| Lisätiedot | Mathematics education seminar with Israeli researchers
>>> Enhancing Learning and Instruction in a Technology-Rich Environment: The case of Mathematics
by
Sara Hershkovitz
The Center for Educational Technology (CET) & "Shaanan" Academic Religious Teachers' College, ISRAEL
>>> Supervision of Mathematics Teaching by the Ministry of Education
by
Dorit Neria
The Ministry of Education, Israel
>>> ABSTRACTS
ABSTRACT 1: Enhancing Learning and Instruction in a Technology-Rich Environment: The case of Mathematics
by Sara Hershkovitz (The Center for Educational Technology &
"Shaanan" Academic Religious Teachers' College, ISRAEL)
In the last century, different countries have published national strategic plans for integrating technology into the education system (Anderson, 2010; ATCS, 2010; Bellanca & Brandt, 2010; Christensen & Horn, 2008), and new goals and skills for the 21st century (National Research Council, 2012; Bialik, Martin, Mayo, & Trilling, 2016; Pei-Ling, Koh, Chan, Costes-Onishi, & Hung 2017). These new skills include Problem Solving, Critical Thinking, Creativity, Collaboration, Communication (known as 4C's) and Engagement, Exploration, Explanation, Elaboration, Evaluation (known as 5E's). These plans can be achieved by development of technological environments that support learning, teaching, and assessment at all levels of education. Today, with the aid of the new technologies, it is possible to develop learning approaches that include new opportunities by using of representations, simulations, dynamic technological applications that enables research of phenomena, and feedback from the computer through mirroring of the outcome of the student’s action - intellectual mirroring (Schwartz, 1989). The feedback allows the student to solve problems, to research and test different alternatives and decide whether he has achieved what he set out to do, and, by testing , to generalize ideas and phenomena. Feedback is changed from a confirmation of prior knowledge – feed back – to the new knowledge – feed forward (Ferrell, 2016).
In addition, on the one hand, the technology facilitates the assembly of rich content to develop the required concepts and ideas, together with the disciplinary goals and learning skills. On the other hand it allows the students’ learning abilities to be checked and analyzed using analytical tools applied to big data, collected and analyzed on an ongoing basis. Based on these data, teaching and learning processes appropriate to each student can be developed. These new possibilities carry with them new ways of content development for all educational stages, and new methods for teacher development. The integration of technology into the mathematics classroom reveals new possibilities as well as new pedagogical opportunities (Pierce & Stacey ,2010) that we have to take into account while designing mathematics content and lessons.
In the lecture, I'll present examples and possibilities from ICT environment for teaching mathematics as well as for promoting teachers' professional development.
References
ACTS (2010). Assessment and Teaching of 21st Century Skills, Status Report. Available: http://atc21s.org/default.aspx.
Anderson, J. (2010). Remaking Education for a New Century (interview), The Futurist. Available: http://www.wfs.org/futurist.
Bellanca , J., & Brandt, R. (2010). 21st Century Skills – Rethinking How Students Learn. Canada: Solution Tree Press.
Bialik, M; Martin, J. Mayo, M. & Trilling, B. (2016): Evolving Assessments for a 21st Century Education, CCR’s Assessment Research Consortium (ARC). Available: https://curriculumredesign.org/wp-content/uploads/Evolving-Assessments-for-the-21st-Century-Report-Feb-15-Final-by-CCR-ARC.pdf
Christensen, C.M., & Horn, C.M. (2008). How do we transform our schools?, Education Next, http://educationnext.org/how-do-we-transform-our-schools/.
Ferrell, G., Gray, L. (2016): "Feedback and feed forward – using technology to support students' progression over time. Updated: 7 March 2016
https://www.jisc.ac.uk/guides/feedback-and-feed-forward
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematics Learning,15(1), 1-20.
Pei-Ling Tan, J.; Koh, E.; Chan, M.; Costes-Onishi, P. & Hung, D. (2017): Advancing 21st Century Competencies in Singapore National Institute of Education, Nanyang Technological University.
Schwartz, J. (1989). Intellectual Mirrors: A Step in the Direction of Making Schools Knowledge-Making Places. Harvard Educational Review, 59 (1) 51-62.
