Mathematics

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Raising the professional competence of mathematics teachers in Sweden: The challenges of practice viewed from a material developer’s perspective - O. Popov ................................................. 234 Integrating inquiry-based tasks and the world of work in mathematics and science teacher education - D. Potari, G. Psycharis, V. Spiliotopoulou, C. Triantafillou, T. Zachariades ........... 240 6.4 Track 4: Professional learning communities ................................ 255 Using video recordings of ones own lessons – supporting teachers by coaching lesson development - G. Bieber, E. Binner .................. 255 Teacher PD in the Czech Republic and implications of mascil M. Bílek, I. Šimonová, M. Maněnová ................................................. 259 Professional qualification of teacher tandems conceptually combined with lesson development - M. Grassmann, E. Binner ...... 267 Competencies in <strong>Mathematics</strong> and Science Education (CMSE): A programme promoting in-service teachers’ professional development C. Haagen, V. Rechberger, W. Knechtl, G. Rath, L. Mathelitsch ...... 273 Professional Learning Communities: What are the important questions for an educator to ensure a sustainable community? C. Pearn ............................................................................................. 279 Professional Learning Communities - the case of Learning study U. Runesson ...................................................................................... 291 A study of collaboration between mathematics teachers and mathematics education researchers: insights into developing professional learning K. Siopi, A. Chatzigoula, A. Manaridis, D. Potari, C. Sakonidis ......... 301 Learning Communities in a STEM Education Network: scaling-up a talent development programme T. van der Valk, S. Sanne Tromp, C. Kleijer ...................................... 304 Lesson Study as a tool for professional development: the context of counting problems - N. Verhoef, F. Coenders .............................. 316 Content focused peer coaching and the development of lesson plans about scientific inquiry - H. Weitzel, R. Blank ......................... 325 IV
1 Conference: Educating the educators K. Maass, D. Wernisch, K. Reitz-Koncebovski, E. Schäfer 1.1 Aims and objectives This was the first international conference specifically devoted to the topic of educating the educators. The conference targeted teachers and teacher educators, researchers, multipliers and relevant networks, educators of multipliers, policy makers, teacher professional development (PD) centres, maths and science education support centres, presidents and heads of PD institutions/centres and relevant networks. These participant groups are key to the aim of disseminating innovative teaching approaches, such as inquirybased learning. In particular, ‘Educating the Educators’ served as a lever and platform for international exchange about concepts and experiences concerning such questions as: What are the features of successful concepts and professional development? What are the needs and experiences of the different target groups? Which pitfalls have to be avoided? This international conference connected researchers and practitioners engaged in the field of maths and science education in order to discuss concepts of scaling-up teacher professional development. A special feature of this conference was that it brought together researchers and practitioners (including the target group of teacher educators themselves) and initiated an exchange between teacher education centres in the different countries. Key to scaling-up concepts - and core to the conference - was the education, professional development and support of multipliers. The conference approached the subject from the perspectives of: 1. Individual countries and their particularities; 2. Different target-groups and their needs (policy makers, educators of teacher educators) and 3. The end-users (teacher educators, teachers and their everyday classroom practice). Innovative and interactive formats were used during the conference to bring out the specific benefit of gathering a circle of participants from both research and practice. Relevance for, and impact on, practice was ensured by using oral presentations and discussion, demonstrations (e.g. simulation of professional development situations, demonstration of materials) with subsequent facilitated reflection and practice-oriented reports from teacher educators, training centres and policy makers. The conference was rounded out with keynote lectures, a poster session and a closing plenary discussion based on the reports of track rapporteurs. To ensure a wide distribution as well as a sustainable information basis of the conference, we created a conference website that was continuously updated to include the latest information. The website can be viewed at: http://educating-the-educators.ph-freiburg.de. The conference proceedings and detailed papers of the presentations may also be downloaded from the website. 5
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: Inquiry based biology education in
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
Page 55 and 56: teaching of specific concepts in sc
Page 57 and 58: • 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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