Mathematics

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Bibliografische Information der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte Informationen sind im Internet über http://dnb.ddb.de abrufbar Druck durch: winterwork 04451 Borsdorf http://www.winterwork.de/ Mascil project has received funding from the European Union´s Seventh Framework Programme for research. Technological development and demonstration under grant agreement no 320693. The mascil consortium grants the permission to distribute the licensed materials under the Creative Commons Attribution-Noncommercial-Share Alike license as described at https://creativecommons.org/licenses/bync-sa/4.0/ Alle Rechte vorbehalten. Kein Teil des Werkes darf ohne schriftliche Einwilligung des Verlags in irgendeiner Form reproduziert oder unter Verwendung elektronischer Systeme verarbeitet, vervielfältigt oder verbreitet werden. © WTM – Verlag für wissenschaftliche Texte und Medien, Münster 2015 ISBN 978-3-942197-85-4
Contents 1 Conference: Educating the educators K. Maass, D. Wernisch, K. Reitz-Koncebovski, E. Schäfer ......................... 5 1.1 Aims and objectives ............................................................................... 5 1.2 Conference tracks: Four different means of scaling-up ......................... 6 1.2.1 Track 1: Scaling-up with multipliers in face-to-face professional development courses ........................................................ 6 1.2.2 Track 2: Blended learning concepts and e-learning support......... 7 1.2.3 Track 3: Disseminating and scaling-up through materials ............ 8 1.2.4 Track 4: Professional learning communities ................................. 9 2 Conference outcomes and conclusions K. Maass, D. Wernisch, E. Schäfer ........................................................... 11 2.1 Teacher professional development: Europe-wide perspective on current needs and trends ..................................................................... 11 2.2 Bringing together a unique circle of participants: researchers, practitioners and policy makers ........................................................... 11 2.3 Innovation: Establishment of a future-oriented, European network of teacher training centres ................................................................... 12 2.4 mascil and DZLM - combining research and practice.......................... 13 2.5 Trends and needs in Europe to scale-up teacher professional development ........................................................................................ 15 3 Conference Hosts ............................................................................... 18 3.1 mascil: maths and science for life! K. Maass, D. Wernisch, E. Schäfer, A.-M. Aldorf ................................ 18 3.2 DZLM: German Centre for <strong>Mathematics</strong> Teacher Education DZLM Team ......................................................................................... 23 4 Keynotes: Abstracts and Speaker Information ........................ 25 Scaling-up professional development: chances and challenges K. Krainer ................................................................................................... 25 The role of informal science institutions in teacher education J. Dillon ...................................................................................................... 26 Teacher professional development in Europe: perceptions, policies, and practices P. Birch ....................................................................................................... 27 I
Page 1 and 2: Editors: Katja Maaß Bärbel Barzel
Page 3: Conference Proceedings in Mathemati
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 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
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teaching of specific concepts in sc
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• The use of repetition in some p
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Even, R. and Ball, D. eds., 2008, T
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the curriculum, or main part of it,
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its applicability, write a final th
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professional life. That is why she
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“The meeting closed with a reques
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set-up. PRIMAS courses offered mult
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Figure 1: Extended Interconnected M
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3.4 The facilitator Looking at the
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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
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Wanzare, Z.O. (2007) The Transition
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