Institute for Mathematical Pedagogy (IMP)

Anne Watson and John Mason have directed an annual 4 day working meeting called IMP since 2001.
A maximum of 25 people (teachers, advisers, academics, and us) meet and work on mathematical tasks
mostly chosen by Anne and by John and, this year, Jenni Back.
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 Haniak-Cockerham 
in the first instance via 
imp-enquiries @ hotmail.com  

 IMP18 REGISTRATION will open mid November
IMP18 Details
​Dates for IMP19 are July 30 -Aug 2

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IMP18 July 31-Aug 3 2018
at Cuddesdon, near Oxford

Meaning & Meaningfulness
in Mathematical Pedagogy

How does familiarity contribute
to the development of meaning?
How does perceived relevance influence
disposition and commitment to making sense?
What makes a mathematical idea realisable?
What relationships are there between
meaning of something, for an individual,
meaning for a community, and
meaningful associations and connections?

“Then you should say what you mean,” the March Hare went on.
“I do,” Alice hastily replied; “at least—at least I mean what I say—that’s the same thing, you know.”
“Not the same thing a bit!” said the Hatter. “Why, you might just as well say that ‘I see what I eat’ is the same thing as ‘I eat what I see’!”
“You might just as well say,” added the March Hare, “that ‘I like what I get’ is the same thing as ‘I get what I like’!”
“You might just as well say,” added the Dormouse, which seemed to be talking in his sleep, “that ‘I breathe when I sleep’ is the same thing as ‘I sleep when I breathe’!”

Previous IMP's

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: