On epistemological violence in mathematics education research – An exemplary study in the Journal of Mathematics Teacher Education

The contribution introduces the concept of epistemological violence from critical psychology into the discourse of mathematics education research. The concept is specific to violence produced through ‘knowledge’. It addresses the negative impact of research on the Other – the group being studied as distinct from the ones studying. It holds the possibility to link research ethics and the idea of scientific correctness to each other, by focussing on the relationship between theoretical propositions about the Other and practices of data interpretation in empirical research products. An exemplary study in the Journal of Mathematics Teacher Education illuminates how easily epistemological violence is (re-)produced in the dissemination of research results when it goes unreflected. Finally, the scope and limits of this concept in mathematics education research are discussed

Einstieg in die Ingenieurmathematik aus der Berufspraxis - Unterstützung in Mathematik und fachadäquaten Lernstrategien

Das Projekt „Einstieg in die Ingenieurmathematik aus der Berufspraxis“ wurde im Wintersemester 2014/2015 an der Leibniz Universität Hannover pilotiert und richtet sich an Studierende, die nach längerer Zeit der Berufspraxis ihr Studium ohne bzw. mit länger zurückliegender Allgemeiner Hochschulreife aufnehmen. Für diese Gruppe von Studierenden stellt die Veranstaltung Mathematik für Ingenieure I in der Regel ein großes Hindernis für den erfolgreichen Einstieg ins Studium dar

La lúdica cómo facilitador en el proceso de argumentación escrita en estudiantes de grado tercero b del colegio agustiniano norte

Con base en los resultados con desempeño bajo en los estudiantes del grado 3B del Colegio Agustiniano Norte en la competencia de argumentación escrita se decide elaborar y aplicar prueba diagnóstica al curso 3B con el fin de indagar y conocer acerca de las dificultades relacionadas con esta habilidad lingüística en el área de lengua castellana, a partir de esta prueba se traza la propuesta pedagógica de intervención con su respectiva tabulación y análisis. En el Colegio Agustiniano Norte de las diferentes áreas se demuestro una problemática que dio como origen a la propuesta que tienen como objetivo general analizar las causas que originan la falta de procesos argumentativos escritos en los estudiantes del grado tercero B del colegio agustiniano norte, involucrando la lúdica como estrategia facilitadora para mejorar la argumentación escrita; partir de este objetivo se construyeron unos objetivos específicos encauzados a plantear y desarrollar actividades que conduzcan al logro del objetivo general planeado inicialmente

Inquiry in university mathematics teaching and learning: The PLATINUM project

This book reports on the work carried out within the Erasmus+ PLATINUM project by eight European universities from seven countries: the University of Agder, in Kristiansand, Norway—the coordinator of the project—the University of Amsterdam in The Netherlands, Masaryk University and Brno University of Technology in Czech Republic, Leibniz University Hannover in Germany, the Complutense University of Madrid in Spain, Loughborough University in the UK, and Borys Grinchenko Kyiv University in Ukraine. In this 21st century, projects aimed at studying and disseminating inquiry-based approaches in the teaching of STEM disciplines in primary and secondary education have proliferated in Europe, benefiting from the impulse of the publication of the Rocard’s report in 2007.1 However, university mathematics teaching has remained mainly traditional, especially in the first university years, crucial for the students’ orientation and retention

Inquiry in University Mathematics Teaching and Learning. The Platinum Project

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Inquiry in University Mathematics Teaching and Learning

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

To want and not want to learn

International audienceTo want and not want to lear

To want and not want to learn

International audienceTo want and not want to lear