Cem lalaa Skikda

LEPL Tbilisi Public School № 69

Institute of Polymer Product Engineering/JKU Linz

Center for teacher education/ University of technology Chemnitz

Skogø

Szilágyi

Constantine the Philosopher University in Nitra

Imagine see and touch. Possible uses of 3D printed objects in mathematics class.

In this presentation I will introduce how I am implementing the use of 3D printed objects in the last year of secondary education. Also I will discuss possible uses of 3D objects in mathematics class, giving ideas and ways to motivate students. Some advices/problems on how to 3D print algebraic surfaces from GeoGebra will be part if this talk. 

Digital fabrication (3D printers ) as scaffolding tools peer-mediated interventions in inclusive education

Peer-mediated intervention is an approach which engages more classroom peers in teaching students with disabilities. Researches show the peer-mediated interventions increase social skills, social communication, and knowledge for both groups of students. Implementation of digital fabrication in peer-mediated intervention in a new approach which requires new research in this area. In this presentation we will present common teachers ideas which they indicate as a reason for the implementation of 3D printers) as scaffolding tools peer-mediated interventions in the inclusive classroom.

Combining Education for Sustainable Development and Statistics Education: Visual analysis of social and economic data with Gapminder

Humans are having major impact on the world’s ecology and earth processes. On the one hand, despite all technological advances, many countries, worldwide, are not able to offer basic social living standards to their citizens. On the other hand, planetary boundaries are exceeded at the same time. We should teach future generations, how to think and act in a way that social-economic needs may be fulfilled, without overshooting planetary boundaries. The Doughnut Economics (Raworth, 2012) is a model to illustrate these global development processes considering various factors of basic human needs and planetary boundaries. 

Based upon this, we have designed an interdisciplinary project focusing on the visual analysis of social and economic data. The aim of the project is to educate students in statistics and sustainable development at the same time. Using the software Gapminder and GeoGebra, the students work out the doughnut model by themselves to understand the development of different countries. By visualizing appropriate variables and interpreting these visualizations, students acquire important skills and competencies relevant for both, statistics and sustainable development education. After a brief introduction on the theoretical background, we will highlight some materials of the project and delineate first results of the study.  

Math on the Web: when Internet Memes ignite Mathematical discourse

Websites recently reported the news of a mathematical discovery in number theory, inspired by an episode of the popular TV series “The Big Bang Theory”. Last year an anonymous post on the social platform 4chan helped solving a 25-year-old combinatorics problem. XXI mathematics is no longer prerogative of traditional educational contexts: in fact, it can sprout extemporaneously but significantly almost everywhere.

One of the environments in which meaningful mathematical discussions arise naturally are social media groups dedicated to mathematical Internet memes (humorous digital objects, created by users and shared virally on the web). In recent years, these groups teemed within social media platforms and can count up to hundreds of thousands of followers.

Our project started with the aim of filling a research gap, exploring the didactic affordances of memes as innovative artefacts for learning mathematics at school. We imagined that, thanks to their creative and involving nature, they could be turned into a useful pedagogical technique for engaging students.

After several teaching experiments that allowed us to formulate and confirm a structural analysis of the meanings carried by a meme, we realised that, being memes web-born artefacts, to understand how we can do mathematics with memes in the classroom, we have to understand first how young people do mathematics with memes on the web.

The next steps of our research will therefore be addressed to analysing what mathematical discourse is ignited by mathematical memes on the web, and which mathematics emerges from these social interactions.

Using GeoGebra 3D Graphing Calculator with Augmented Reality to Create, Build, and Test Models of Real World Objects 

We will use GeoGebra 3D with Augmented Reality on mobile phones & tablets to BUILD 3D models of every-day, real-world objects. We will also be able to virtually "place" these objects within our surroundings to test their accuracy.  We will also explore means through which students can use GeoGebra 3D with Augmented Reality to create their own dynamic 3D mathematical art.  

Creative approach supported with technology in teaching mathematics

The presentation discuss creative approaches in teaching mathematics, supported by technology. Different kinds of technology could be useful tools in creative approach in teaching mathematics. Examples from teaching practice collected during several years of creative approach application in mathematical classroom.

Integrated Teaching Project: earlySTEM and LabSTAR

Cem lalaa Skikda

Using Geogebra to create artistic paintings

The use of mathematics and technology in geometry-based art.

