Our Speakers
Dr. Daniela Pages (Instituto de Profesores Artigas, Uruguay)
Agreements and disagreements between mathematics teacher educators. A collaborative work around a calculus lesson.
Abstract:
Mathematics teacher education in Uruguay is a concurrent preparation, which means the joint occurrence of general education and professional education in the same program. Mathematics teachers and mathematics teacher educators use to work solely, and they do not discuss their teaching practices among them.
This talk will report a study about collaborative work of mathematics teacher educators around a lesson planning process. Mathematics teacher educators’ team had to collectively plan, implement, and analyse a calculus lesson in the context of mathematics teacher education.
I used classic Grounded Theory as the methodological approach, to inquiry into the process and obtain an explanation. I identified a process developed by the team, called looking for agreements. This process was resolved by the activation and eventual mobilization of the personal theories built-in practice of each mathematics teacher educator, the core category that emerged during the research.
I will present the different degrees of agreement and disagreement caused by these divergent personal theories. I will also discuss the implications of this study for mathematics teacher education.
Date: 20th October 2022 @15.00 CET - confirmed.
About the speaker:
Daniela Pagés is a professor of Mathematics and Mathematics Education in Uruguay. She is PhD in Mathematics Education since 2021, from Instituto Politécnico Nacional (México). She has taught mathematics for more than 30 years. Her research is focused on classroom interactions and the collaborative work of mathematics teachers and mathematics teacher educators.
The video lecture:
The lecture notes:
Gamification: An Instructional Approach for Teaching Mathematics
Abstract
Gamification, integrating game elements into the learning process, seems to be one of the most popular teaching methods nowadays. It has a wide application area, from elementary school to higher education, including online classes. Its potential could be valued for improving learning outcomes, assessment, and solving educational administrative issues. This talk aims to take a closer look at existing research to understand the effect of gamification in education and to be aware of the game elements which can take place in gamification design. Supported with implication examples, the talk will include the design of gamified learning environments following player types. The talk will end by mentioning the tools and tips to gamify classrooms.
Date: 3rd November 2022 @10.00 CET - confirmed.
About the speaker
Selay Arkün Kocadere is an associate professor at Hacettepe University in Ankara, Turkey. Following her bachelors’ degree in Mathematics Education, she received her M.Sc. and Ph.D. in Computer Education and Instructional Technology. Dr. Kocadere worked as an instructional designer and educational technologist in the private sector before moving into academics. Interested in technology-enhanced mathematics education, online learning, and mentoring, Dr. Kocadere's recent research focuses on educational games and gamification. Currently, she manages four international projects related to instructional gamification. Taught courses to include Information Technologies in Education, Human - Computer Interaction, Distance Education, Learning and Teaching Mathematics with Technology, Educational Game Design, and Instructional Gamification.
The Video Lecture: https://youtu.be/4qUEPUNXqAI
Towards a framework to reconcile and support students’ remote and face-to-face mathematical problem-solving activities
Abstract:
The teachers and students’ intense use of digital technologies and online developments not only marked the implementation of educational tasks during the pandemic confinement; but also opened novel paths for students to deal with mathematical problems. What ways of reasoning do students develop to reason and solve mathematical tasks? To what extent does the students’ activation of digital tool affordances shape their ways to represent, explore, discuss, and solve mathematical problems? During the talk, I will address this type of questions and sketch elements of a framework to integrate and reconcile both students’ remote and face-to-face problem-solving activities.
Date: 10th of November 2022 @16.00 CET, confirmed.
About the speaker
Manuel Santos-Trigo is a Professor at the Mathematics Education Department, Centre for Research and Advanced Studies, Cinvestav-IPN, Mexico He teaches graduate courses and does research in mathematical problem solving. His area of interest involves analysing and documenting teachers and students’ systematic and coordinated use of digital technology in mathematical problem-solving approaches. He completed his BSc in mathematics at the National Polytechnic Institute in Mexico and a doctorate in mathematics education at the University of British Columbia, Canada. He did a post-doctorate research as a visiting scholar at the University of California, Berkeley. He has been a visiting professor in several institutions including Purdue University, l’université d’Orléans (France), and the University of la Laguna (Spain). He has been Principal Investigator of several research projects on the field of problem solving and the use of digital technologies. He has supervised doctoral and master students in mathematics education in México and abroad.
The Video Lecture: https://youtu.be/FE6t7RL1dgY
Title: Scaffolding’ or ‘filtering’: a review of studies on the diverse role of Calculus courses for students, professionals, and teachers.
Abstract :
Date: ΤΒΑ, @16.00 CET - confirmed.
