| Ferenc Arató |
Institution of Education Sciences, University of Pécs |
Hungary |
Mars Space Station - a game-structured learning program |
Mars Space Station is a game-structured learning program where learners can be engaged in learning of mathematics through a dramatic role play. This activity placed in an imaginary space station on Mars situated in the local school of the participating primary school learners. That is also a community based project engaging student teachers with heterogeneous subject background, university and in-service teachers, researchers, local teacher staff members, learners, and parents. In this presentation I describe the elements and processes of this program from different aspects of game playing and maths learning; learning processes and game structures; games/stories and roles/tasks. I also present the list of personal, social, thinking, and learning competences observed as successfully targeted dimensions of learning through this game-structured process. As a meta-cognitive reflection of this community based project also a paradigmatic shift outlined in teacher training curriculum design – direct request based teacher training.
Keywords: game-structured learning of mathematics, school community engagement, curriculum design
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| Kalman Bekesi |
Department for Analysis of Public Education, Educational Authority, Budapest |
Hungary |
Science Textbook Analysis for How They Support State-of-the-Art Pedagogies |
Our aim is to develop framework for science textbook analysis and evaluation as well as conduct comparative evaluation on four science textbooks (three of which are Hungarian and one from Oxford University Press). The focus is on 10-13 year old students in upper primary or lower secondary schools. To do so, research questions are (a) what are the most effective science teaching and learning strategies, models and methods according to the literature, (b) how can science student books best support and inspire teachers and students to apply these most effective pedagogies, and (c) how do the four chosen textbooks meet our criteria. First we systematically analysed the literature, using a sample of 767 articles out of 16664 search results. Then we developed an analytical and interpretational frame that uses mixed methods for evaluation. The third phase in which we conduct the actual evaluation of four textbooks is forthcoming. In this presentation I will focus on my findings about the most effective science teaching and learning strategies and the methodology of the systematic literature review, through a specific example. |
| Mateja Budin & Arijan Šiška |
Mathema, Institute for popularisation of mathematics |
Slovenia |
Mathema - 15 years |
Mathema was founded 15 years ago as a private institute for popularisation of mathematics. Our range of math activities is diverse and well-received. We will present and share some of our own programme for children and adults (Mathema competitions, educational games etc) designed and developed by Mathema. |
| Andreas Datzmann |
Universität Passau |
Germany |
A defragmenting teaching format for teacher education in geometry |
In this presentation I want to talk about a new teaching format that I’m testing at the university of Passau in this winter semester. In this seminar we look at the content of the lecture “Introduction to geometry” and the content of the lecture “Didactics of geometry” and work out connections. The reason of this is that most students see didactics of mathematics and the scientific discipline of mathematics as two separated worlds. In other words, they don’t see any interrelationship between mathematics at school and mathematics at university, instead of seeing mathematics at university as an extension of mathematics at school. But this would be necessary for a good teacher. And this is, what I want to achieve with my seminar. Also in the seminar we will use interactive mathematical maps to visualize the field of geometry and connections between topics of geometry. |
| Jan Guncaga, Gerald Futschek |
TU Wien |
Austria |
Mathematical and Computational Thinking in School Education |
Computational Thinking, that is considered very specific to Informatics, has many aspects common to Mathematical Thinking. We show some examples from school Mathematics that can be used in Informatics Education and from Informatics that can be used in Mathematics Education. We also draw attention on the differences of Mathematical and Computational Thinking. It implies the special roles of subjects Mathematics and Informatics in school. |
| Ján Gunčaga |
Faculty of Education, Comenius University in Bratislava |
Slovakia |
Using of historical mathematical textbooks with GeoGebra |
The teaching of mathematics based on historical mathematical textbooks is relevant today because these textbooks respect the process of gaining knowledge and they use many suitable separate and generic models. These textbooks can help current and future teachers of mathematics. A great number of the materials in these textbooks can be used within the different strategies of problem solving the modern e-learning courses and with the use of appropriate educational software such GeoGebra. This can be an incentive for student scientific work of students of teacher training programmes, as well as for the professional projects of secondary-school students. In our presentation we would like to present some concrete examples. |
| Markus Hohenwarter |
JKU Linz |
Austria |
Introducation and updates on GeoGebra |
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| Dániel Katona |
ELTE-Eötvös Loránd University & Alfréd Rényi Institute of Mathematics - Hungarian Academy of Sciences & Veres Péter Grammar School, Budapest |
Hungary |
Pósa method - Inquiry-based Mathematics Learning in Hungary |
