Mathematics

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- Sør-Trøndelag University College, Norway - Leibniz Institute for Science and Mathematics Education at the University of Kiel, Germany - Babes-Bolyai University, Romania - University of Hradec Králové, Czech Republic - Divulgación Dinámica SL, Spain - Hacettepe University, Turkey - Vilnius University, Lithuania - University of Innsbruck, Austria (terminated 31 August 2013) - Johann Wolfgang Goethe University Frankfurt a. M., Germany (terminated 28 February 2013), - Institute of Mathematics and Informatics at the Bulgarian Academy of Science, Bulgaria - University of Münster, Germany (accessed 01 March 2014) - University of Vienna (accessed 01 September 2014) References Maaß, K., & Doorman, M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM - The International Journal on Mathematics Education, 45(6), 887-899. 22
3.2 DZLM - German Centre for Mathematics Teacher Education – DZLM Team Initiated and founded and financed by the Deutsche Telekom Stiftung, a consortium of eight universities started the German Center for Mathematics Teacher Education (DZLM for short) in summer 2011. Mission Both, the universities and all other partners involved in the DZLM have a common mission: To accompany mathematics teachers during their whole career. The continuous professional development (CPD) courses are following a competence framework and design guidelines according to the latest research results in teacher education. Also, comparable concepts for the support and to secure early education in mathematics are developed. These concepts result in CPD courses for kindergarten and elementary educators. Federal state laws regulates education in general, as well as teacher education in Germany. This autonomy results in a heterogeneity in the systems of further qualification of teachers and educators. Activities The DZLM is operating within the 16 German federal states in cooperation with partners in these states. Its activities are in line with a coherent concept for mathematics education from kindergarten and elementary education to upper secondary level that includes diagnosis and advancement of students’ learning processes in mathematics. The theoretical framework constitutes the foundation of its activities and builds upon theory and is evidence based. A competence model and design guidelines have been derived from this and serve as a basis for the actual continuous professional development courses. All activities are monitored for quality with a systematic evaluation through transparent criteria. The activities of the DZLM can be structured in four main strands: Certified Qualification Measures • Creation of a nation-wide master course for teacher educators • Subject-specific and didactical qualification of teacher educators particularly for professional development • Further qualification of out-of-field teachers • Qualification events and courses for teachers and elementary educators 23
Page 1 and 2: Editors: Katja Maaß Bärbel Barzel
Page 3 and 4: Conference Proceedings in Mathemati
Page 5 and 6: Contents 1 Conference: Educating th
Page 7 and 8: Inquiry based biology education in
Page 9 and 10: 1 Conference: Educating the educato
Page 11 and 12: and at the same time, as profession
Page 13 and 14: In addition to exemplary, high qual
Page 15 and 16: 2 Conference outcomes and conclusio
Page 17 and 18: One of the most significant develop
Page 19 and 20: 2.5 Trends and needs in Europe to s
Page 21 and 22: necessary to delve even deeper into
Page 23 and 24: Strategies that effectively support
Page 25: • Common research question: In re
Page 29 and 30: 4 Keynotes: Abstracts and Speaker I
Page 31 and 32: Teacher professional development in
Page 33 and 34: aspects of science education and ed
Page 35 and 36: EU countries (www.edumatics.eu). Al
Page 37 and 38: For several years, Manuela Welzel-B
Page 39 and 40: 6 Papers 6.1 Track 1: Scaling-up wi
Page 41 and 42: 3.1 The mathematical culture of cla
Page 43 and 44: literature and of a distributed fly
Page 45 and 46: proportional magnitudes - asking fo
Page 47 and 48: surface. Alternately two persons A
Page 49 and 50: subsets? Explain!” and “Write a
Page 51 and 52: Building capacity: developing a cou
Page 53 and 54: provision of professional developme
Page 55 and 56: teaching of specific concepts in sc
Page 57 and 58: • The use of repetition in some p
Page 59 and 60: Even, R. and Ball, D. eds., 2008, T
Page 61 and 62: the curriculum, or main part of it,
Page 63 and 64: its applicability, write a final th
Page 65 and 66: professional life. That is why she
Page 67 and 68: “The meeting closed with a reques
Page 69 and 70: set-up. PRIMAS courses offered mult
Page 71 and 72: Figure 1: Extended Interconnected M
Page 73 and 74: 3.4 The facilitator Looking at the
Page 75 and 76: Penuel, W., B. J. Fishman, et al. (
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a means of ensuring that students a
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environment and attitude that all w
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tended to end with phrases such as
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3.2.4 Feelings reported Teachers de
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disadvantage, as one facilitator po
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valid experiences to the discussion
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proposal. It is more likely to resu
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Joyce, B. and Showers, B., 1980,
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For this structure the Chair of Mat
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Acknowledgements This project has b
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Module 1: • Interpretation and de
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3.3 Structure & Contents The whole
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One usual name for providers of suc
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considered strong enough (e.g., a v
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This could make the situation of mu
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used for continuous adaptation of d
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M2-idea was extended and combined w
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discussed, also representatives fro
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in B Herzog-Punzenberger (ed), Nati
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KOMMS: Teacher training courses fos
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which involves ingredients which ca
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smartphones in school is increasing
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References Blomhøj, M., Jensen, T.