About the speaker
Alejandro S. González-Martín graduated with honors in mathematics in 2000 in Spain, completing his Masters (2002) and PhD (2005) in mathematics education, with a focus on the teaching and learning of improper integrals. He started working at University of Montreal in 2006, where we got tenure in 2010 and the highest academic rank in 2017.Regarding teaching, he gave calculus courses for engineers during his PhD and, at present, he gives courses of mathematics education for pre- and in- service teachers, as well as courses of research in education. He has been awarded two prizes for excellence in teaching from the University of Montreal in 2009 and 2016. His research interests concern postsecondary mathematics education, with a particular interest in calculus, textbook analysis, teachers’ practices, and using mathematics by engineers. His main research projects have been funded by the Québec and the Canada funds for research in social sciences. He has also been involved in the coordination of the university mathematics education working groups in the European conference (CERME) since 2011 and in the French-speaking conference (EMF) since 2015. Finally, he has been involved in several projects in different countries to introduce university mathematics teachers to research in mathematics education (Brazil, Cameroun, Chili, Ecuador, Ivory Coast, Tanzania), in projects to restructure courses and training programs (Chili, Ecuador), and has collaborated in master programs in mathematics education (Brazil, Tunisia).
Dr. Gregory Makrides (Pedagogical University of Crakow, Poland)
A Paradigm Shift to Education 4.0 : The STEAME School of the Future – Building the puzzle (in two parts).
Abstract:
The project "STEAME: Guidelines for Developing and Implementing STEAME Schools" was completed recently and now several projects are producing the building blocks completing the puzzle around it. This project became the kick-off of a paradigm shift to Education 4.0 as it provides what steps Education Systems around the world could follow in order to escape from Education 2.0 and change to Education 4.0 with learning based on inquiry and project based learning. Literature and research is showing for years now that this should be the way forward in order to help school students and HE students develop the needed competences and skills that appear to lack when they enter HE studies or enter the world of work. With today’s development of digital learning, most of the learning needed by students can be easily accessible or retrieved at any time and place through digital and video learning.
STEAME (Science - Technology – Engineering - Arts - Mathematics - Entrepreneurship) has been developed to support European teachers’ knowledge and understanding of creating successful STEAME learning and creativity plans and programs. The results are based on a European survey and a validation though focus group of experts. It offers approaches to teaching, teaching materials, entrepreneurship aspects, organizational suggestions for STEAME-oriented teaching, propositions and analysis of STEAME-oriented curriculum. All the OERs of the project are available through the STEAME Observatory. As an observatory, it is designed to be adaptive and dynamic, able to support a dynamic and adaptive STEAME Curriculum in any school that needs to implement STEAME activities in the learning process. The presentation will also show proposed architectural designs of the STEAME School of the future and results from several projects contributing to the completion of the needed puzzle of future learning.
Date: 1st of December 2022, @10.00 CET - confirmed.
About the speaker
Professor Gregoris A. Makrides, holds a Ph.D. in Applied Mathematics from the IIT-Illinois Institute of Technology in Chicago, USA. He taught mathematics in HEI since 1986. He worked as a teacher trainer at the Cyprus Pedagogical Institute (1995-2000), as the Dean of Enrolment Management at the University of Nicosia(2000-2006) and as Director of Research and International Relations at the University of Cyprus(2006-2017), and in parallel he was the Executive Director of the European Office of Cyprus (2007-2016). Since 2017, he is a visiting professor in several universities in Europe. He is currently a professor of STEAME Education at the Pedagogical University of Cracow, PL. He is the CEO of PROGNOSIS since March 2017. He has more than 100 publications in refereed journals, conference proceedings and in public press. He coordinated/ing more than 20 European funded projects since 2002 and has been a partner in more than 60. Most recent projects he coordinated were, STEAME-Students: European Networking of STEAME School Students for Exchange and Co-creation, FACILITATE-AI: Guidelines for facilitating the learning of Artificial Intelligence (AI) by School Students of Grades 7-12, STEAME GOES HYBRID: Blueprint Guidelines and Policy Recommendations (2021-2023), STEAME: Guidelines for Developing and Implementing STEAME Schools (2019-2021), INNOMATH: Innovative enriching education processes for Mathematically Gifted Students in Europe (2019-2021), L-Cloud: Development of tomorrow’s Cloud Education Leaders (2018-2020), Le-MATH: Learning mathematics through new communication factors(2012-2014).He is the founder of several series of international events, some examples include, EUROMATH & EUROSCIENCE conferences for school students, CAREER-EU conferences, the SEEMOUS Olympiad, the MATHFactor Europe Competition, the MATHeatre Europe competition , the SCIENCEFactor Europe Competition, the SCIENCE-Theatre Europe Competition and many more. He is an organizer of and trainer in several EU training courses, mainly for teachers and has offered more than 100 EU courses since 2005. He has chaired the organizing committee of more than 60 conferences since 1997 and has organized more than 200 National and Multinational competitions since 1995. He is the President of the following Associations: Cyprus Mathematical Society(CMS) (1998- today), European Association of ERASMUS Coordinators(EAEC) (2004-today), European Association of Career Guidance(EACG) (2010-today), Mathematical Society of South-Eastern Europe(MASSEE) (2013-2019), THALES Foundation of Cyprus (2007-today). He is a member and vice-chair of the Education Committee of the European Mathematical Society since 2017. He is also the initiator of ERASMUS+ Mobility Barometer under EAEC since 2014 with the cooperation of the European Commission.
