Collaborative workshop in Mexico

Last week, I attended a workshop entitled, “Training directed to researchers with interest in science and mathematics education”. Its aims are to foster collaborations between Mexican and British researchers and to discuss current and future research in mathematics and science education.

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The project is funded by CONACYT (National Council of Science and Technology in Mexico) and by the British Council, from the Fund for International Cooperation in Science and Technology (FONCICYT) and Fund for International Cooperation in Science and Technology EU-Mexico, respectively. It has been organised by members of ITESM (Monterrey Institute of Technology and Higher Education).

ddm1I arrived during the Día de Muertos festival, and the hotel had installations to commemorate famous figures, relatives and collea
gues that have died. During the festival, people create colourful displays devoted to their loved ones, with items that they enjoyed while they were alive: food, drink, photographs, and so on. The colour orange and incense sticks are used in order to attract the attention and direct the dead to the displays devoted to them.

 

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The workshop took place in the Fiesta Americana Condesa hotel in Cancún. There were a number of invited speakers to address the workshop, including Geoff Wake, Paul Hernandez-Martinez, Jairo Lugo-Ocando, Morag Casey, Ross Galloway and Eddy Borges Rey from the UK; and María Soledad Ramírez Montoya, Ángeles Domínguez, Genaro Zavala, Jaime Ricardo Valenzuela González and Ruth Rodríguez from Mexico.

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The programme of activities for the workshop included talks, discussions of research, and the opportunity to develop a piece of writing for a chapter that will later appear in an e-book. The events encouraged discussion between delegates and a supportive co-development of our writing and awareness of current research in science and mathematics education.

There was one day set aside for an excursion to nearby Mayan ruins, in Cobá and in Tulum. Both sites featured exceptional examples of Mayan architecture, which featured the astronomical and mathematical design considerations that allowed the Mayans to record and make accurate predictions of astronomical phenomena.

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About the author

Stephen Broughton

Stephen is a postdoctoral pedagogic research assistant in the OCSLD. He started working at Oxford Brookes University in January 2015 and is also currently working towards a PhD in Mathematics Education.

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