| Name | University | Arrival | Departure | Room | Paper | Duration |
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| Brian Hudson |
Sheffield Hallam University |
03 July 2005 |
13 July 2005 |
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| Aristarchos Katsarkas |
Aristotele's University of Thessaloniki |
Sunday, July 3rd |
July 13th |
SINGLE |
KNOWLEDGE AND CONCEPTS OF RATIONAL NUMBERS HELD BY ELEMENTARY SCHOOL TEACHERS
The growing literature of the last twenty-five years for rational numbers is concerned with the difficulties that the students have in this domain, and the way that teaching and learning must be connected. The multi-conceptual character of rational numbers, and the lack of its development in elementary schools, posses a central position among the many sources of misconceptions and deficiencies. The four subconstructs of rational numbers that Kieren introduced – part-whole and measure, ratio, quotient and operator – are widely accepted. The lack of their knowledge and misconcertions of teachers are examined in this research, as they are an important factor of the instruction’s procedure, which along with the Greek curriculum, doesn’t give much attention in developing all these subconstructs, thus leading to deficiencies in learning.
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Paper session (45 mins) |
| Barbora Divišová |
Charles University, Faculty of Education |
4.7.2005 |
13.7.2005 |
DOUBLE |
Didactical Games in the Lesson of Mathematics
In the workshop, several games that may be used in the lessons of Mathematics will be introduced. Game-like activities are useful for they increase motivation of the students. They can be used as warm-ups, fillers, specific kind of reward, or a way of teaching or revising mathematical concepts. Moreover, the competition that goes hand-in-hand with co-operation with one’s fellows can make the learning more interesting and efficient.
The set of the games prepared includes activities in which different senses (visual, auditory, kinaesthetic) are involved. The games can be used to revise terminology, definitions or properties of concepts, to practise counting, and to develop the students’ ability to express themselves accurately.
The participants will be involved in playing the games and afterwards the usefulness and possible modifications of the games will be discussed.
The games were developed for the use in Content and Language Integrated Learning (CLIL) environment. CLIL is an innovative educational approach, which refers to the teaching of a non-linguistic subject through a foreign language (L2). In the lessons there should be an equilibrium between content and language learning. The content is thus developed through the L2 and the L2 is developed through the content.
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Paper session (45 mins) |
| Erkki Nissinen |
Helsinki University |
04.07.2005 |
14.07.2005 |
SINGLE |
How middle school students and their teachers promote and inhibit learning how to learn: A phenomenological investigation of a Finnish case |
Paper session (45 mins) |
| Hana Hrabáková |
University Charles,Faculty of Pedagogy, Prague |
4.6. |
13.6. |
DOUBLE |
Analysis a-priori of the "Puzzle" activity.
The analysis a-priori is an important instrument of the Theory of the Didactical Situations. It is conducted before the lesson. In a didactical situation, the teacher makes students accept the responsibility. In order to manage this situation (s)he tries to foreshadow the course of the lesson:
-to reveal the steps of the lesson
-to predict possible reactions and attitudes of pupils and his/her reactions (e.g. about the obstacles and the errors that may occur, and about the ways how to correct them)
-to discover possible solving strategies (correct as well as incorrect ones)
-to determine what previous knowledge pupils will need to apply succesfully their solving strategy and what "new" knowledge they may discover
In this workshop the participants will be asked to do the analysis a-priori of the "Puzzle" activity.
References:
Brousseau, G. (1997). The Theory of Didactical Situations in Mathematics. Kluwer: Dordrecht/Boston/London.
Hrabáková, H.(2005). Využití Teorie didaktických situací v prestředí české školy. [Application of the Theory of the Didactical Situations in the Cyech School Environment]. Diploma Thesis. UK-Pedf>Praha ] (in Czech).
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Workshop (90 mins) |
| Kirsti Kislenko |
Agder University College |
03.06.2005 |
13.06.2005 |
DOUBLE |
Students' beliefs and attitudes towards mathematics teaching and learning.