Being 'the joy of thinking' a primary though not exlusive goal and motivation for students and teachers, towards the personal construction of mathematical skills and knowledge of both content and more general problem solving and problem posing skills, the Pósa method offers a unique and well-structured discovery learning process for an increasing number of students in Hungary. After a brief presentation of Lajos Pósa, who has primarily been developing the method, and the Pósa camps, as the frame for this reflective mathematical inquiry, some characteristic methodological tools and didactic principles, with samples of the problem web are to be presented. |
| Lilla Korenova |
Comenius University in Bratislava, Faculty of Education |
Slovakia |
Augmented Reality in the education. |
Mobile technology enables us to develop innovative learning methods for mathematics and science education by inquiry- based learning. This presentation gives a short overview the using of Augmented Reality in the education a list of the best applications in mathematics and science learning is presented. |
| Lilla Korenova, Jan Guncaga & Veress-Bagyi Ibolya |
Comenius University in Bratislava, Faculty of Education |
Slovakia |
The usage of mobile devices and augmented reality in the students’ mathematics learning. |
New technologies with modern method of teaching must be implemented in the university studies. These technologies make the study more attractive and also it brings bigger motivation an understanding of notions by students. Mobile devices enables students to develop innovative learning methods. The question is that can they exploit these potentials, do they know the relevant online curriculums, platforms and applications and do they have incentive for integrating mobile devices in their math learning process? We present in our contribution augmented reality technology as a part of using of mobile technologies in mathematics education. Our pilot survey suggests that the theme is very actual, arouses interest and we have to pay particular attention to the future research. |
| Péter Körtesi |
University of Miskolc |
Hungary |
Advantages and disadvantages of using CAS in teaching Mathematics |
Beside the well-known advantages of using CAS in teaching Mathematics there are some problems to be considered as well. What is the tight balance to teach theory and applications? How to teach the mathematisation of problems and how to make the right interpretation of computer solution? Is a computer solution reliable? What happens if the computer gives no solution? We need to teach our students to learn to use the CAS discerningly. What effects have CAS on curricula design? |
| Zoltan Kovács & Benedek Kovács |
PH Linz |
Ausztria |
A compilation of LEGO Technic parts to support learning experiments on linkages |
We present a compilation of LEGO Technic parts to provide
easy-to-build constructions of basic planar linkages. Some technical issues
and their possible solutions are discussed. To solve questions on fine
details—like deciding whether the motion is an exactly straight line or
not—we refer to the dynamic mathematics software tool GeoGebra. |
| Bjarnheiður (Bea) Kristinsdóttir |
University of Iceland, School of Education |
Iceland |
Silent video tasks - why some teachers participate and others do not |
This presentation is related to my ongoing research project on the expectations and experiences of upper secondary school teachers regarding the use of silent video tasks in their mathematics classrooms in Iceland. It discusses an important methodological issue: the challenges that novice researchers are often faced with when they search for participants in teaching experiments. |
| Zsolt Lavicza |
JKU Linz |
Austria |
JKU School of Education STEAM Education Doctoral Programme |
| Diego Lieban |
JKU / IFRS-Brazil |
Brazil |
Geometric Modelling as Spatial Thinking Approach among Prospective Teachers |
This study is a pilot to promote geometric modeling approaches among prospective teachers in STEM areas. Inspired by objects from students’ lives and knowledge, participants built physical prototypes and modeled them using GeoGebra3D software. Modeling these machines helped to improve students’ spatial thinking and assisted their transition from plane to space while using the software tools. All students’ models are available freely on the GeoGebra Materials online platform and particular samples and approaches will be outlined in this work. |
| Gergő Pintér |
MTA Alfréd Rényi Institute |
Hungary |
MathMorphosis - mathematical "poetry" evenings |
Matemorfózis (MathMorphosis) is a lecture series about mathematical topics in Hungarian festivals, for non-mathematical audience. The topics are unusal, typically not known from high school, the goal is to create a community where everybody can gain from these lectures, receive a message!
matemorfozis.hu (in Hungarian)
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| Radojevic Radmila & Jakovljevic Branislava |
High school of mechanical engineering "Pancevo" |
Serbia |
StringArt in mathematical education |
Mathematics is hardly comprehendable for many of the people, so we had to find a way to make it interesting for our pupils. The idea of using String Art in mathematics seemed very attractive. In order to show relation between mathematics and art, we have applied StringArt during some regular classes, extra classes and workshops, both in Elementary and Secondary School. This presentation shows how the String Art was used to familiarize pupils with effect of isometric transformations and the second order curves when we used them in art. Some String Art pictures were given to pupils to analyze them and recognize symmetry (axial and central), rotation and translation. Workshop, which is going to be held, shows the process of making pictures, and the exhibition shows pupils work.