The Video Lecture: https://www.youtube.com/watch?v=4F4GMTAoRww
Dr. Kristof Fenyvesi (JYU, Finland)
Creativity, Innovation, and Sustainability in STEAM Education.
Abstract:
The presentation is focusing on the role of creativity, innovation and sustainability in the STEAM learning process, based on projects and publications by our Research Group of Innovative Learning Environments (https://www.jyu.fi/it/ile). We will explore pedagogical potentials based on the integration of STEAM, i.e., Science, Technology, Engineering, Arts, and Mathematics. Discussing issues related to creativity, innovation, sustainability, and STEAM learning, we will address the role of informal methods in formal education, especially in the area of skills and competence development. The presentation includes several practical examples based on the Experience Workshop STEAM Network (www.experienceworkshop.org), such as using 3D-printers, robotics, Augmented Reality in the mathematics classroom. We will explore the potential of mathematics and art combinations, including projects focusing on children and youth engagement and motivation.
Date: 12th of January 2023, @10.00 CET - confirmed.
About Speaker:
Kristóf Fenyvesi, Ph.D. is a researcher of STEAM (Science, Technology, Engineering, Arts and Mathematics), trans- and multidisciplinary learning and contemporary cultural studies at the Finnish Institute for Educational Research, University of Jyväskylä, Finland (https://ktl.jyu.fi/en). He is member of the Research Group for Innovative Learning Environments and the Research Group for Education, Assessment & Learning. Fenyvesi is a very active organizer and contributor of international scientific events, education programs, exhibitions, STEAM workshops and festivals, including the Helsinki Design Week (Finland), International Mathematical Science Creativity Competitions in Seoul (Korea), Science Agora in Tokyo (Japan), Open Design Africa in Cape Town (South Africa), or Ars Electronica Festival in Linz (Austria). Fenyvesi is the local coordinator of several Erasmus+ and other research programs at the University of Jyväskylä.
Google Scholar site: https://scholar.google.com/citations?user=-p6bAtMAAAAJ&hl=el&oi=ao
The Video Lecture: https://youtu.be/gOUAs1ROCWM
The university mathematics lecture: To record, or not to record, that is the question.
Abstract:
While recordings of lectures proved invaluable for students’ learning during the pandemic, as our university transitioned back to in-person teaching there was a call from some lecturers to remove the requirement to provide lecture recordings due to the perceived negative impact on attendance. Colleagues in other universities describe similar debates. In this talk, I will present findings from studies conducted with colleagues on the role of recordings in the teaching of undergraduate mathematics, from both before and after the lockdown due to the pandemic. As an education researcher and mathematics lecturer, I will discuss the implications for lecturers’ practice.
Date: @10.00 CET, 19th of January 2023 - confirmed.
About the speaker:
Associate Professor Maria Meehan is a lecturer in mathematics in University College Dublin, Ireland. She holds a Ph.D in Pure Mathematics and conducted research in the area of existence theory for integral equations at the start of her academic career. She is now interested in mathematics education at the university level. A particular area of interest relates to the resources students use in large service mathematics modules when given the option to attend live lectures and/or watch short, recorded videos, and their reasons for doing so. Somewhat related to resource usage, is the issue of the time that students spend outside of face-to-face activities on a module, and what motivates their decisions, specifically in relation to the assessment tasks they are given. She is also interested in the area of "noticing", and how one can use Mason's Discipline of Noticing to engage in professional development activities. She has been lecturing university mathematics for 27 years and has a keen interest in how research in mathematics education can inform practice, and vice-versa. She recently served as Head of Teaching and Learning in the School of Mathematics and Statistics, a particularly challenging role when the pandemic struck! She has received two university teaching awards in her career and was also a university Fellow in Teaching and Academic Development for two years. She hails from Donegal in the northwest of Ireland, she lives in Dublin with her husband and teenage son.
