Teachers learning to design and implement mathematical modelling activities through collaboration

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

Standard

Teachers learning to design and implement mathematical modelling activities through collaboration. / Jessen, Britta Eyrich.

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.. red. / U. T. Jankvist; M. Van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands, 2020. s. 1182-1189.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

Harvard

Jessen, BE 2020, Teachers learning to design and implement mathematical modelling activities through collaboration. i UT Jankvist, M Van den Heuvel-Panhuizen & M Veldhuis (red), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands, s. 1182-1189.

APA

Jessen, B. E. (2020). Teachers learning to design and implement mathematical modelling activities through collaboration. I U. T. Jankvist, M. Van den Heuvel-Panhuizen , & M. Veldhuis (red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (s. 1182-1189). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands.

Vancouver

Jessen BE. Teachers learning to design and implement mathematical modelling activities through collaboration. I Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, red., Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands. 2020. s. 1182-1189

Author

Jessen, Britta Eyrich. / Teachers learning to design and implement mathematical modelling activities through collaboration. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.. red. / U. T. Jankvist ; M. Van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands, 2020. s. 1182-1189

Bibtex

@inproceedings{18487b39794b46979828b90343fed64a,
title = "Teachers learning to design and implement mathematical modelling activities through collaboration",
abstract = "In this paper, we present a model for upper secondary in-service teacher courses based on the Anthropological Theory of the Didactics and explore how we can teach teachers to design and implement mathematical modelling in their classrooms. The course evolves around Study and Research Path based teaching and strives to create para-didactic infrastructures as a framework for teachers{\textquoteright} development of teaching practice. The novelty in this study is the sequence of shared preparation, observation and evaluation of teaching in the course. We describe the structures and their functioning through an example of a group of teachers{\textquoteright} work. Based on the activity we discuss the potentials of creating such structures and the needs for further research in this field.",
keywords = "Faculty of Science, Study and research paths, modelling activities, Professional development, para-didactic infrastructures, upper secondary mathematics",
author = "Jessen, {Britta Eyrich}",
year = "2020",
language = "English",
isbn = "978-90-73346-75-8",
pages = "1182--1189",
editor = "Jankvist, {U. T.} and {Van den Heuvel-Panhuizen }, {M. } and M. Veldhuis",
booktitle = "Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.",
publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands",

}

RIS

TY - GEN

T1 - Teachers learning to design and implement mathematical modelling activities through collaboration

AU - Jessen, Britta Eyrich

PY - 2020

Y1 - 2020

N2 - In this paper, we present a model for upper secondary in-service teacher courses based on the Anthropological Theory of the Didactics and explore how we can teach teachers to design and implement mathematical modelling in their classrooms. The course evolves around Study and Research Path based teaching and strives to create para-didactic infrastructures as a framework for teachers’ development of teaching practice. The novelty in this study is the sequence of shared preparation, observation and evaluation of teaching in the course. We describe the structures and their functioning through an example of a group of teachers’ work. Based on the activity we discuss the potentials of creating such structures and the needs for further research in this field.

AB - In this paper, we present a model for upper secondary in-service teacher courses based on the Anthropological Theory of the Didactics and explore how we can teach teachers to design and implement mathematical modelling in their classrooms. The course evolves around Study and Research Path based teaching and strives to create para-didactic infrastructures as a framework for teachers’ development of teaching practice. The novelty in this study is the sequence of shared preparation, observation and evaluation of teaching in the course. We describe the structures and their functioning through an example of a group of teachers’ work. Based on the activity we discuss the potentials of creating such structures and the needs for further research in this field.

KW - Faculty of Science

KW - Study and research paths

KW - modelling activities

KW - Professional development

KW - para-didactic infrastructures

KW - upper secondary mathematics

M3 - Article in proceedings

SN - 978-90-73346-75-8

SP - 1182

EP - 1189

BT - Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.

A2 - Jankvist, U. T.

A2 - Van den Heuvel-Panhuizen , M.

A2 - Veldhuis, M.

PB - Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands

ER -

ID: 235410659