Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (370 p.)

ISBN: 9788021099838 , 9788021099821

Content: 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

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 online resource (373 pages)

ISBN: 9788021099838

Content: Intro -- Authors -- Foreword -- Chapter 1. Introduction -- References -- Part 1. Inquiry Communities in Mathematics Teaching and Learning -- Chapter 2. Conceptual Foundations of the PLATINUM Project -- 2.1. The PLATINUM Project -- 2.2. A Need to Redefine Teaching -- 2.3. IBME: A Brief History in the PLATINUM Countries and Beyond -- 2.4. IBME in Mathematics Education -- 2.5. IBME in the PLATINUM Project -- 2.6. Discussion and Conclusions -- References -- Chapter 3. Spidercharts: A Tool for Describing and Reflecting IBME Activities -- 3.1. Introduction -- 3.2. Developing the Spidercharts -- 3.3. The Three Spidercharts and How to Work With Them -- 3.4. The Spidercharts of the PLATINUM Cases -- 3.5. Discussion -- References -- Chapter 4. Students With Identified Needs and IBME -- 4.1. Introduction -- 4.2. Diversity of Students' Characteristics and Needs -- 4.3. PLATINUM Partners' Perspectives -- 4.4. Typology of Students With Identified Needs -- 4.5. Inquiry-Based Instruction and Students With Identified Needs -- 4.6. Universal Design of Inquiry-Based Mathematical Education -- 4.7. Conclusion and Discussion -- References -- Part 2. PLATINUM: The Project -- Chapter 5. Origins and Implementation of the Project -- 5.1. Introduction -- 5.2. Formation of the Consortium -- 5.3. Choosing the Project's Format and Focus -- 5.4. PLATINUM Intellectual Outputs and Project Management -- 5.5. PLATINUM Community Meetings and Lessons Learned -- 5.6. Reflection About Collaboration Between Mathematicians and Mathematics Educators -- References -- Chapter 6. Creating Teaching Units for Student Inquiry -- 6.1. Introduction -- 6.2. Frameworks Used in PLATINUM for Designing Student Inquiry -- 6.3. Documentation of Inquiry Tasks in PLATINUM -- 6.4. Examples of Inquiry Tasks Developed and Used in PLATINUM -- 6.5. Use of ICT in Student Inquiry.

Note: Description based on publisher supplied metadata and other sources

Additional Edition: ISBN 9788021099821

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9788021099821

Language: English

Keywords: Electronic books.

URL: lizenzpflichtig

URL: Click here to view book

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Format: Online-Ressource (223 pages) , color illustrations

Edition: Online-Ausg. 2012

ISBN: 8436952820 , 8436949323 , 9788436952827 , 9788436949322

Series Statement: Colección Aulas de verano. Serie Ciencias

Note: Includes bibliographical references , Competencias matemáticas y resolución de problemas : una visión instrumental / Inés M. Gómez-ChacónAnexo : construcción de arcos / Inés M. Gómez-Chacón, Violeta Espinosa Gómez y Beatriz Soto Monge -- Representaciones y competencias matemáticas / Abraham Arcavi -- Modelación matemática y finanzas / José Luis Fernández Pérez -- La geometría dinámica como herramienta para desarrollar competencias de modelización en el Bachillerato / Philippe R. Richard -- La modelización matemática : algunos ejempos en ESO y Bachillerato / Constantino de la Fuente Martínez -- Recursos y ejemplificaciones en el aula : geometría dinámica / José Luis Muñoz Casado -- Estadística y probabilidad : una propuesta de tratamiento orientada al desarrollo de las competencias básicas / José Luis Álvarez García -- La evaluación de competencias matemáticas : una apuesta de aprendizaje desde la elección de situaciones-problemas / Philippe R. Richard -- El sol de media noche / Carlos Usón Villalba.

Additional Edition: CD-ROM version Competencias matemáticas

Language: Spanish

Keywords: Electronic books

URL: Volltext

UID:

Format: 1 online resource (373 pages)

