Module Aims

The MATHED module is based on the recognition of the importance for participants primarily working in higher education and teacher education to examine issues of policy and practice relevant to their work in mathematics education within an international context and to take advantage of the opportunities provided by ICT.

The module aims to enable participants to develop a critical focus on the nature of research into the teaching and learning of mathematics in an international context and to develop theoretical approaches and methods appropriate comparative research. Specifically the module is designed to enable participants to:

• demonstrate a sophisticated understanding of the methodological complexities of international research in mathematics education

• identify a current theme(s) in mathematics education and critically analyse its significance in a cross-national or international context

• relate the findings of a small-scale study on an aspect of the teaching and learning of mathematics involving two or more national contexts to their own local context

Indicative Content

The module content will be based on the research interests of the participants and will involve active participation by students and collaboration with peers from the outset. Students will lead a workshop and/or paper session based on their current research and development work. Students are expected to submit a research paper on their topic before the seminar and to post it to the EUDORA portal area. Titles of presentations are to be submitted with the registration form. Staff will give workshops on selected issues of relevance to current issues in mathematics education research.

The final programme will be prepared after registration has ended (30th April) in consultation with local co-ordinators.

Pedagogical Approach

The module will make full use of the open and flexible web-based learning environment in order to promote the establishment and development of an on-line learning community involving collaboration through the use of project- and problem-based learning in multinational teams. This will allow for preparation and follow-up activities in relation to the associated Intensive Programme.

Students will submit papers in advance of the IP outlining the context of their research interests, the area of enquiry and research methods. These papers will form the content of the first stage of the IP as foci for discussions and peer review. The virtual learning environment will be used to store and access contributions from participants in electronic form with ready access via the World Wide Web.

Assessment Strategy and Accreditation

Students may get up to 7.5 ECTS credits for successful participation in the MATHED module recognised at each participating institution. This will be made up of 2 ECTS for participation in the Intensive Programme, involving active participation and the leading of a workshop/seminar, and a further 5.5 ECTS on the submission of the final paper once accepted for publication:

1) Active participation in the international intensive programme

2) Workshop/seminar in the international intensive programme

3) Research paper of approx. 3000-4500 words

Co-ordinator:

Prof. Brian Hudson, Sheffield Hallam University (UK)

Module Team:

Mag. Klaus Aspetsberger, Pädagogische Hochschule Linz (AT)

Prof. Dimitris Chassapis, Thessaloniki Aristotle University (GR)

Dr. Madis Lepik, Tallinn Pedagogical University (EE)

Prof. Johan Lithner, University of Umeå (SE)

Dr. Zlatan Magajna, University of Ljubljana (SI)

Prof. Janis Mencis, University of Riga (LV)

Prof. Sigmund Ongstad, Oslo University College (N)

PD Jarmila Novotna, University of Prague (CZ)

Prof. Erkki Pehkonen, University of Helsinki (FI)

Dr. Birgit Pepin, Oxford Brookes University (UK)