parameters from quarkonium observables, quarkonia in media, and the effects on quarkonia of physics beyond the Standard Model. An introduction to common theoretical and experimental tools is included. Future opportunities for research in quarkonium physics are also discussed.Comment: xviii + 487 pages, 260 figures. The full text is also available at the Quarkonium Working Group web page: http://www.qwg.to.infn.i

A meta-disciplinary reflection on a steam school activity: the role of mathematics

This paper aims at providing a meta-disciplinary reflection on the role of mathematics in the design of a STEAM activity for lower-secondary schools. The analyzed case study involves a group of teachers of different disciplines from the same Italian school, who collaboratively designed an interdisciplinary STEAM activity, following a template created by researchers in mathematics education, in the context of an international European project. We analyze data gathered in an interview with the mathematics teacher of the group, conducted to gain insight into the role of mathematics in the design of the activity, from her point of view. Different roles emerged from the teacher’s reflections about the subsequent phases of the project, entailing an evolving relationship between mathematics and the other disciplines