ISBN: 9788021099838

Note: Intro -- Authors -- Foreword -- Chapter 1. Introduction -- References -- Part 1. Inquiry Communities in Mathematics Teaching and Learning -- Chapter 2. Conceptual Foundations of the PLATINUM Project -- 2.1. The PLATINUM Project -- 2.2. A Need to Redefine Teaching -- 2.3. IBME: A Brief History in the PLATINUM Countries and Beyond -- 2.4. IBME in Mathematics Education -- 2.5. IBME in the PLATINUM Project -- 2.6. Discussion and Conclusions -- References -- Chapter 3. Spidercharts: A Tool for Describing and Reflecting IBME Activities -- 3.1. Introduction -- 3.2. Developing the Spidercharts -- 3.3. The Three Spidercharts and How to Work With Them -- 3.4. The Spidercharts of the PLATINUM Cases -- 3.5. Discussion -- References -- Chapter 4. Students With Identified Needs and IBME -- 4.1. Introduction -- 4.2. Diversity of Students' Characteristics and Needs -- 4.3. PLATINUM Partners' Perspectives -- 4.4. Typology of Students With Identified Needs -- 4.5. Inquiry-Based Instruction and Students With Identified Needs -- 4.6. Universal Design of Inquiry-Based Mathematical Education -- 4.7. Conclusion and Discussion -- References -- Part 2. PLATINUM: The Project -- Chapter 5. Origins and Implementation of the Project -- 5.1. Introduction -- 5.2. Formation of the Consortium -- 5.3. Choosing the Project's Format and Focus -- 5.4. PLATINUM Intellectual Outputs and Project Management -- 5.5. PLATINUM Community Meetings and Lessons Learned -- 5.6. Reflection About Collaboration Between Mathematicians and Mathematics Educators -- References -- Chapter 6. Creating Teaching Units for Student Inquiry -- 6.1. Introduction -- 6.2. Frameworks Used in PLATINUM for Designing Student Inquiry -- 6.3. Documentation of Inquiry Tasks in PLATINUM -- 6.4. Examples of Inquiry Tasks Developed and Used in PLATINUM -- 6.5. Use of ICT in Student Inquiry. , 6.6. Guiding Design Principles Identified in PLATINUM -- 6.7. Accessibility of Teaching Units for Students With Identified Needs -- 6.8. Concluding Remarks -- References -- Chapter 7. Methods and Materials for Professional Development of Lecturers -- 7.1. Introduction -- 7.2. Professional Development in IBME -- 7.3. IBME Workshops -- 7.4. Summary and Looking Ahead -- 7.5. Conclusions -- References -- Chapter 8. Mathematical Modelling and Inquiry-Based Mathematics Education -- 8.1. Introduction -- 8.2. Mathematical Modelling and Inquiry-Based Mathematics Education in Our Teaching -- 8.3. Active Knowledge: Connecting IBME and MM -- 8.4. Examples From Three PLATINUM Partners -- 8.5. Conclusions -- References -- Chapter 9. Evaluation of Inquiry-Based Mathematics Education -- 9.1. Introduction -- 9.2. Research Methodology -- 9.3. Presentation of the Cases -- 9.4. Contribution of the Cross-Cases Study: Challenges and Issues -- 9.5. Conclusions -- References -- Part 3. Learning About Teaching: Case Studies -- Chapter 10. Introduction to the Case Studies in PLATINUM -- 10.1. Inquiry-Based Mathematics Education-Basis for Our Case Studies -- 10.2. Elements of Our Inquiry Activity in the Case Study Chapters Which Follow -- 10.3. Introduction to Each of the Case Studies -- 10.4. Concluding Thoughts -- References -- Chapter 11. Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience -- 11.1. Mathematics Education at the University of Agder -- 11.2. The MatRIC-PLATINUM Community at the University of Agder -- 11.3. Promoting Conceptual Understanding in a Differential Equations Course for Engineers -- 11.4. Innovation Versus Students' Inertia and Institutional Constraints -- 11.5. Lessons Learned -- Acknowledgements -- References. , Chapter 12. Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences -- 12.1. Setting the Scene -- 12.2. Background Information -- 12.3. Work of the CoI on the First Version of the Module -- 12.4. Work of the CoI on the Redesign of the Module -- 12.5. Concluding Remarks -- Acknowledgements -- References -- Chapter 13. The First Experience With IBME at Masaryk University, Brno -- 13.1. Introduction -- 13.2. The Historical and Institutional Background -- 13.3. The Community of Inquiry at Masaryk University -- 13.4. Statistics 1: The Experience of Tamara and Patricia -- 13.5. Mathematical Analysis 1: The Experience of Lenny and Luke -- 13.6. Mathematics 2: The Experience of Marge -- 13.7. Summary -- References -- Chapter 14. In Critical Alignment With IBME -- 14.1. Introduction -- 14.2. Context of the Teaching Project of the LUH-group: The Course, the Concern for Reflective Agency, and the Sample Task -- 14.3. Phenomena and Contradictions of the Inquiry Teaching Project: Reflections Against the Background of Concepts Underlying Reflective Agency -- 14.4. Reflecting on Issues Regarding IBME, the Three-Layer Model and CoIs, and How They Underlie PLATINUM -- 14.5. Concluding Remark -- References -- Chapter 15. Two Decades of Inquiry-Based Developmental Activity in University Mathematics -- 15.1. Introduction -- 15.2. Chapter Structure -- 15.3. History -- 15.4. The Teaching Group: A Community of Inquiry -- 15.5. Inquiry-based Tasks in a Foundation Mathematics Course -- 15.6. Teaching Engineering Students -- 15.7. Discussion -- References -- Chapter 16. Teaching Inquiry-Oriented Mathematics: Establishing Support for Novice Lecturers -- 16.1. Introduction -- 16.2. Complutense University of Madrid -- 16.3. Community of Inquiry (CoI) at UCM -- 16.4. Designing Materials for Professional Development. , 16.5. The Matrix Factorisation Inquiry Project -- 16.6. Implementation Results With Novice Lecturers -- 16.7. Concluding Remarks and Ongoing Work -- References -- Chapter 17. Development of a Community of Inquiry Based on Reflective Teaching -- 17.1. Introduction -- 17.2. Background, History, and the Team of the BUT CoI -- 17.3. Contribution of IBME to Reflective Teaching -- 17.4. Challenges, Achievements, and Experiences of the CoI -- 17.5. Conclusion and Future Development of the CoI -- References -- Chapter 18. Experience in Implementing IBME at the Borys Grinchenko Kyiv University -- 18.1. Development of an IBME Community at BGKU -- 18.2. IBME for the Formation of Conceptual Knowledge During Teaching of Mathematical Analysis -- 18.3. Evaluating Effectiveness of IBME to Achieve Educational Goals -- 18.4. Discussion of the Case in the Community of Inquiry -- References -- Part 4. Lessons Learned -- Chapter 19. Epilogue -- 19.1. Conceptualisation of Inquiry at University Level -- 19.2. Pathways in the Design of Materials in University Mathematics -- 19.3. Methods and Materials for Professional Development of Lecturers -- 19.4. And to Conclude -- Prázdná stránka.

