Forskerskoleseminar Mai2008
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This document discusses developing teachers' abilities to facilitate mathematical learning in kindergarten students. It outlines a research project using learning studies and variation theory to help teachers discern how students understand change and stability in math concepts. The project will collaborate between Sweden, Finland, and Norway, using learning studies to explore kindergarten teachers' mathematical knowledge for teaching. The goal is to help teachers better understand students' preconceptions and plan lessons that utilize variations to improve learning.
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Participants will learn strategies for facilitating meaningful mathematical discourse among students. Effective teaching of math involves discourse where students analyze, compare, and justify different approaches to build shared understanding. Students who articulate, reason through, and justify their own and others' math ideas develop a deep understanding critical for future success. Facilitating discourse involves carefully considering strategies, responding to student work, and selecting, sequencing, and connecting student solutions to develop powerful mathematical ideas.
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The document provides tips for designing effective PowerPoint presentations with engaging content and positive delivery. It recommends using simple, visually appealing designs with limited text on slides. Content should be interactive, incorporating media like videos and diagrams to explain complex topics. Presenters should interact with the audience through games and questions to maintain engagement.
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“An apple a day keeps the doctor away.” Many of us are familiar with this saying and it is certainly a good thing to do! However, it’s not the only thing that you need to do to maintain a healthy life and lifestyle! The ABC’s of Living a Healthy Lifestyle is a fun way to help you focus on obtaining a good health.
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Forskerskoleseminar Mai2008
- 1. Developing Children’s Ability to Discern Change and Stability in Mathematics Seminar - May 28 2008 Reidar Mosvold
- 3. Mathematical knowledge for teaching
- 4. Where are we now ?
- 6. Classics Scheffler, I. (1965). Conditions of knowledge . Chicago: Scott, Foresman. Hill, H. C., Rowan, B., and Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. Am Educ Res J , 42(2):371-406.
- 7. Next phase
- 13. Further reading: Pang, M. F. and Marton, F. (2003). Beyond "lesson study": Comparing two ways of facilitating the grasp of some economic concepts. Instructional Science , 31(3):175-194.
- 15. From a variation theory perspective, to learn implies to experience, understand, perceive or see something in a different way. " "
- 16. Further reading: Runesson, U. (2006). What is it possible to learn? on variation as a necessary condition for learning. Scandinavian Journal of Educational Research , 50(4):397-410.
- 17. Further goals
- 18. MKT - School Learning study + Community of inquiry MKT - Kindergarten
- 19. That's all folks! http://matematikkdidaktikk.blogspot.com