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 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 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

Perímetro de cuello e índice de masa corporal en niños, un estudio correlacional

Entre los métodos para determinar el estado nutricional de los niños, el índice de masa corporal (IMC) es la principal medida para definir sobrepeso y obesidad. El perímetro de cuello (PC) constituye un indicador relativamente reciente, con escasa literatura en niños. Objetivo: Determinar la correlación entre PC e IMC en escolares sanos de un colegio de Chiquinquirá, Boyacá. Metodología: Estudio descriptivo, transversal, de correlación que incluyó niños de ambos sexos entre 4 y 18 años, previo consentimiento de padres o acudientes. Se excluyeron aquellos con enfermedades neuromusculares, insuficiencia motora de origen cerebral, dispositivos en cuello, enanismo y bocio. Se registraron datos demográficos, peso, talla, IMC, PC y clasificación del estado nutricional. Basado en población de 2536 niños, se calculó una muestra de 245. Resultados: Ingresaron 228 niños de 10,5±3,8 años de edad; 52,2 % hombres. Hubo desnutrición en 1,3%, sobrepeso en 19,7 %, obesidad en 1,8%. El coeficiente de correlación de Spearman entre PC e IMC fue 1. Se establecieron puntos de corte de PC para sexos y edades. Conclusión: Hay correlación positiva entre perímetro de cuello e índice de masa corporal; por ende, el primero podría utilizarse como método simple de valoración del estado nutricional en niñoOtr

Pre-service mathematics teachers' view of mathematics in the light of mathematical tasks

International audienceMathematical tasks play a crucial role in mathematics education in the school context, in higher education and therefore also in the professional development of pre-service mathematics teachers. Pre-service teachers' views of mathematics are reconstructed in relation to experiences with mathematical tasks in those contexts

Antinomien in der Mathematikdidaktik

Im aktuellen Diskurs über die mathematikdidaktische Ausbildung von Lehrerinnen und Lehrern stehen vor allem kompetenztheoretische Zugänge im Vordergrund. Studien und wissenschaftlich begleitete Projekte in Mathematiklehramtsstudiengängen verweisen häufig auf das Kompetenzmodell von Baumert & Kunter (2006). Diese Zugänge spiegeln jedoch nur einen der Bestimmungsansätze von Professionalität im Lehrberuf wieder. Terhart (2011) führt drei zentrale Bestimmungsansätze im deutschen Diskurs auf: Kompetenztheoretischer Bestimmungsansatz, strukturtheoretischer Bestimmungsansatz und berufsbiografischer Bestimmungsansatz. Er hebt hervor, dass die verschiedenen Bestimmungsansätze jeweils unterschiedliche Perspektiven auf den Lehrberuf und auf das Lehramtsstudium eröffnen und betrachtet gerade die Verschiedenartigkeit dieser Perspektiven als eine Bereicherung. Wenig Beachtung in der mathematikdidaktischen Lehrer(innen)bildung findet bislang der strukturtheoretische Bestimmungsansatz (Oevermann, 1996; Helsper, 1996). Im Folgenden wird zunächst ein kurzer Abriss der Strukturtheorie vorgestellt, um im Anschluss einen Mehrwert dieser Theorie für die mathematikdidaktische universitäre Lehre aufzuzeigen

A strand-specific switch in noncoding transcription switches the function of a Polycomb/Trithorax response element

x, 174 p.; 20 cm