Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future

The place of language in supporting children’s mathematical development: two Grade 4 teachers’ use of classroom talk

Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vulnerable or marginalised communities. This transdisciplinary case study looks at two experienced Grade 4 teachers’ mathematics classroom talk practices. It is situated within a second language (L2) teaching/learning context in which teachers and learners share the same first language, but mathematics learning and teaching takes place officially through an L2 (English). The study is located within a qualitative and interpretive framework. It brings together insights from a range of distinct but complementary theoretical disciplines in its analysis of the empirical classroom observation and interview data. Its theoretical framing derives initially from professional literature relating to L2 teaching and learning. This is then embedded within a broader theoretical frame deriving from the work of Vygotsky, Bernstein and Halliday, each of whom has focussed on the centrality of language to the teaching/ learning process, as well as contributed to a heightened appreciation of socio-cultural influences on learners’ meaning-making processes. The study illuminates some of the linguistic challenges to L2 children’s maximal participation in the learning of school mathematics. It points too to the significant challenge many South African mathematics teachers face in trying to meet curriculum coverage and pacing demands, while simultaneously facilitating their learners’ ongoing induction – in and through L2 predominantly – into mathematically-appropriate discourse. Grade 4 is a year in which such challenges are often more acutely felt. Independently of the transition across to an L2 for the majority of South African learners, this is the year also where - relative to the foundation phase years - learners encounter an expansion of knowledge areas and more specialised academic text. Many learners struggle to adjust to these higher conceptual and linguistic demands, often leading to what has been termed a ‘fourth-grade slump’. The study highlights the need for more sustained and proactive challenging of perceptions that English as LoLT is the obvious route to educational - and subsequent economic - opportunity. Recognition of the consequences deriving from the choice of English as the main LoLT for mathematics teaching and learning could help counterbalance deficit discourses implicating poor teaching as a major contributor to South Africa’s poor mathematics education outcomes. The study highlights further that, if language is genuinely to be used as the ‘tool’ for learning it is claimed to be, synergistic opportunities for the dovetailing of insights into L2 learners’ literacy/ numeracy development require further exploration. It points to the need for ongoing professional development support for teachers of mathematics (at both pre- and in-service levels) that focuses on broadening and deepening their understandings around the linguistic, and hence epistemological, consequences of learning mathematics through an L2. Expanding mathematics teachers’ repertoires of strategies for supporting learners’ developing cognitive academic language proficiency (CALP) in mathematics (in both L1 and L2) would involve a conception of ‘academic language’ in mathematics which goes beyond a constrained interpretation of ‘legitimate’ mathematical text as that which is in texts such as curriculum documents and text books. Especially important here are strategies which foreground the value of classroom talk in assisting L2 children towards becoming more confident, competent and explorative bilingual learners, and thereby, more active agents of their own mathematical meaning-making processes. The study argues that such meaning-making processes would be further strengthened were additive bilingualism (in place of current predominantly subtractive practices) to be genuinely taken up as core to any teaching and learning of mathematics in contexts such as those described in this case study

Islamic Studies Teachers’ Perceptions of Using a Blended Approach for Teaching Islamic Education Modules in Primary Schools in Saudi Arabia

This study examines Islamic studies teachers’ perception of the effectiveness of using a blended learning approach in teaching Islamic education modules in girls’ primary schools. Furthermore, it investigates participants’ perspectives on whether a blended approach is suitable for teaching all Islamic education modules or if only traditional methods are ideal for teaching some of them. A mixed-methods approach was used for data collection in this study, including qualitative (lesson observations and interviews) and quantitative (online questionnaires) methods. In the data analysis phase, both a thematic analysis and a descriptive statistics analysis including factor analysis using the Statistical Package for the Social Sciences (SPSS) was employed to facilitate the interpretation of quantitative data. The blended approach was thought to be suitable to use in teaching all subjects of the Islamic education curriculum. However, the frequency of using such method depends on the content of the lesson and the subject that teachers want it to teach. Moreover, Islamic studies teachers believed that using a blended learning approach increased their productivity when preparing for their lessons and they believed that such methods helped them to achieve curriculum objectives. On the other hand, as a result of applying a blended approach teachers may face difficulty in completing the given unit in one lesson and teachers may experience difficulty in retaking control of the class, particularly after applying one of the active learning strategies. Also, using too many examples of active learning strategies may distract students. The study also revealed that the key factors which may encourage Islamic studies teachers to use a blended approach include the nature of the curriculum and teachers’ desire and hope of achieving curriculum objectives and the availability of the teaching aids related to each unit in a student’s textbook. Teacher workload, a lack of effective training and a lack of information and communication technology (ICT) tools together with Islamic studies teachers’ fear of undermining the respected status of the academic content were thought to be some of the key obstacles that may prohibit Islamic studies teachers from applying a blended learning approach. This study provides Islamic studies teachers with a blended learning model, along with identification of some of its benefits to both teachers and students. Finally, the blended learning model may be considered a contribution to research in pedagogy, and future researchers may further develop or evaluate the effectiveness of the blended learning model for use in teaching other subjects