Her google scholar profile: https://scholar.google.com/citations?user=zteScYUAAAAJ&hl=el&oi=sra
The Video Lecture: https://youtu.be/TI9zHqOyULY
Dr. Alf Coles (University of Bristol, UK)
Beyond the ritualised vs exploratory mathematics dichotomy: teaching and learning in symbolically structured environments.
Abstract:
In this session Alf will consider some recent debates around ritualised versus exploratory activity in mathematics – two approaches which are often set in opposition. The session will exemplify the idea (developed with colleague Nathalie Sinclair) of teaching and learning mathematics in a symbolically structured environment (SSE), which includes processes they label “ritualisation”. In a SSE, students are actively engaged from the start, initially in a tightly controlled context, which then broadens out to allow space for conjecturing and proving.
Date: 26th of January 2023
About the speaker: https://www.bristol.ac.uk/people/person/Alf-Coles-ab66d8c4-0229-4bb1-8429-019f129bc166/
Visit his google scholar site: https://scholar.google.com/citations?hl=el&user=zyqlo9IAAAAJ&view_op=list_works&sortby=pubdate
The Video Lecture: https://youtu.be/u-mREDC-eDU
Teachers’ Inquiry in Mathematics Education.
Abstract:
The talk will present the main ideas and results of the Erasmus+ project TIME (named as in the title). Some of the ideas are likely to be relevant to teachers of science and other disciplines, and indeed some of the cases considered in the project also concerned the boundaries between mathematics and other school subjects.
Date: 23rd of February 2023 @10.00 CET.
About the speaker
Carl Winsløw spent the first decade of his graduate career (1990-2000) working mainly on von Neumann algebra theory, beginning with a master degree at Odense University (supervisor: U. Haagerup) and a PhD on type III subfactors at the University of Tokyo (supervisor: Y. Kawahigashi). From around 1996, he began to take interest also in Didactics of Mathematics, with a main focus on the teaching of Mathematical Analysis at the university level. Since his appointment as full professor at the University of Copenhagen in 2003, this has also officially become his main field of research, which has gradually extended to encompass also other foci, such as mathematics teacher knowledge and various subjects from secondary level mathematics. He has supervised more than 50 master theses and 11 doctoral thesis, while building up the first research group in Didactics of Mathematics at the University of Copenhagen. He has been involved in organizing dozens of conferences in the field and was a co-founder of the International Network for Didactical Research on University Mathematics (INDRUM). Most of his research has drawn upon, and contributed to, the theoretical frameworks of ATD and TDS, founded by the French pioneers in the field, Guy Brousseau and Yves Chevallard.
More about the speaker: www.ind.ku.dk/winslow
Dr. Carla Pinto (IPP, Portugal)
Using EduScrum in mathematics teaching.
Date: 2nd of March 2023 @10.00 CET.
About the speakers.
Pinto is a Coordinating Professor at the School of Engineering, Polytechnic of Porto. Doctor in Mathematics, from the University of Porto, since 2004. Integrated member at the Centre for Mathematics of the University of Porto, since 2004.
Research interests in, Networks of coupled dynamical systems. Central Pattern Generators for animal and robot locomotion. Mathematical models in epidemiology. Bifurcation theory. Stability analysis. Symmetry. Fractional dynamical systems.
The Video Lecture:
Dr. Igor Kontorovich (The University of Auckland, New Zealand)
Mathematics learning as the art of transitioning across discourses
Abstract:
Every conversation about learning and teaching makes epistemological assumptions regarding how these processes come about. Being preoccupied with often heated debates about “what works”, the interlocutors rarely invest in reflecting and explicating what they mean with such impalpable objects as “learning”, “understanding”, “knowledge”, and even “mathematics”. In this talk, I will argue that considering mathematics and its learning through the lens of communication and discourse has the potential to cast a new explanatory light on classical conundrums that we encounter in mathematics classrooms. Specifically, I will argue that many students’ difficulties occur at specific points where “the rules of a mathematical game” change significantly. These points may be not evident to mathematics teachers who effortlessly transition across mathematical discourses.
Date: 9th of March 2023, @10.00 CET - confirmed.