Research: the area of the study is to investigate students' beliefs about mathematics teaching and learning. Two countries are included in the research - Estonia and Norway. Students' (from the grade 7, 9 and in upper secondary school) attitudes will be investigated through the questionnaires and interviews. |
Paper session (45 mins) |
| Hana Klímová |
Charles University in Prague, Faculty of Education |
4.7.2005 |
13.7.2005 |
DOUBLE |
Didactical Games in the Lesson of Mathematics
In the workshop, several games that may be used in the lessons of Mathematics will be introduced. Game-like activities are useful for they increase motivation of the students. They can be used as warm-ups, fillers, specific kind of reward, or a way of teaching or revising mathematical concepts. Moreover, the competition that goes hand-in-hand with co-operation with one’s fellows can make the learning more interesting and efficient.
The set of the games prepared includes activities in which different senses (visual, auditory, kinaesthetic) are involved. The games can be used to revise terminology, definitions or properties of concepts, to practise counting, and to develop the students’ ability to express themselves accurately.
The participants will be involved in playing the games and afterwards the usefulness and possible modifications of the games will be discussed.
The games were developed for the use in Content and Language Integrated Learning (CLIL) environment. CLIL is an innovative educational approach, which refers to the teaching of a non-linguistic subject through a foreign language (L2). In the lessons there should be an equilibrium between content and language learning. The content is thus developed through the L2 and the L2 is developed through the content.
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Workshop (90 mins) |
| Nikoletta Ispirlidou |
Aristotle University of Thessaloniki |
3/7/2005 |
13/7/2005 |
SINGLE |
TITLE OF RESEARCH PAPER:
The mediation of tools in construction of euclidian concept of straight line |
Paper session (45 mins) |
| mlepik |
Tallinn University |
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SINGLE |
|
Paper session (45 mins) |
| Mojca Premuš |
University of Ljubljana |
July 3rd |
July 13th |
SINGLE |
Exploring Students Concept of Division by Zero and Eternity |
Paper session (45 mins) |
| Inga Pavula |
Latvia |
27.08 |
8.09 |
DOUBLE |
Teacher and texbooks interaction |
Paper session (45 mins) |
| Spela Tola |
Faculty of Mathematics and Physisc |
4.7.2005 |
14.7.2005 |
SINGLE |
Investigating the role of graphic calculators in mathemathical thinking |
Paper session (45 mins) |
| Maria Vlachou |
Aristotle University of Thessaliniki |
3/7/2005 |
13/7/2005 |
SINGLE |
TITLE OF RESEARCH PARER:
Primary school teachers' discourses of mathematics assessment
ABSTRACT
Nowadays an issue has been raised about the necessity of pupils’ assessment and the purposes of assessment in all grades of primary and secondary school. In the present study opinions and arguments are presented about the previous questioning in the first grade of education via bibliographic review. Moreover the curriculum and the relative circulars are examined and the opinions of teachers on the previous questions focused on mathematics are detected. |
Paper session (45 mins) |
| Václav Sýkora |
Charles University, Faculty of Education |
4.7.2005 |
8.7.2005 |
DOUBLE |
The sign of metaphor in conceptual mathematical images of pupils.
Our article has its basis in the classification of the signs which was invent by Ch.S. Peirce. Peirce, one of the major forces in the development of semiotics, identifies three basic types of signs (icon, index and symbol). The metaphor is a special case of the icon and is defined as a sign which represents the representative character of object. The sign is therefore represents by means of an other sign. If a pupil has for example the task to draw a circle and he draw it as a sun, we can suppose, that the sign of circle appear in your ideas of objective model of circle as a sign of the sun. The analysis of similar situations is important for the construction of the inner structure of the objective model’s stage within the framework of ontogenesis of the concept. At the same time it is an important phenomenon for the description of the communication’s process in the course of teaching of mathematics.
Literature:
1.PEIRCE, Ch. S. Grammatica Speculativa. In PALEK, B. Sémiotika. Praha: Univerzita Karlova, 1997, s. 58
2. CHRZ, Vladimír. Psychologie metaforyII: Metafora z hlediska kognitivní psychologie. Československá psychologie, 1996, roč. XXXX, č. 3, s. 217-227
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Paper session (45 mins) |
| Zlatan Magajna |
University of Ljubljana, Faculty of Education |
July 9 |
July 14 |
SINGLE |
Computer aided proofs in school geometry |
Paper session (45 mins) |
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