Production Engineering and Management

It is our pleasure to introduce the 8th edition of the International Conference on Production Engineering and anagement (PEM), an event that is the result of the joint effort of the OWL University of Applied Sciences and the University of Trieste. The conference has been established as an annual meeting under the Double Degree Master Program “Production Engineering and Management” by the two partner universities. This year the conference is hosted at the university campus in Lemgo, Germany. The main goal of the conference is to offer students, researchers and professionals in Germany, Italy and abroad, an opportunity to meet and exchange information, discuss experiences, specific practices and technical solutions for planning, design, and management of manufacturing and service systems and processes. As always, the conference is a platform aimed at presenting research projects, introducing young academics to the tradition of symposiums and promoting the exchange of ideas between the industry and the academy. This year’s special focus is on Supply Chain Design and Management in the context of Industry 4.0, which are currently major topics of discussion among experts and professionals. In fact, the features and problems of Industry 4.0 have been widely discussed in the last editions of the PEM conference, in which sustainability and efficiency also emerged as key factors. With the further study and development of Direct Digital Manufacturing technologies in connection with new Management Practices and Supply Chain Designs, the 8th edition of the PEM conference aims to offer new and interesting scientific contributions. The conference program includes 25 speeches organized in seven sessions. Two are specifically dedicated to “Direct Digital Manufacturing in the context of Industry 4.0”. The other sessions are covering areas of great interest and importance to the participants of the conference, which are related to the main focus: “Supply Chai n Design and Management”, “Industrial Engineering and Lean Management”, “Wood Processing Technologies and Furniture Production”, and “Management Practices and Methodologies”. The proceedings of the conference include the articles submitted and accepted after a careful double-blind refereeing process

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

Pest and Pathogen Control: Strategic, Tactical, and Policy Models

This book describes mathematical models and systems analysis techniques applied to the study of insect pest, plant pathogens, and human diseases. The research programs of over 40 scientists from all over the world are compared and contrasted in detail to provide a state-of-the-art review on how such modeling can increase the effectiveness of more traditional ecological, biological, and chemical control methods. This is the first time such a synthesis has been attempted, and arises in part from a conference hosted by the International Institute for Applied Systems Analysis, Laxenburg, Austria. Papers from this event, plus additional solicited material, have been grouped by Professor Conway into three sections representing strategic, tactical, and policy decision models. An introduction and three linking chapters are provided to place these models in context. Discussing specific case histories in these mathematical terms and the consequent transfer of insights and methods will be of long-term interest to both professional and academic applied entomologists, plant pathologists, medical epidemiologists, applied ecologists, and systems analysts

Experience-based specialisation: underpinnings of communication in typical and atypical development

Autism Spectrum Disorder (ASD) is an umbrella term encompassing several neurodevelopmental conditions with complex, heterogeneous symptomatology. One way in which I addressed this complexity is by looking at a specific aspect of the phenotype to understand the contributing mechanisms. Communication difficulties are prevalent in ASD, and it has been suggested that this is a downstream effect of atypical functional specialisation in processing of both social and non-social auditory input in the brain. This thesis aimed to identify robust markers of specialisation across several methodologies and assess the links with the behavioural phenotype. First, a series of eye tracking studies was carried out with typically developing infants to identify age and language experience effects on speech perception and whether these can be linked to brain-based markers of specialisation. Then, three auditory EEG paradigms were used to measure differences in auditory perception in infants with increased familial likelihood of ASD and/or ADHD, as well as in a unique population of infants with NF1, who experience elevated rates of ASD and other neurodevelopmental conditions as part of the clinical symptomology. Through inclusion of several different participant groups, it was possible to examine whether atypical auditory processing was a specific marker of familial and/or monogenic likelihood of ASD or a general predictor of atypical development. Chapter 2 outlined the main techniques used to measure experience-dependent specialisation, including eye tracking, EEG and behavioural assessments. Chapter 3 investigated specialisation towards native speech perception though several novel paradigms in a longitudinal sample of neurotypical infants at 5, 10 and 14 months of age, as well as associations with parent and observer-rated language abilities. Chapter 4 examined the relationship between eye tracking, neural indices of vowel perception and communication skills in neurotypical infants and how these EEG-based indices may differ in a group of infants with NF1 at 5 and 10 months. Chapter 5 investigated differences in neural habituation and change detection responses across time and time-frequency analyses in 8-month-old infants with low and high familial likelihood of ASD and how these relate to language and ASD symptomology at three years. Lastly, Chapter 6 examined steady-state responses in the gamma frequency range in 14-month-old infants and whether this auditory marker can be used to differentiate between neurotypical infants and those with familial likelihood of ASD or ADHD or an NF1 diagnosis and to predict individual differences in communication skills. Taken together, the present work explored early markers of functional specialisation of auditory processing in typical and atypical development in association with parent/observer ratings of early language ability. Additionally, findings are reported from the first study of early brain development in infants with NF1. This is integral to the current understanding of pathways to ASD, with a further aim of informing clinical and research practices in rare genetic disorders