Co-creation dynamics in a European Research Infrastructure Consortium (ERIC). The case of the DARIAH-ERIC Working Groups.

This PhD research studies the European Research Infrastructure Consortium (ERIC) and the research communities that take part in them. In particular, it examines the case study of the DARIAH-ERIC, the Research Infrastructure for the (digital) Arts and Humanities, and its Working Groups. These are communities of researchers gathered around similar research interests with the aim of providing concrete solutions to scholarly challenges. This research investigates collaborative practices taking place in the DARIAH Working Groups, by focussing on the epistemic and socio/political dynamics created by the interaction of practices and governance models proper of Research Infrastructures and Research Communities. Finally, this research asks, do Research Infrastructures encourage collaboration among researchers? In this research, I couple an institutional perspective - which has deeper roots in the field of Research Policy - with a research methodology (including ethnographic methods) originating in Science and Technology Studies and Philosophy of Science. Drawing on existing literature and empirical research, I identify the concept of co-creation as central in dynamics of knowledge creation in Research Infrastructures. Concluding, I argue that within Research Infrastructures, co-creation becomes societally and culturally relevant because of its crucial role in knowledge and technology transfer between stakeholders. As an example, the DARIAH Working Groups connect several actors, such as researchers, research managers, policymakers or citizens, from different disciplines and background, and provide an answer to concrete social or scholarly challenges

Accessing knowledge through narrative context

In this paper we discuss how narrative may contribute to create meaningful learning contexts. Starting from a socio-constructivist and situated learning perspective, we acknowledge the crucial role of context in accessing knowledge. Then we point out the potential of narrative in education and discuss the positive role it can play in the creation of meaningful learning contexts. To this end, we focus on different examples of narrative contexts within technology-enhanced learning environments, drawn from the literature. We analyze what kind of contexts raise from different ways to set up narrative activities. Our study points out that narrative can be a powerful tool for the creation of a variety of contexts suitable for different learning situations, by stimulating learners\u27 direct involvement and offering a concrete starting point for reflection

CENDARI Archival Research Guide

This Archival Research Guide is dedicated to different forms of women’s participation in the war effort and associationism during the First World War: these two strands include active participation of women in battles; war relief associations, peace movements and women’s employment in the war industry. Contemporary historiography has recognized the crucial role that women played in sustaining the war effort by replacing the labour of men who were engaged on the front. On the other hand, the role of women was crucial in those years for a variety of reasons and occupations: in fact, their commitment to organize in soldier’s relief and peace associations represents an important part of the historiography of the WW1. Moreover, the First World War was the first major belligerent event in which women could wear a military uniform: while this didn’t happen in every country, it was probably a first step toward the inclusion of women in sectors which once were exclusively occupied by men

Between past and future: stories of pre-service mathematics teachers’ professional development

We study the efficiency of a pre-service teachers’ education method that is based on a theory-informed analysis of teaching-learning processes, design of tasks for pupils and subsequent creation of fictional classroom discussions focused on the same tasks. A key element of the method is the request, to pre-service teachers, of writing down, after each session of the course in which the method is implemented, accounts of the session, under the guide of suggestive questions. In the contribution we analyse such accounts in order to study the evolution of pre-service teachers’ attitude towards mathematics and mathematics teaching and the development of their identity as future teachers

Habermas’ construct of rationality to bring out mathematics and physics disciplinary identities

The study is conceived within the European Erasmus+ project IDENTITIES, whose goal is to promote interdisciplinarity in prospective teachers' education. As a preliminary step in order to design teacher education activities, we investigate the disciplinary key aspects of mathematics and physics reasoning in disciplinary instructional materials (namely, physics textbooks) as well as interdisciplinary issues

Teaching, learning and assessing in grade 10: an experimental pathway to the culture of theorems

International audienceThis report deals with the design of a teaching and learning pathway that encompasses an assessment method coherent with the educational long term goal chosen by the teacher. More specifically, it is aimed at contributing to promote high school learners’ culture of theorems – i.e. mastery of conjecturing and proving supported by meta-mathematical knowledge. The assessment method, which combines formative assessment all during the teaching sequence and final assessment based on student’s self-reflective report on her learning trajectory, has been implemented in 10th grade classes. A written essay, in form of letter written by the students to a fictitious schoolmate at the end of the pathway, is analysed in order to evaluate the potential of the implemented course

PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING

We discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education

Introduction to the papers of TWG21: Assessment in mathematics education

International audienc