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| Radim Remes |
University of South Bohemia in Ceske Budejovice |
Czech Republic |
Teaching Programming for Novices |
In my presentation I focus on describing teaching C# programming language for novices and I also mention a system of automatic evaluation of students’ assignments in this course. Within teaching programming, the teacher uses the testing system. He creates a set of assignments and respective tests. The students insert solutions of the assignments into the system. The students’ codes are then tested and the automatic feedback is provided. The automatic testing system dramatically reduces the teacher’s time in determining whether the students’ solutions are correct, and shifts the emphasis on providing counselling and consultancy to the students. |
| Barbara Sabitzer |
JKU Linz |
Austria |
The COOL Lab - A Teaching-Learning-Lab For STEM Education |
The COOL Lab is an active teaching, learning and research space for researchers, teachers, students and pupils, which mainly aims at fostering digital competences and computational thinking as well as other „21st century skills“ like problem solving, creativity or text comprehension across all subjects. It further aims at promoting young talents in STEM, developing cross-curricular teaching material and interweaving pre-service and in-service teacher education with research and teaching practice. The presentation gives an overview of the COOL Lab, the teaching concept behind it as well as some sample activities. |
| Gerald Steindl |
JKU Linz |
Austria |
Investigating social eco-systems to support mathematics teacher communities in Austria |
In this presentation, Gerald Steindl will outline the inital ideas for his doctoral dissertation "Investigating social eco-systems to support mathematics teacher communities in Austria". In his Pilot Study he made lots of interviews with teachers of different countries and found out that teachers have different ways to communicate with each other and to exchange files. Leading question out of the interviews: Is there an perfect way for mathematics teachers to communicate with each other?
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| Veronika Stoffová |
Trnava University in Trnava |
Slovakia |
A playful interactive way of teaching and learning algorithms |
Algorithmization is an organic part of programming. It is very difficult to write effective programs to those who can not exactly express the solution in the form of an algorithm. Transforming the algorithm into the program requires a good knowledge of the used programming language. Therefore, the optimal use of its control structures to express the algorithm - the solution process, and use its data structures to present the solved problem.
Many game rules can be expressed in the form of algorithms, as well as their use in the form of winning strategies. By playing educational didactic computer games spontaneously develop the algorithmic thinking of pupils.
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| Szmerka Gergely |
ELTE |
Hungary |
A special narrative in the book of Rózsa Péter, Plaing with Infinity. |
In my presentation I would like to focus on the narratives in writing about mathematics with the help of the popular book of Rózsa Péter, Playing with Infinity. This work has been translated to many languages, and it has gain international reputation. In this book a special image of mathematics is shown, and I will present some aspects of the impact of this image on the interpretation and the meaning of mathematics in the Hungarian culture, especially int he field of didactics of mathematics. I will do it with the help of a short linguistical analysis and revealing the connections of mathematics with literary works (belles lettres) in Playing with Infinity. |
| Ferenc Kiss-Vilmos Vass |
Budapest Metropolitan University |
Hungary |
The experiences of the project-based programs at Budapest Metropolitan University |
The aim of the talk to analyze the project-based programmes at Budapest Metropolitan University on the one hand, and the project-based organizational culture on the other, especially focusing on the planning, developing, assessing and implementing the project-based programs. The focus of the presentation is to explain some experiences of the project-based programs, the process of competency development and the different types of knowledge structuralization and representation under the umbrella of 100-year old project-method The first part of the presentation focuses on the contextual and conceptual dimension of the topic. The second part provides some practical examples of the proejct-based programs. Finally, in the concluding part, w will raise some quesions and dilemmas about the deeper meaning and understanding the changing role of the teachers. |
| Robert Weinhandl |
JKU Linz |
Österreich |
Preparing and supporting lower secondary school mathematics teachers in Austria to be able to experiment with flipped-classroom teaching |
Teaching and learning in today's classrooms is a subject to constant change. The heterogeneity of the learners as well as the new possibilities offered by new media play a decisive role here. In order to meet these challenges and make the best use of the opportunities, one factor is needed - the teachers. The good teacher, however, is not a God-given being, but has to be trained and has to educate himself - but in a different way than is the case today. |
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