Call for papers

TWG2, established in 2011, attracts people to a forum to discuss both theoretical and empirical research on the teaching and learning of arithmetic and number system. The scope of our group has always been open from kindergarten to 12th grade. For the last two CERME (10&11) conferences, discussion and presentations have evoked a desire to go deeper into specific themes. The first of those themes we wish to explore is: Perspectives on conceptual understanding of flexibility, number sense and mastery in arithmetic.

The various topics captured within this theme include whole numbers, integers and rational numbers as well as representations and problem solving using numbers and operations related to each of these domains. The call for abstracts and new researcher poster proposals invites submissions of substantial research-based proposals (theoretical, methodological, empirical or practical) from a wide range of perspectives, including cognitive, socio-cultural and developmental ones. We especially welcome contributions related (but not strictly bounded) to the following issues in the development of arithmetic and number systems through the three key number themes of: Flexibility, Sense and Mastery.

Authors must state which theme their abstract relates to and offer a short rationale/explanation. However, issues tackled can be quite wide; below are some examples of the issues in the development of arithmetic and number systems:

  • Developing a deep understanding of arithmetic and number systems
  • The role of conceptual understanding and procedural skills for learning numbers and operations
  • Developing number sense and structure sense as a foundation for flexibility with numbers and operations
  • Developing flexibility as a foundation for mastery with numbers and operations
  • Roles of models for teaching and learning arithmetic and number systems
  • Approaches for teaching and learning of Flexibility, Sense and Adaptive Expertise in inclusive education
  • Using tools (e.g. technology, manipulatives) in learning and teaching
  • Supporting and analysing long-term learning processes from kindergarten to 12th grade to develop number sense, flexibility and mastery
  • Cultural tools and practices for learning and teaching towards number sense, flexibility and mastery.
  • Approaches for teachers’ professional development in the teaching of number sense, flexibility and mastery.

Abstract and New Researcher Day poster proposals should follow the instructions in the Guidance on submission. The authors should submit their 2-page abstract to the coordinator: j.m.sayers@leeds.ac.uk (sending it both as a .doc and a .pdf file) and provide the required information, in particular choose one of the three main themes to which their abstract applies: Flexibility, Number sense, or Mastery.

Reviews and decisions

Each abstract will be go through an acceptance process to ensure the appropriateness, focus and clarity of the abstract meets the conference aims. The group leaders will decide about the acceptance of posters.

Important dates

  • 16th December 2019: Deadline for initial abstract submission by authors AND initial poster outline submission by new researchers for the New Researchers’ Day discussions
  • 28th January 2020: Initial decisions on abstracts and posters sent
  • 14th February 2020: Early bird registration closes
  • 28th February 2020: Authors submit a revised version if needed
  • 15th March: Registration closes
  • 16th March 2020: Final decisions sent
  • 20th April 2020: Abstracts and poster outlines available on Conference website

Note that the conference is designed to be progressive in its depth of discussion and participant engagement throughout the conference in true CERME style. We expect to produce at least one publication from this conference. Further information will be offered at the conference.

Please direct any questions to the coordinator (j.m.sayers@leeds.ac.uk).