About the speaker:
Igor’ Kontorovich is a Senior Lecturer above the bar (equivalent to Associate Professor in the North American system) at the University of Auckland. He received his PhD in Mathematics Education from Technion – Israel Institute of Technology in 2013 and he was a postdoctoral scholar at the Simon Fraser University. Since he joined Auckland Department of Mathematics, his research has been on mathematics education at the university level, including secondary-tertiary transition, undergraduate and graduate studies. In his research, Igor’ aims to offer theoretically-grounded and empirically-based insights to improve the teaching and learning of mathematics. These insights often emerge from research partnerships with teachers and research mathematicians. His collaborative projects with scholars from Canada, Israel, Italy, New Zealand, Poland, and the UK have been funded by many international funding agencies. The projects’ findings have been shared in more than seventy research publications.
https://david17102.wixsite.com/igorkontorovich/my-profile
The Video Lecture:
Dr. Mirela Vinerean (KSU, Sweden)
Title: Digital Interactive Mathematical Maps and Teaching Mathematics
Date: 16th of March 2023 @10.00 CET - confirmed.
Abstract:
The aim of the development of “Digital Interactive Mathematical Maps” (Didactics of Mathematics, University of Passau, Germany) was and is to visualize both the historical genesis of ancient and modern mathematical knowledge and the inherent interconnectedness of different aspects and fields of mathematics. After an iterative process of design-based research, the Map for Geometry was implemented and evaluated in a second-semester course 2021 on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University (Sweden). Following up on the Geometry Map, further Maps for Algebra and Calculus were also constructed, the Calculus Map being applied in teaching at another course on mathematics at Karlstad University 2022. As the structure of the Maps lays an emphasis on the people, i.e. the mathematicians, behind the mathematical findings, a focus on biography of those combined with the methodology of Narrative Didactics leads to a holistic, bridging and interdisciplinary teaching strategy, bringing together mathematical, didactical, technological, historical and narrative elements.
About the speaker
Mirela Vinerean is a Senior lecturer in Mathematics at Karlstad University, Sweden, since 2011 and merited university teacher since 2016. Her research interest is from the beginning in applied mathematics and in the last years in mathematics education with a focus on the use of digital technology for mathematics teaching.
Dr. Matthias Brandl (University of Passau, Germany)
Title: Digital Interactive Mathematical Maps and Teaching Mathematics
Date: 16th of March 2023 @10.00 CET - confirmed.
Abstract:
The aim of the development of “Digital Interactive Mathematical Maps” (Didactics of Mathematics, University of Passau, Germany) was and is to visualize both the historical genesis of ancient and modern mathematical knowledge and the inherent interconnectedness of different aspects and fields of mathematics. After an iterative process of design-based research, the Map for Geometry was implemented and evaluated in a second-semester course 2021 on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University (Sweden). Following up on the Geometry Map, further Maps for Algebra and Calculus were also constructed, the Calculus Map being applied in teaching at another course on mathematics at Karlstad University 2022. As the structure of the Maps lays an emphasis on the people, i.e. the mathematicians, behind the mathematical findings, a focus on biography of those combined with the methodology of Narrative Didactics leads to a holistic, bridging and interdisciplinary teaching strategy, bringing together mathematical, didactical, technological, historical and narrative elements.
About the speaker
Matthias Brandl is a Professor of Didactics of Mathematics at the University of Passau, Germany, since 2011. His central research areas are interconnectedness in mathematics and mathematics education, mathematical giftedness and creativity, technology and digital media in mathematics education, narrative didactics, and the history of mathematics.
Approaches to formative assessment.
Date: 27th of April - confirmed.
About the speaker
Jason Cooper is a scientist at the Weizmann Institute’s Department of Science Teaching. His research concerns various aspects of teacher knowledge and professional development, including roles of advanced mathematical knowledge in teaching and the contributions of research mathematicians to the professional development of teachers.
The Video Lecture:
The secondary - tertiary transition in mathematics education: old and new perspectives.
Date: 22nd of June - confirmed.
About the speaker
Research in our group is driven by questions such as: what is mathematics for different math-doers? What sense does it make for teachers and learners at different grade levels? How can mathematics be used in sense-making? Keywords in mathematics (such as problem, solution, explanation, conjecture, definition, and proof) may take a whole new meaning at different grade levels, institutions, and communities. These different meanings are known to hinder learning, but they can also become a valuable resource for teachers and learners, for example by encouraging both sides to make explicit tacit facets of doing and thinking about mathematics. Of particular interest in our group are:
The transition from studying mathematics at school to studying mathematics at university;
The transition between studying mathematics at university and teaching mathematics at school;
The transition between doing mathematics inside the class and doing mathematics outside class.
The Video Lecture: