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• Dr. Christian Bokhove
• From 1998-2012 teacher maths, computer
science, head of ICT secondary school NL
• National proje...
In England more and more people are
looking towards Asia because of their
excellent scores on international maths
assessme...
Rationale
• enGasia project, studying geometry education in
international perspective
• Differences in curricula between c...
Internal comparisons: IEA & OECD
“The International Association for
the Evaluation of Educational
Achievement (IEA) is an
...
TIMSS 2011 results
6
7
SES and achievement (TIMSS)
Country SES MATHS SE GEOM SE
Hong Kong,
SAR 9.83 585.6 3.8 597.4 4.3
Japan 10.75 569.8 2.6 585...
Country mean content coverage (TIMSS)
Country
OTL_co
ntent_c
overage
ccNumb
er
ccAlge
bra
ccGeo
metry ccData
Hong Kong,
SA...
Country curriculum coverage (TIMSS)
10
Country
cNumb
er
cAlgebr
a
cGeo
metry cData cAll
Hong Kong,
SAR 1 0.8 0.67 0.33 0.7...
Mathematics instructional time
Teachers prepared for geometry?
TIMSS 2011 ICT use
Types of technology
(Not official taxonomy ;-)
• Exploratory tools
• One-way, two-way
• Practice tools
• Feedback
I’m goin...
• International Conference on Mathematics
Textbook Research and Development 2014. Strand
on e-Textbooks and technology.
Fr...
Examples
• Apple iBooks
• Great looks
• Limited interaction
• Limited student
management
options
16
Integrated in c-books
Aims
• Design and develop a new genre of authorable e-book, which we call
'the c-book' (c for creative)
– Creative Mathema...
The
environment
stores
student
work.
Separate
‘schools’ can
have several
classes.
This is the ‘edit’ mode of the
environme...
Store student results, and use these as a
teacher to study misconceptions and for
starting classroom discussions
Authorable
Feedback
HTML5 player
Also geometry (more later…)
Technology-added value of the c-books
• Creative and interactive activities made by designers
(creative process authoring)...
Digital Mathematics Environment
JAVA/HTML5 disclaimer
•Demo: http://app.dwo.nl/en/teacher/ login as guest
•Secondary educa...
Environments
• MC-squared environment
– This is where we will do most of the work
– After that it will be transferred to t...
enGasia project
1. Compare geometry education in England, Japan
and Hong Kong → some shown now.
2. two digital resources (...
The design process
• Multiple widgets
• Some work ‘in the backend’ (e.g. feedback)
This could be a geogebra
widget but perhaps not
necessary. More
important is feedback.
I replicated the
image in
geogebra (points
are fixed, they
could be ‘free’).
Also feedback
plus layout.
Demo
Try out geometry books
DESKTOP: http://is.gd/mc2dme
•Transformations
•Meaningful lines
TABLET: http://is.gd/mc2tablet
(UND...
Author your own
• If you want you can try and make your own book
Thank you
• Questions/comments?
• More information:
C.Bokhove@soton.ac.uk
• http:/blog.soton.ac.uk/engasia
• Twitter: @cbo...
Public Lecture Hong Kong University, 18 November 2015
Public Lecture Hong Kong University, 18 November 2015
Public Lecture Hong Kong University, 18 November 2015
Public Lecture Hong Kong University, 18 November 2015
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Public Lecture Hong Kong University, 18 November 2015

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Using technology for comparing and strengthening geometrry teaching in England, Japan and Hong Kong.

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Public Lecture Hong Kong University, 18 November 2015

