Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

Supporting mathematics and science teachers in implementing intercultural learning

Our current multicultural societies require that education addresses diversity and promotes cultural awareness and intercultural learning. Mathematics and science education can also contribute to this aspect of citizenship education and create a culture of belonging for all students. Professional development that integrates intercultural learning with educational practices is still uncommon in the field of science and mathematics teacher preparation and support. This study explores the possibilities to support science and mathematics teachers in implementing intercultural learning through a professional development course. The course was developed in a European setting, based on a theoretical analysis, and tried out with 319 teachers from six participating countries. The impact of the course on teachers’ take up of intercultural learning was measured with a pre-post questionnaire. We found that the course strengthened teachers’ self-efficacy beliefs and extended their teaching practices with opportunities created by cultural diversity among their students or in their subjects. In addition to that, teachers’ self-efficacy beliefs and the perceived cultural diversity in class appeared to be influencing factors for teachers’ practices. Based on our findings we recommend that the combination of intercultural learning with educational practices of mathematics and science might be a suitable gateway to provide new intercultural learning opportunities for students

Reflecting back, looking forward: the challenges for location-based learning

This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”, published in 2009 by the STELLAR Network of Excellence. It is included here for completeness; we, as co-authors, felt that it was important to look back at the main contributions to theworkshop and also where the challenges lie for the future. This chapter addresses two critical questions: - What has been learned from this workshop, especially in respect to the STELLAR Grand Challenges (“Connecting learners”, “Orchestration” and “Contextualisation”)? - What are the new research questions and issues for location-based learning, with respect to the Grand Challenges (“Connecting learners”, “Orchestration”and “Contextualisation”)

Population synthesis of millisecond and submillisecond pulsars

Known millisecond pulsars have periods longer than 1.558 ms. Recycled in binary systems, neutron stars can attain very short spin periods. In this paper we investigate the expected properties of the millisecond pulsar distribution by simulating synthetic populations under different assumptions for the neutron star equation of state and decay of the magnetic field. We find evidence that a tail in the distribution of millisecond pulsars may exist at periods shorter than those observed.Comment: 16 pages, LaTex + 2 .eps figures To Appear in The Astrophysical Journal Letter

Supplement: "Localization and broadband follow-up of the gravitational-wave transient GW150914" (2016, ApJL, 826, L13)

This Supplement provides supporting material for Abbott et al. (2016a). We briefly summarize past electromagnetic (EM) follow-up efforts as well as the organization and policy of the current EM follow-up program. We compare the four probability sky maps produced for the gravitational-wave transient GW150914, and provide additional details of the EM follow-up observations that were performed in the different bands

Computational thinking. Ideeën voor de reken-wiskundeles : Rekenen-wiskunde in de 21e eeuw

Geïnspireerd door de Grote Rekendag 2016: Kijkje achter de code en de ervaringen daarvan in de klas verkennen we in dit hoofdstuk de mogelijkheden om computational thinking een nadrukkelijker en regelmatig weerkerend plekje te geven in de rekenlessen. We willen een lans breken voor activiteiten in de rekenles die enerzijds zonder computer gedaan kunnen worden, maar anderzijds wel zicht geven op automatische processen, die vaak door computers worden afgewikkeld. Die automatische processen beïnvloeden ons leven op alle fronten, en het is zaak dat we met enig inzicht en kritisch met deze automatische processen kunnen omgaan. En omdat automatische processen volgens vaste (reken)regels verlopen is het goed in de rekenles hier ook aandacht aan te besteden. Dat is goed voor computational thinking en dat is goed voor de reken-wiskundeles

Onderzoeken in de rekenles

Leerlingen zijn van nature nieuwsgierig. Deze onderzoekende houding waarbij je de wereld steeds weer bekijkt als een onbekend iets waar je van kan leren, moeten we zoveel mogelijk vasthouden en stimuleren in de klas. Een rijke context speelt daarbij een cruciale rol. Met wetenschap en technologie (w&t) kan je deze rijke context creëren voor allerlei vakken, vooral ook voor rekenen! In deze uitgave laten de auteurs zien hoe je deze onderzoekende houding kan stimuleren bij rekenen door middel van uitdagende w&t opdrachten. Op deze manier wordt er tegelijkertijd aan deze twee vakgebieden gewerkt, namelijk zowel rekenen als wetenschap en technologie. Je vindt in deze uitgave een praktische voorbeeldles bij elk domein van rekenen: • getallen • verhoudingen • meten • meetkunde • verbanden Elke voorbeeldles is voorzien van een werkblad. Zo kun je er direct mee aan de slag in de klas. De werkbladen zijn ook online beschikbaar