Mathematics

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5.4 Track 4 plenary: Professional learning communities Learning on three levels – students’, teachers’ and educators’ learning from the Learning study U. Runesson Professor in education at School of Education and Communication, and Faculty Dean at Jönköping University, Sweden The Learning study was introduced in Hong Kong and Sweden some fifteen years ago. It combines the teacher driven Lesson study with the theoretical grounded Design experiment. In the Learning study, the educator (acting as a facilitator) and the teachers have a shared goal; to gain knowledge about the nature of the object of learning in order to enhance students’ learning. In an iterative process of planning and evaluating lessons the teacher team collects data that is used for inquiring how teaching affect students’ learning. In this process a theory of learning, commonly variation theory (Marton, Runesson & Tsui, 2004; Marton, 2014,) is used as a guiding principle. Several studies have demonstrated that the Learning study has effect, not just on students’ learning, but on teachers’ professional development too. However, the educator can benefit from the Learning study also. In the presentation Runesson demonstrated how and what educators can learn from participating in the Learning study. Biography Ulla Runesson is professor in education at School of Education and Communication, and Faculty Dean at Jönköping University, Sweden. She is also a visiting professor at Wits school of education, University of the Witwatersrand, Johannesburg, South Africa. Her research interest is learning and teaching in mathematics and the teaching profession in general. Ulla Runesson has been involved in international research projects studying and comparing classrooms in different countries. Several of her publications are based on research in cooperation with colleagues in Hong Kong, Australia and South Africa. She is also engaged in the development of variation theory, and Learning Study. 34
6 Papers 6.1 Track 1: Scaling-up with multipliers in face-to-face professional development courses Professional Development of experienced Teachers - H. J. Brenner Albert-Schweitzer-Gymnasium, Erfurt, Germany 1 Preliminaries Professional development of experienced teachers of mathematics should be a major issue, both school administrators and teachers should be concerned about. I have been dealing with proposals for improving the possibilities of learning mathematics for the past 13 years. In workshops for teachers of mathematics in Thuringia I present my ideas, practise and discuss certain activities with them. The aims of my paper are to explain reasons for my suggestions, my approach to teaching and furthermore to introduce the mathematical contents I selected because of my contemplations. I would like to contribute to the clarification of the question of how to become a teacher educator. There is a real need of professional competence. I am teaching the subjects mathematics and physics at the Albert-Schweitzer- Gymnasium Erfurt. 2 Professional development and lifelong learning “The education of teachers of mathematics is an ongoing process … that spans a career. Teachers' growth requires commitment to professional development ... Their growth is deeply embedded in their philosophies of learning, their attitudes and beliefs about learners and mathematics, and their willingness to make changes in how and what they teach.” (NCTM 2012) According to this statement one has to find out what teachers’ attitudes towards mathematics are influenced by (including school mathematics) and what leads to disturbances and to use these findings as a chance to manage problems in a positive manner. One has to pay attention to the fact that the attitudes are deeply rooted and the time for intensive learning processes is very restricted because of the sometimes difficult working conditions. Apart from this one has to take into consideration that the mathematical content knowledge und the pedagogical content knowledge are closely combined with each other and should be developed at the same time. For the reason that the pedagogical content knowledge is linked with mathematical tasks prepared for the use in the lessons (Bromme 1992) special mathematical themes have to be presented by appropriate problems and in connection with tasks. “What many teachers lack is mathematical knowledge that is useful and 35
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 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: For several years, Manuela Welzel-B
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
Page 83 and 84: 3.2.4 Feelings reported Teachers de
Page 85 and 86: disadvantage, as one facilitator po
Page 87 and 88: 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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