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Presentation School of Education University of Southampton Goal: sketch my background, my expertise over last ten years, and research themes next five years

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PresentationSchool of Education

University of Southampton

Goal: sketch my background, myexpertise over last ten years, andresearch themes next five years

Background

• Christian Bokhove,

• maths teacher since 1998

• Projects maths and ICT

• Research at Freudenthal Institute

Background

• National projects

– Wisweb (Freudenthal Institute)

– WELP (Freudenthal Institute)

– Galois (Vooruit! grant)

– Sage (Funded with prize money)

• PhD with Jan van Maanen and Paul Drijvers, Freudenthal Institute

In what way can the use of ICT support acquiring, practicing and assessing relevant mathematical skills

Assessment- Formative (for) v Summative (of)- Feedback

(Black & Wiliam, 1998)

ICT tool use- Instrumentation- Task, technology, theory

(Lagrange, 1999)- Teacher, student- TPACK

Algebraic expertise- Basic skills- Symbol Sense

(Arcavi, 1994)- Transition sec.ed. To higher ed.Christian Bokhove

Qualitativeapproach

Quantitativeapproach

Highlighting some features

Quantitative Qualitative

• Complementary

• Qualitative

– Insight processes

– Why does it work?

– What can work?

• Quantitative

– Effectiveness

– Does it work?

- Grounded theory- Case study- 1 to 1 sessions- Smallscale- Atlas-TI

- Multilevel analysis- Learning analytics- Datamining techniques

Theory Practice

• www.algebrametinzicht.nl

• Practice learns from research

– What could work?

– How does it work?

– Validated intervention

• Theory learns from practice

– Observe best practices

Photo’s classroom experiments

Design Principles

• Formative scenarios

• Feedback

• Crises

• Store student results

Design principle: formative scenarios

• Hattie and Timperley

• Timing and fading (Renkl et al)

Design principle: elaborate feedback• Black and William (1998)

• Assessment for learning

• Several feedback types (Hattie and Timperley: FT, FP, FR, FS)

Design principle: crises

John Keats

“Failure is, in a sense, the highway to success”

• Crises of learning (Van Hiele)

• Productive failure (Kapur)

• Impasse (VanLehn)

• Doll, Piaget, VanLehn, ….

Relation to research themes

Touches on research themes

• School Improvement and Effectiveness

• Design and Utilisation of Digital Technologies

• Research in Mathematics Education SIG

• (Quantitative Methodologies)

Wider research strategy

• Publications in journals

• Networking, conferences (nat. and int.)

• Acquisition projects, collaboration nationaland international, funding/grants

Wider research strategy

Focus on

• Mathematics in the classroom

• ICT tool use: characteristics

• Implementation in classroom (e.g. formative scenarios)

• Teachers and students

• Design principles

• Link Computer Science: datamining log files

Questions

• In what way are digital tools best integratedinto classroom practice?

• What characteristics does a digital tool need?

• What does this mean for students andteachers?

• What are the differences between maths withpen-and-paper and maths with digital tools?

• How can students acquire a deeperunderstanding of mathematics?

Development teacher programme

• Knowledge

• Knowledge of tools

– DGS

– Algebra tools

• Bridging theory and practice

Questions

• How can we support teachers in teaching mathematics?

• What do recent developments mean forMaths education

– Math Wars

– Tablets: handwriting recognition

– Khan academy

Proof of concept

Thank You

Thank You

• Questions

• http://www.fi.uu.nl/~christianb

[email protected]