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SUMMARY:Revisiting resources as a theme in mathematics education
DTSTART;VALUE=DATE-TIME:20190916T090000Z
DTEND;VALUE=DATE-TIME:20190916T103000Z
DTSTAMP;VALUE=DATE-TIME:20211021T055107Z
UID:indico-contribution-3-128@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Jill Adler (University of the Witwatersrand\, South
Africa\; King’s College London\, UK)\nThe idea of interrogating resource
s and their use in school mathematics practice was mooted some twenty year
s ago\, arguing for an extension of the notion of a resource beyond the ph
ysical and material\, and examination of their use in practice (Adler\, 20
00). In this time extensive related work has evolved. In this presentation
I will revisit the early work\, the trajectory of selected related develo
pments\, including relevant work on textbooks\, and reflect on its current
salience\n\nhttps://tagung.math.uni-paderborn.de/event/1/contributions/12
8/
LOCATION:Paderborn University O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/128/
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SUMMARY:Mathematical Problem Posing\, Curriculum Development\, and Profess
ional Learning
DTSTART;VALUE=DATE-TIME:20190919T063000Z
DTEND;VALUE=DATE-TIME:20190919T080000Z
DTSTAMP;VALUE=DATE-TIME:20211021T055107Z
UID:indico-contribution-3-129@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Jinfa Cai (Changjiang Scholar\, China Ministry of Ed
ucation\, Southwest University\; University of Delaware\, US)\nRecent year
s have seen an increased effort to incorporate problem posing into school
mathematics at different educational levels around the world. Curriculum h
as historically been viewed as a powerful agent for instructional change.
Given the potential positive impact of including problem-posing activities
in mathematics classrooms\, it is useful to consider how curriculum might
support such activities. In this plenary\, I will first present a histori
cal analysis of mathematical problem-posing activities in both China and t
he United States over the past several decades. Unfortunately\, this analy
sis shows that only a very small proportion of the mathematical activities
included in Chinese and U.S. curricula were problem-posing activities. Th
us\, the call to integrate problem-posing activities in mathematics classr
ooms is not well aligned with existing curricular resources and there is a
need to help teachers develop problem-posing resources and implement prob
lem posing in mathematics classrooms. I will then present findings from a
longitudinal study investigating the impact of teachers’ learning to tea
ch mathematics using problem posing on students’ thinking and affect. I
will end by discussing methodological issues related to historical analyse
s of curricula and a longitudinal study of teachers’ professional learni
ng.\n\nhttps://tagung.math.uni-paderborn.de/event/1/contributions/129/
LOCATION:Paderborn University O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/129/
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BEGIN:VEVENT
SUMMARY:Mathematics (E-)Textbooks: Help or Hindrance for Innovation?
DTSTART;VALUE=DATE-TIME:20190917T063000Z
DTEND;VALUE=DATE-TIME:20190917T080000Z
DTSTAMP;VALUE=DATE-TIME:20211021T055107Z
UID:indico-contribution-3-130@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Birgit Pepin (Eindhoven University of Technology\, T
he Netherlands)\nTextbooks may help education innovation as they can effic
iently steer and support many teachers to enact renewed curriculum intenti
ons in classroom processes. At the same time textbooks may also hinder rea
l innovation as they reduce the opportunities of teachers to (re)design th
e curriculum\, or to develop curriculum design capacity\, by an overdose o
f detailed scripts that reduce teachers to technical slaves. E-textbooks a
re heralded to be interactive and to support teachers in their everyday cl
assroom practices\, as well as in their curriculum (re-)design\, and innov
ative and collaborative work with colleagues. However\, access to useful s
ubject-didactical resources does not always lead to curriculum renewal and
innovative practices.\n\nIn this presentation I suggest a promising middl
e road: educative materials\, focusing on a limited number of essential ch
aracteristics for curriculum renewal. Such materials may:\n\n- help teache
rs to orientate on and practice with new elements in their teaching repert
oire\;\n- guide teachers in role taking experiences that exemplify new ped
agogical approaches\;\n- create opportunities for shared reflection by tea
chers that may challenge also their beliefs about appropriate teaching.\n\
nIt is argued that such educative materials are best designed and piloted
by small teams of mixed composition: teachers\, teacher educators\, curric
ulum designers\, and researchers. The development process is said to be it
erative\, with gradually shifting emphasis in quality criteria: from relev
ance\, to consistency\, practicality\, and effectiveness.\n\nhttps://tagun
g.math.uni-paderborn.de/event/1/contributions/130/
LOCATION:Paderborn University O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/130/
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SUMMARY:Enhancing and understanding students’ processes of mathematizati
on and active knowledge organization - Didactical Design Research for and
with textbooks in the KOSIMA-Project
DTSTART;VALUE=DATE-TIME:20190918T063000Z
DTEND;VALUE=DATE-TIME:20190918T080000Z
DTSTAMP;VALUE=DATE-TIME:20211021T055107Z
UID:indico-contribution-3-131@tagung.math.uni-paderborn.de
DESCRIPTION:Speakers: Susanne Prediger (TU Dortmund)\nWhen textbook resear
ch is conducted as design research\, two aims are systematically combined:
(a) research-based design of teaching-learning arrangements and (b) desig
n-based research for a deeper understanding of the initiated learning proc
esses. In the Kosima-project\, 14 years were spent on enhancing and unders
tanding students’ learning processes\, with a specific focus on mathemat
ization and active knowledge organization. Initiating rich processes of ma
thematization is a central aim for all mathematics education. However\, ma
ny obstacles appear for these processes to generate solid and sustainable
mathematical knowledge. By Didactical Design Research\, obstacles in stude
nts’ learning pathways can be systematically identified in the Kosima-pr
oject and then overcome.\n\nhttps://tagung.math.uni-paderborn.de/event/1/c
ontributions/131/
LOCATION:Paderborn University O1
URL:https://tagung.math.uni-paderborn.de/event/1/contributions/131/
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