Interdisciplinary STEAM projects to promote gifted students

Supporting children from socio-economic disadvantaged homes with free private coaching following the principles of Deliberate Practice

In all countries and economies that participated in PISA 2015, socio-economic status has a large influence on students’ performance in science, reading and mathematics. The gap in science scores between socio-economic disadvantaged and advantaged 15-year-old students represents the equivalent of about three full years of schooling. One suggested approach to help mitigate the problem is that people in local communities provide after-school remedial support for students in need. Some of the recommendations of how this coaching should be conducted show similarities to the concept of "Deliberate Practise (DP)", which was drawn up by Anders K Ericsson. The insights of his studies of professional expertise range from the characteristics of ideal training environments with teachers and coaches, to the methods of fostering motivation by providing emotional support and attainable training tasks of a suitable difficulty level. The analysis of successful initiatives (for example the Canadian education initiative JUMP Math) and the scientific background of DP will be used to develop a training for voluntary coaches who are going to provide tutoring to children from disadvantaged homes. 

Computational Thinking and the BBC micro:bit

LEPL Tbilisi Public School № 69

Constructing geometrical drawings using Mathematics, Art and Architecture

In this presentation I introduce geometrical drawings which include mathematical, artistic and architectural aspects, showing both 2D and 3D handmade mathematical artworks. We will see that perspective projection is not sufficient in order to create a 4D drawing. The presented drawings are connected to physics and at the same time mathematics, art and architecture.

Integrated digital education - Computational thinking for everyone

3D printing in the school can be cool: sharing possibilities for connecting physical and digital approaches for mathematics teaching and learning

Prof. Zoltan Major

Institute of Polymer Product Engineering/JKU Linz

3D-printing in Education

In the FFG-project "QuatroK - Kreative und kognitive Konstruktion mit Kunststoff" we have the aim to teach students between 6 and 18 years about materials, construction, design and 3D-printing. In this talk, I will give an overview on how the Institute of Polymer Product Engineering tries to reach people of all age groups to raise interest and understanding for these topics. A workshop concept where school kids go through a product design circle starting with sketching over CAD and 3D-printing is presented in detail. 

Implementing augmented reality in flipped mathematics classrooms to enable inquiry-based learning

Skogø, Jakob S. 

Sara Hinterplattner

Part of the Game: Exploring Life Size Games with Gifted Students

In this presentation we will describe a game based experiment where gifted student are challenged in combining multiple disciplines like logical thinking, creativity or bodily-kinesthetic intelligence. They started by playing a game, analyzing it and transferring it to real life. At the end they took place at a life size game board to become part of the game. 

In the middle of zero and one: Grasping our post-digital world. 

Testing of mobile augmented reality applications in a laborartory setting

Augmented reality (AR) technology has developed only quite recently to be implemented in mobile phones. Hence there is a lack of research on how such mobile AR applications can be tested in laboratory settings. In my presentation I will lay out a framework of a possible testing environment involving real world users (students). I will also give some examples of tasks especially created for testing the GeoGebra AR mobile application. 

Visualizing 3D shapes in lessons

Visualisation and students’ mathematical thinking are highly interconnected. Although it is possible to work in spatial visualisation without using some aspects of Solid Geometry, it is probably not possible to work in Solid Geometry without considering any aspects of visualisation. In this talk, I will give a short overview of the results of my pre-survey based on the observation of educational material usually used on solid geometry lessons at the three grammar schools, and the examination of students’ spatial ability level. In the end, based on the pre-survey findings, I will outline the plans for my PhD project on teaching solid geometry by using current technological resources. 

Augmented reality in probability and statistics learning

A review of live session features in selected online collaboration tools for learning mathematics

Many online collaboration tools are available on the internet that can be used on both desktop and mobile devices. Teachers and students can use the power of those tools during mathematics lessons in various areas. Every tool provides varying features with a purposeful intention. Teachers can use such tools to share online resources with students, to prepare different kinds of activities and to see students’ responses in real time. I will focus on the features of selected online collaboration tools that can be applied in mathematics education, describe them and provide a table with an overview of classroom collaboration features. By doing that I discovered a lack of online collaboration tools that combine dynamic math element question types and live session features.

To find out if other teachers think the same way and miss such a new tool or what features teachers would find important for teaching mathematics in the classroom, I am conducting interviews with teachers who have experience in working with online collaboration tools. The goal is to find out which features are important for teaching mathematics, how such a new tool could look like and which functionalities this tool should have.