Table of contents (1 chapter) About this book Introduction This ICME-13 Topical Survey provides a review of recent research into statistics education, with a focus on empirical research published in established educational journals and on the proceedings of important conferences on statistics education. It identifies and addresses six key research topics, namely: teachers’ knowledge; teachers’ role in statistics education; teacher preparation; students’ knowledge; students’ role in statistics education; and how students learn statistics with the help of technology. For each topic, the survey builds upon existing reviews, complementing them with the latest research.

This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds, what “discipline” means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved.

Although emerging IoT paradigms in sleep tracking have a substantial contribution to enhancing current healthcare systems, there are several privacy and security considerations that end-users need to consider. End-users can be susceptible to malicious threats when they allow permission to potentially vulnerable or leaky third-party apps. Since the data is migrated to the cloud, it goes over insecure communication channels, all of which have their security concerns. Moreover, there are alternative data violation concerns when the data projects into the proprietor’s cloud storage facility. In this study, we present some of the existing IoT sleep trackers, also we discuss the most common features associated with these sleep trackers. As the majority of end-users are not aware of the privacy and security concerns affiliated with emerging IoT sleep trackers. We review existing solutions that can apply to IoT sleep tracker architecture. Also, we describe a deployed IoT platform that can address these concerns. Finally, we provide some of the recommendations to end-users and service providers to ensure a safer approach while leveraging the IoT sleep tracker in caregiving. This incorporates recommendations for software updates, awareness programs, software installation, and social engineering.

We make a new contribution to the field by providing a new method of using SMT solvers in saturation-based reasoning. We do this by introducing two new inference rules for reasoning with non-ground clauses. The first rule utilises theory constraint solving (an SMT solver) to perform reasoning within a clause to find an instance where we can remove one or more theory literals. This utilises the power of SMT solvers for theory reasoning with non-ground clauses, reasoning which is currently achieved by the addition of often prolific theory axioms. The second rule is unification with abstraction where the notion of unification is extended to introduce constraints where theory terms may not otherwise unify. This abstraction is performed lazily, as needed, to allow the superposition theorem prover to make as much progress as possible without the search space growing too quickly. Additionally, the first rule can be used to discharge the constraints introduced by the second. These rules were implemented within the Vampire theorem prover and experimental results show that they are useful for solving a considerable number of previously unsolved problems. The current implementation focuses on complete theories, in particular various versions of arithmetic.

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.