Additional Edition: Print version: Jaworski, Barbara Inquiry in University Mathematics Teaching and Learning Brno : Masaryk University,c2021 ISBN 9788021099821

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 Online-Ressource

Edition: First edition

ISBN: 9788021099838

Content: Intro -- Authors -- Foreword -- Chapter 1. Introduction -- References -- Part 1. Inquiry Communities in Mathematics Teaching and Learning -- Chapter 2. Conceptual Foundations of the PLATINUM Project -- 2.1. The PLATINUM Project -- 2.2. A Need to Redefine Teaching -- 2.3. IBME: A Brief History in the PLATINUM Countries and Beyond -- 2.4. IBME in Mathematics Education -- 2.5. IBME in the PLATINUM Project -- 2.6. Discussion and Conclusions -- References -- Chapter 3. Spidercharts: A Tool for Describing and Reflecting IBME Activities -- 3.1. Introduction -- 3.2. Developing the Spidercharts -- 3.3. The Three Spidercharts and How to Work With Them -- 3.4. The Spidercharts of the PLATINUM Cases -- 3.5. Discussion -- References -- Chapter 4. Students With Identified Needs and IBME -- 4.1. Introduction -- 4.2. Diversity of Students' Characteristics and Needs -- 4.3. PLATINUM Partners' Perspectives -- 4.4. Typology of Students With Identified Needs -- 4.5. Inquiry-Based Instruction and Students With Identified Needs -- 4.6. Universal Design of Inquiry-Based Mathematical Education -- 4.7. Conclusion and Discussion -- References -- Part 2. PLATINUM: The Project -- Chapter 5. Origins and Implementation of the Project -- 5.1. Introduction -- 5.2. Formation of the Consortium -- 5.3. Choosing the Project's Format and Focus -- 5.4. PLATINUM Intellectual Outputs and Project Management -- 5.5. PLATINUM Community Meetings and Lessons Learned -- 5.6. Reflection About Collaboration Between Mathematicians and Mathematics Educators -- References -- Chapter 6. Creating Teaching Units for Student Inquiry -- 6.1. Introduction -- 6.2. Frameworks Used in PLATINUM for Designing Student Inquiry -- 6.3. Documentation of Inquiry Tasks in PLATINUM -- 6.4. Examples of Inquiry Tasks Developed and Used in PLATINUM -- 6.5. Use of ICT in Student Inquiry

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-80-210-9982-1

Language: English

Subjects: General works

Keywords: Mathematikunterricht ; Hochschuldidaktik

DOI: 10.5817/CZ.MUNI.M210-9983-2021

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 electronic resource (370 p.)

ISBN: 80-210-9983-6

Content: 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.

Note: English

Additional Edition: ISBN 80-210-9982-8

Language: English

UID:

Format: 1 electronic resource (370 p.)

ISBN: 80-210-9983-6

Content: 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.

Note: English

Additional Edition: ISBN 80-210-9982-8

Language: English

UID:

Format: 1 electronic resource (370 p.)

ISBN: 80-210-9983-6

Content: 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.

Note: English

Additional Edition: ISBN 80-210-9982-8

Language: English