  1. 1. • Dr. Christian Bokhove • From 1998-2012 teacher maths, computer science, head of ICT secondary school NL • National projects maths+ict at Freudenthal Instituut, Utrecht University • Lecturer at University of Southampton – Maths education – Technology use – Large-scale assessment
  2. 2. In England more and more people are looking towards Asia because of their excellent scores on international maths assessments like TIMSS and PISA. It, however, is not easy to unpick ‘what works’ and ‘what doesn’t work’. This seminar draws from previous research and the current ‘enGasia’ project to:
  3. 3. Rationale • enGasia project, studying geometry education in international perspective • Differences in curricula between countries • Existing international comparisons like TIMSS and PISA • Recently published paper ‘Opportunity to Learn’
  4. 4. Internal comparisons: IEA & OECD “The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large- scale comparative studies of educational achievement and other aspects of education.” “The mission of the Organisation for Economic Co-operation and Development (OECD) is to promote policies that will improve the economic and social well-being of people around the world.”
  5. 5. TIMSS 2011 results 6
  6. 6. 7
  7. 7. SES and achievement (TIMSS) Country SES MATHS SE GEOM SE Hong Kong, SAR 9.83 585.6 3.8 597.4 4.3 Japan 10.75 569.8 2.6 585.8 3.5 England 10.71 506.8 5.5 497.9 5.7 8
  8. 8. Country mean content coverage (TIMSS) Country OTL_co ntent_c overage ccNumb er ccAlge bra ccGeo metry ccData Hong Kong, SAR 81.48 99.11 85.86 79.86 61.08 Japan 89.37 98.58 91.29 93.13 74.47 England 82.81 96.33 73.64 76.67 84.59 9
  9. 9. Country curriculum coverage (TIMSS) 10 Country cNumb er cAlgebr a cGeo metry cData cAll Hong Kong, SAR 1 0.8 0.67 0.33 0.7 Japan 1 1 1 1 1 England 1 0.8 1 1 0.95
  10. 10. Mathematics instructional time
  11. 11. Teachers prepared for geometry?
  12. 12. TIMSS 2011 ICT use
  13. 13. Types of technology (Not official taxonomy ;-) • Exploratory tools • One-way, two-way • Practice tools • Feedback I’m going to say a bit more on: • Previous research with the Digital Mathematics Environment • Interactive e-textbooks?
  14. 14. • International Conference on Mathematics Textbook Research and Development 2014. Strand on e-Textbooks and technology. From Prof. Yerushalmy’s talk
  15. 15. Examples • Apple iBooks • Great looks • Limited interaction • Limited student management options 16
  16. 16. Integrated in c-books
  17. 17. Aims • Design and develop a new genre of authorable e-book, which we call 'the c-book' (c for creative) – Creative Mathematical Thinking (CMT) • Initiate a ‘Community of Interest’ (CoI) (Fischer, 2001) – A community of interest consists of several stakeholders from various ‘Communities of Practice’ (Wenger, 1998). – England, Spain, Greece, France – Within these teachers who co-design and use resources for teaching, can contribute to their own professional development (e.g., Jaworski, 2006). – Social Creativity, Boundary objects • UK CoI: learning analytics
  18. 18. The environment stores student work. Separate ‘schools’ can have several classes. This is the ‘edit’ mode of the environment : this c-book is about planets c-books can have several pages: each circle indicates a page. Other options are available as well C-book pages can have random elements, like random values. Pages consist of ‘widgets’, which can range from simple text to simulations (here: Cinderella). Some widgets can give automatic feedback. The MC-squared project aims aims to design and develop a new genre of creative, authorable e-book, which the project calls 'the c-book http://www.mc2-project.eu The project aims to harness the structure of a CoI to stimulate social creativity (SC) and creative mathematical thinking (CMT). In the UK CoI we are treating CMT in problem-posing and solving as entailing the indicators fluency, flexibility, originality, elaboration, and
  19. 19. Store student results, and use these as a teacher to study misconceptions and for starting classroom discussions
  20. 20. Authorable
  21. 21. Feedback
  22. 22. HTML5 player
  23. 23. Also geometry (more later…)
  24. 24. Technology-added value of the c-books • Creative and interactive activities made by designers (creative process authoring) • Collaboration within CoI between designers, teachers and computer scientists. Feeds into DA component (see later section) • Interactivity: feedback design • More than one widget factories used • All student data stored • Sum is more than the parts…
  25. 25. Digital Mathematics Environment JAVA/HTML5 disclaimer •Demo: http://app.dwo.nl/en/teacher/ login as guest •Secondary education – Algebra, Geometry, Statistics, Number •Undergraduate •DME widget list
  26. 26. Environments • MC-squared environment – This is where we will do most of the work – After that it will be transferred to the DME • enGasia DME environment • Chinese and Japanese DME versions – might have to be done offline with notepad
  27. 27. enGasia project 1. Compare geometry education in England, Japan and Hong Kong → some shown now. 2. two digital resources (electronic books) will be designed. They are then implemented in classrooms in those countries → technology shown, now demo. 3. The methodology will include a more qualitative approach based on lesson observations and a quasi-experimental element.
  28. 28. The design process • Multiple widgets • Some work ‘in the backend’ (e.g. feedback)
  29. 29. This could be a geogebra widget but perhaps not necessary. More important is feedback.
  30. 30. I replicated the image in geogebra (points are fixed, they could be ‘free’). Also feedback plus layout.
  31. 31. Demo
  32. 32. Try out geometry books DESKTOP: http://is.gd/mc2dme •Transformations •Meaningful lines TABLET: http://is.gd/mc2tablet (UNDER DEVELOPMENT) •Transformations •Meaningful lines
  33. 33. Author your own • If you want you can try and make your own book
  34. 34. Thank you • Questions/comments? • More information: C.Bokhove@soton.ac.uk • http:/blog.soton.ac.uk/engasia • Twitter: @cbokhove 38

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