MAPSETED - Mathematical problem solving in european teacher education 2. del

2. ombæring af
MAPSETED - Mathematical problem solving in european teacher education. Denne gang gennemføres projektet i hollandske skoler.

Problemsolving in Math
The objective of our proposed Erasmus Intensive Programme is to provide a multicultural learning environment for prospective teachers and staff in mathematics education regarding intercultural comparisons of mathematical problems and problem solving processes.

In light of growing environmental consciousness and increasing mobility among the European citizens, we have chosen “The European Train System” as thematic area for our mathematical problems.

From a mathematical point of view, this theme aligns well with frameworks such as Realistic mathematics education, Action learning, and Rich learning environments, and also provides a multifaceted theme for genuine mathematical problem solving.

Within the theme The European Train System, it is possible to design rich mathematical problems that have potential for pupils and students learning at different levels, and to embrace a diversity of mathematical fields including arithmetic, algebra, probability, geometry and statistics.

Our primary target group consists of prospective teachers in mathematics, where two subgroups will be aimed respectively at primary school and secondary school.

The groups will have partly joint activities and partly separate activities, the latter particularly when considering specific mathematics content.

The first part of the program focuses students as learners. Through integrative lectures, students will be acquainted with new theoretical concepts and ideas that will be put in a concrete and practical learning context.

Students will design mathematical problems and will discuss and reflect upon mathematical problem solving processes and how they may be realized in a classroom setting.

The second part of the program focuses students as prospective teachers.

The mathematical problems, created during the first phase, will be tried out in Dutch schools.

Students will work in cross-national groups to accomplish a reflective cyclic learning process.

Expected outputs on a personal level, both concerning the participating prospective teachers and teacher educators, concerns valuable insights into intercultural commonalities and differences regarding both mathematics and mathematics education by applying frameworks and theories regarding 1) mathematical concept formation and representation;
2) mathematical knowledge for teachers;
3) class room practices, with focus on collaborative problem solving and communication.

An additional value of our proposed IP is the surplus for the local schools, teachers and pupils who indirectly will participate in the programme and thus be part of a European educational context.

The impact of our IP will be enhanced through extensive documentation which will include material that may be used in the regular teacher education of the partner institutions.