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Figure 1: The model of implementati
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Therefore following crucial challen
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as useful. Majority (91 %) of teach
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How to determine what teachers shou
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6.2 Track 2: Blended learning conce
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process, compared to the usual scho
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Figure 1: Elements of Activity 1 Th
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The supervision of the teacher educ
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Promoting teacher trainees’ inqui
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1.3 Tablet support Furthermore, Cas
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Figure 3. Blended-learning concept
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Measuring the distance of each step
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Figure 4: Interaction graph of the
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Bell, T., Urhahne, D., Schanze, S.,
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Online training courses: Design mod
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about 1000 course participants, whi
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mandatory). This is followed by the
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Research project WOLF is about deve
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Positive aspects timely, content-re
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References Bruder, R. & Sonnberger,
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Figure 1: An activity from the Corn
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The PD process is illustrated in Fi
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and for students with English as an
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5 Future research The Cornerstone M
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A Virtual Mathematics Laboratory in
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informatics/IT). The synergy betwee
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than 70% would commit essential err
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computer, Theme of the month (Figur
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References Branzov, T., 2015, Viva
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Supporting the teacher role during
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worksheets and encouraged teachers
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Using Blended Learning in a Math Pe
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2.2 Blended learning and the HU uni
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At the beginning of the weekly cycl
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3.3 Evaluation and reflection The n
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4.2 A perspective on flexibility No
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4.3 Experience We are going to inco
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6.3 Track 3: Disseminating and scal
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processes and on important science
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Figure 1: Model for studying differ
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An IBL application from the inside
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3.1.2 The classroom management In t
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and what part it plays in the cover
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Figure 7 3.2.3.4 Task 4 At the fina
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Moreover, they pointed out that thi
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Appendix: The activity (Worksheet)
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f = 60 / 80cm Hole aperture Ø ≈0
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a) The image size in a camera obscu
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D(m) h(m) h(m) Image height when f
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pose questions, explore situations,
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Figure 1: Worksheet for the Parking
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mathematical domains and related to
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5 minutes 10 minutes 5 minutes 25 m
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groups, the work of individual stud
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(Retrieved at January 9 th , 2015 f
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equired to spend 440 hours (within
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Therefore the Steering Committee as
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References Michels, B., Kruger, J.
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7. Development of competencies 8. E
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classroom environment or not be ver
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4 Conclusions The project of raisin
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(Settlage 2007, p. 204), that is to
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were engaged in the process of defi
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emerging. The students are expected
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5.1.3 PTs’ design and implementat
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eflected on their experience and in
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a designer to the students. This is
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throughout their studies. The use o
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6.4 Track 4: Professional learning
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2.1 Objectives and areas of experti
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Teacher PD in the Czech Republic an
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• and last but not least the call
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3 Teacher training in the Czech Rep
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Samples of course topics for primar
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Professional qualification of teach
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Three practical work phases Phase 1
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All courses are evaluated by the DZ
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Competencies in Mathematics and Sci
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up to upper secondary level. The pr
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materials and interim reports are e
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Professional Learning Communities:
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presentation of professional develo
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and included participants from Spec
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In each intake participants exhibit
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Figure 1: The course content has be
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Figure 3: There have been sufficien
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Professional Learning Communities -
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Lesson study Observation classroom
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studying their response to particul
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Learning on three levels In the kno
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study as one form of clinical resea
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A study of collaboration between ma
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4 Towards an effective community of
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students and providing professional
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Figure 1: The structure of the JCU
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JCU learning community and (2) a gr
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At the moment this paper is written
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In 2014, 144 students were selected
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Van der Valk T., 2014b, “Connecti
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Figure 1: Lesson study cycle (adapt
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Work experience in Degree + extra i
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I learned that… from.. IMTPG Alan
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References Batanero, C., et al. (19
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Content focused peer coaching and t
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group simultaneously receives an in
Page 333:
Wanzare, Z.O. (2007) The Transition
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