ABSTRACT 2: Supervision of Mathematics Teaching by the Ministry of Education
by Dorit Neria (The Ministry of Education, Israel)
The educational system in Israel is highly centralized and compulsory from preschool (ages 3–5) until the end of high school at grade 12. The role of the chief superintendent is to lead and oversee all aspects of mathematics education in the school system. The superintendent's responsibilities extend to curriculum development and its implementation, enhancement of learning environments, improving teachers’ mathematical and pedagogical professional development, leading national assessment in mathematics and approval of learning materials. In my presentation I will describe the dilemmas and challenges in supervising the mathematics teaching in K-6, in this complex system.
References:
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25.
Jensen, B., Roberts-Hull, K., Magee, J. and Ginnivan, L. (2016). Not So Elementary: Primary School Teacher Quality in Top-Performing Systems , Washington DC: National Center on Education and the Economy.
Kilpatrick, J., Swafford, J., Findell, B. (Ed.). (2001). Adding it up: helping children learn mathematics. Washington, DC: National Academy Press
Perl, H. Neria, D., Segal, R., & Sion, N. (2018). Supervision of mathematics teaching In: Movshovitz-Hadar, N. (Ed.) K-12 Mathematics Education in Israel - Issues and Challenges, Series on Mathematics Education: Volume 13, World Scientific Publication, Singapore. ISBN: 978-981-3231-18-4
>>> Short Biographies:
>>> Prof. Sara Hershkovitz
sarah@cet.ac.il
Prof. Sara Hershkovitz headed the Mathematics Department at The Center for Educational Technology (CET) during 1990 – 2017 and from 2017 she is heading the Assessment and Evaluation Department. She is heading the Department of Mathematics Education in Elementary Schools, in Shaanan Academic Religious Teachers' College from 2010.
In CET Prof. Hershkovitz led the development of dozens of CET’s Math textbooks for primary and secondary schools, as well as the interactive digital content and the digital textbooks. Prof. Hershkovitz also led the development of the online course in Math for high school, which is a part of CET’s Virtual High School (VHS), and in the last year, she is leading the development of dozens of large-scale examinations (printed and computerized).
In the past two decades Prof. Hershkovitz participated in numerous committees of mathematics education in the Israeli Ministry of education, including:
- Steering committee to develop an outline for tools to diagnose difficulties in mathematics (2013);
- Committee for planning standards in Mathematics for elementary school (2010).
- Committee for planning the elementary school curriculum (2003);
- Committee for developing alternative assessment tasks for Mathematics in elementary school (1999);
- Committee for planning elementary school in-service teachers' training for professional mathematics teachers (1996).
Prof. Hershkovitz Participated in International Research and Development groups:
- Developing CPS (Collaborative Problem Solving) for the PISA 2015 (Program for International Student Assessment) with the Educational Testing Service in Princeton University in the USA (2013);
- Identification and nurturing of gifted students on Cyprus(2001)
- Mathematical misconceptions – an international project funded by the British Academy in cooperation with four countries: UK, Czech Republic, Italy and Israel (2008).
Prof. Hershkovitz lectured in dozens of conferences around the world including: USA, Canada, UK, Japan, Singapore, Germany, Austria, the Netherlands, Italy, Czech Republic, Hungary, Cyprus, Mexico, Vietnam and Israel. Prof. Hershkovitz is an author of books and academic articles in the field of Mathematics Education.
>>> Dr. Dorit Neria
the Science Devision Pedagogical Secreteriat
the Ministry of Education
doritne@education.gov.il
Dorit Neria is the chief superintendent of School Mathematics in Preschool and Primary Schools (K-6) in the Ministry of Education. Dorit has been a mathematics teacher since 1989, she also taught in professional development programs for mathematics teachers in elementary and middle schools and at the Department of Science and Technology at Ben-Gurion University. In her PhD she researched problem-solving of mathematically talented students. Dorit authored academic articles in the field of Mathematics Education and lectured in several international conferences.
>>> The meeting is hosted by Kristóf Fenyvesi (University of Jyväskylä, Finnish Institute for Education Research).
>>> Registration is not required, but please drop me an email if you plan to attend: "Fenyvesi, Kristof" <kristof.fenyvesi@jyu.fi> |
