The goal of the Conversation Group is to reach good practises about some specific aspects of popularization of mathematics in exhibitions, workshops, fairs… Furthermore, it can be very useful discuss and identify problems, shortcomings, weaknesses and inspiring ideas we can detect in our structure.
The structure of the CG sessions is based on 5-10 short communications on the topic, so speakers and participants have time enough to discuss. Speakers’ full interventions will be available on this website.
All the intervetions will be collected to be published in a virtual edition with an official ISBN code.
If you want to do an intervention as a speaker in a CG, you will find a form in the registration process.
Monday, October 29th
CG1 We don’t teach, but they learn. Museum/School
The learning models in a museum (exhibitions and workshops) are not the same than in school. Dynamics, time, relationship and communication are different.
We don’t teach. We make self-experience possible.
CG2 There are not small mathematics, there are not small mathematicians. Mathematics and children (0-8)
Mathematics experiences have to be intense, challenging, stimulating for teachers and students at all the educational steps. How can we support this goal from the museum?
CG3 Is virtual virtuous? Hands-on and virtual hands-on
The presence of technology in all social areas (school, home, relationships, information…) is continually increasing and gaining new competences. The math component is enormous and not always evident. Which and how much technology is needed in the museum? What is the purpose?
Tuesday, October 30th
CG4 Let’s do something together International Math Week
The popularization of mathematics through exhibitions, fairs, workshops or individual events is a widespread practice in many countries and that sees all of us involved. Is it time to organize collective actions, exchanging experiences and activities? Which models would allow us to break the barrier of silence?
CG5 Don’t be so formal! Museum/Teachers training
The initial and ongoing training of teachers is conducted in different ways in different countries, but it is difficult to see the entities that educate outside the formal circuit, from kindergarten to university, involved, even when the goal is skills based learning. Do we have alternative models to offer?
CG6 Mummy, I want to be a scientist! Museums and scientific vocation
Projects to stimulate STEM vocations are taking place in many countries, to compensate for the lack of professional figures and the demand for an increasingly technologized industry. Museums are called to be interlocutors of these projects. What are our peculiarities? How can we measure (and claim) our impact and contribution?
CG7 In the museum and for the museum Statistics
The statistic (and probability) is a matter of mathematics that is more present in the social reality than within museums. Is it possible to develop meaningful modules that will allow us to increase the skills to better understand informations and take better decisions?
On the other side, the museums use the property and efficiency of the instruments and the statistics predispose to evaluate the effectiveness and dimensions of their own social and educative skill?
CG8 Go wider, go deeper! Math/Museum/People Dissemination
In recent years, mathematical dissemination shows a greater social presence. Books, articles and interviews in newspapers and magazines, collections of games, some movies, fleeting but repeated television appearances … are more frequent. Can we take advantage of it to be able to impose a more realistic view of mathematics and mathematicians, beyond the easy stereotypes that persecute us?
CG9 Movement and emotion stimulate creActivity. In-E-motion
Simulations, applets, transforming shapes, puzzles, fractals, paths, strings… Dynamic images generate emotions and stimulate personal investigation.
Wednesday, October 31th
CG10 Banner at the exit of the museum: “You are now entering the real museum of mathematics”. Museum/Reality modelling
From a certain point of view, if we succeed that our educational discourse is centred on elements of daily life we can reach a greater, less expert, but no less curious audience.
From another point of view, reality is too complex to be contained in a single module. Modelling without losing the essential elements that we want to mathematize is the big bet.
CG11 Is the Big Data a Gentle Giant? Research/Statistics
BigData is breaking into world of stadistics as a real challenge, but how can we convert this huge landscape into a museum hands-on module? We are able to use that technology in our benefit?
CG12 It’s easy! Well, it’s not so hard! I mean: it’s hard, but is fun! Support for new museum
Is it really so difficult and expensive to build a new math museum? Which elements are essential? How to stimulate demand in the area?
CG13 Sharing is caring Sharing of exhibits ideas
In Dresden’s first Matrix conference, Imaginary proposed a collaboration protocol between mathematical museums. Although not formalized, a tacit agreement was in fact accepted and contributed to the realization of excellent collaborative experiences. With this baggage and more available connection channels, how can we widen and generalize such collaborations?
CG14 I had a lot of fun. I have a lot of questions Emotion vs Fun: A transforming museum
The emotional (hearts-on) and playful aspects play an essential role in determining the success of an exhibition, but hide the risk of trivializing content and objectives. We must promote a seductive science, which changes the commonly accepted view of mathematics and maintains this new interest for a long time.
CG15 Size doesn’t matter. Big or Great?
Does it make sense to discuss the ideal dimensions of a math museum? Are we able to decide or suggest the best model or different models are equally possible and effective? Which elements are essential for a good activity?
CG16 How could I explain it to you? Museum/University
Popularization of theory advances in mathematics is an important social goal. Is the museum the right place to do it?