Institute for Mathematical Pedagogy (IMP)
A maximum of 25 people (teachers, advisers, academics, and us) meet and work on mathematical tasks
mostly chosen by Jenni, Corinne and Chris. The point is not to do the tasks, but rather to notice what is involved in working on the tasks, making sense, making progress, getting stuck, working with others, and the pedagogical implications of what we notice in ourselves.
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There are no 'conference papers' though sometimes people are moved to write about their experiences (see MT 191; 194; 232) and often there is an opportunity to offer a task connected with the theme.
mostly chosen by Jenni, Corinne and Chris. The point is not to do the tasks, but rather to notice what is involved in working on the tasks, making sense, making progress, getting stuck, working with others, and the pedagogical implications of what we notice in ourselves.
.
There are no 'conference papers' though sometimes people are moved to write about their experiences (see MT 191; 194; 232) and often there is an opportunity to offer a task connected with the theme.
For more information contact the IMP Registrar
Fiona HaniakCockerham in the first instance via impenquiries @ hotmail.com In these uncertain times we are not sure that we will be able to go ahead with the Institute as usual in Oxford this coming July, however we are hopeful and planning for this to be the case. If meeting with you all in person becomes impossible, then we will certainly run a reduced form of the Institute virtually. We are able to offer the same guarantees about reimbursement as we did for 2020 and we are in contact with Ripon College who are being as flexible as they can with us in view of the length of our connection with them. 
IMP21 July 2629 2021

Previous IMP's
2020 Didactic Sequences for Mathematical Thinking Notes
2019 The Role & Use of Mental Imagery in Mathematical Thinking: Documents Part A; Documents Part B 2018: Meaning and Meaningfulness in Mathematics: Documents 2017: Transitions Between Mathematical Worlds: 2016: Essence and Economy in Teaching & Learning Mathematics; Perks & Prestage on Isosceles Triangles 2015: Representing and Discerning Structural Relationships; extra resources: Tandy 2014: Symmetry, Complementarity & Conjugacy 2013: Exchange & Substitution; 2012: Fundamental Ideas, Core Awarenesses and Threshold Concepts in Mathematics 2011: Tinkering with Tasks 2010: Mathematical Friends & Relations: Recognising Structural Relationships 2009: Explanation & Proof as Mathematical Narrative 2008: Mathematical Notation 2007: Metaphors, Models & (re)Presentations 2006: Surprise & Expectation: 2005: Mathematical Structure 2004: Freedom & Constraint 2003: Imagining & Expressing Mathematical Ideas 2002: Disturbance, Variation & Construction 2001: 