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5 Presenter Programme Each track was opened by a track plenary presentation given by an expert of the field. Hereafter a brief summary of each track plenary speech is given. 5.1 Track 1 plenary: Scaling-up with multipliers in face-to face professional development courses Long-term Teacher Professional Development: Lessons learnt from PRIMAS J. Farrugia Senior Lecturer, Faculty of Education at the University of Malta This presentation aimed to identify and describe some lessons learnt from the experience of providing long-term professional development (PD) to a group of 50 Maltese teachers participating in the EU funded FP7 project aimed at promoting IBL in <strong>Mathematics</strong> and Science classrooms across Europe, PRIMAS. The teachers, who participated on a voluntary basis, were provided with professional development in small groups of five who met every two weeks with a PD facilitator (multiplier) for two scholastic years. The group of 10 multipliers involved, met once every two weeks with the team of university lecturers who were participating in PRIMAS. The two-hour sessions focused on a variety of matters: working out tasks/activities from the PRIMAS PD modules; discussing ways of adapting tasks and modules to the local needs; and sharing and discussing challenges and problems that teachers encountered together with feedback from schools. Together they reflected on ways of overcoming the difficulties. This presentation was based on feedback about the model of professional development adopted, its effectiveness and limitations with emphasis on the experience of the multipliers. Data were obtained through interviews with multipliers and teachers; observations of PD sessions and lessons; as well as teachers’ reflective journals. Biography Dr. Josette Farrugia has taught chemistry in Malta at the secondary and post-secondary level for a number of years. She has also worked as the Principal Subject Area Officer for Sciences with the Matriculation and Secondary Education Certificate Examinations Board of the University of Malta (MATSEC) and is currently a Senior Lecturer in Science Education with the Department of <strong>Mathematics</strong>, Science and Technical Education of the Faculty of Education at the University of Malta. Her research interests relate to various 28
aspects of science education and educational assessment and include: problem solving; practical work and investigations; school-based assessment; inquiry-based learning and students' understanding of scientific ideas and concepts - especially those related to chemistry. 29
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 and 26: • Common research question: In re
Page 27 and 28: 3.2 DZLM - German Centre for Mathem
Page 29 and 30: 4 Keynotes: Abstracts and Speaker I
Page 31: Teacher professional development in
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. (
Page 77 and 78: a means of ensuring that students a
Page 79 and 80: environment and attitude that all w
Page 81 and 82: 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
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Wanzare, Z.O. (2007) The Transition
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