## 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 Back, Corinne Angier and Chris Sangwin. 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.

mostly chosen by Jenni Back, Corinne Angier and Chris Sangwin. 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 Haniak-Cockerham in the first instance via imp-enquiries @ hotmail.com |
IMP22 REGISTRATION is now OPEN! |

**Previous IMP's**

2021 Mathematical Notation & Symbols

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:

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: