10 mei 2017 van 09:00 tot 15:00

Invitation for the symposium on the occasion of the visit of Dr. Catherine Lewis

Symposium: Current Issues in Dutch Mathematics Education

INVITATION for the

Symposium on the occasion of the visit of Dr. Catherine Lewis

 May 10th, 2017

09.00-15.00

Freudenthal Institute, Utrecht University, the Netherlands

Teaching and Learning Lab,

Buys Ballotgebouw Room 3.22

Chairs: dr. Michiel Doorman & prof. dr. Wouter van Joolingen

On the occasion of the visit of dr. Catherine Lewis, the Freudenthal Institute of Utrecht University (the Netherlands) in collaboration with the consortium LessonStudyNL is organising a Dutch Mathematics symposium on 10 May 2017 at Utrecht University, Utrecht, the Netherlands.

Dr. Catherine Lewis is a distinguished research scientist at Mills College, in Oakland California. Lewis has served as principal investigator on seven multi-year Lesson Study research projects funded by the NSF and IES (U.S. Department of Education) and has developed video and print materials that have introduced many educators to Lesson Study (www.lessonresearch.net). Her randomized, controlled trial of Lesson Study with mathematical content resources was identified by a What Works Clearinghouse-criteria review as one of only two studies of mathematics professional learning (of 643 reviewed) to meet scientific criteria and positively impact students’ mathematical proficiency (http://www.lessonresearch.net/publications/whatWorksCReview.pdf ). Lewis speaks and reads Japanese, and she published the earliest English-language accounts of Japanese Lesson Study.

On 9 May 2017, Dr. Catherine Lewis will be giving a keynote lecture at the 2nd National Dutch Lesson Study conference in Utrecht (more information here).

Symposium Program

Mathematics education in the Netherlands is in constant movement on all levels, from primary school to upper secondary. Serious concern has been raised over students to be able to perform elementary mathematical operations and on the issue of the development of mathematical thinking skills. This has resulted in several interventions, such as the introduction of a math test for all students and changes in the national curriculum explicitly addressing mathematical thinking. In this symposium four researchers and practitioners from the Netherlands will address a specific topic on Dutch Mathematics Education, followed by in international perspective provided by Catherine Lewis.

9:00 – 9:30

Coffee

9:30 – 9:40

Welcome
Prof. dr Wouter van Joolingen, Scientific Director, Freudenthal Institute

9:40 – 10:10

Developing Mathematical Thinking is a Team Sport

Dr. Marjolein Kool, Senior Lecturer of Mathematics Education, Utrecht University of Applied Sciences

One of the features of realistic mathematics education is students learning with and from each other in interactive classroom conversations. In Dutch primary schools this joint activity becomes rare. To develop mathematical thinking students need challenging problems and opportunities to discuss their strategies. Prospective teachers of initial teacher training for primary education in Utrecht experimented with problem solving during their internship. They experienced that discussing math problems is valuable for students, but also that guiding this learning process is challenging for teachers. The downward trend of the Netherlands in the TIMSS-reports makes clear that teachers may not evade this challenge.

10:10 – 10:40

Mathematical Thinking in Dutch Reform Curricula: Theory and Practice

Prof. dr. Paul Drijvers. Professor of Mathematics Education, Freudenthal Institute, Utrecht University

Mathematical thinking is one of the core aims in the grade 10-12 reform curricula for mathematics in the Netherlands. Its implementation, however, is a challenge. In this lecture, I will present some theoretical backgrounds of this notion and contrast them to their implementation in Dutch mathematics education reality.

10:40 – 11:00

Coffee and Tea Break

11:00 – 11:30

Braille-dependent Students reading Mathematical Expressions

Annemiek van Leendert, Visio and PhD student at Freudenthal Institute, Utrecht University

This study aims at improving the learning of mathematics by braille-dependent students. We compared the tactile and visual reading strategies of respectively braille-dependent and sighted students when comprehending mathematical expressions, and examined the affordances and constraints of braille and synthetic speech for learning mathematics.

11:30 – 12:00

Analytic Geometry, the role of (free) vectors

Dr. Nellie Verhoef, Associate Professor in Mathematics Education, ELAN, University of Twente, Enschede

The Lesson Study Team of the University of Twente focussed on student’s learning processes in the context of analytic geometry last two years. Six teachers from different schools immersed in theory, designed material, enacted, observed students and discussed the live observations directly. This research resulted in alternative understanding of (un)known concepts

12:00 – 12:30

Japanese Teaching Through Problem-Solving to Build U.S. Reforms: Struggles from Classrooms

Dr. Catherine Lewis, director of lesson study research projects and senior research scientist at Mills College

"Teaching Through Problem-Solving" (問題解決学習) is the dominant approach to mathematics teaching in Japanese classrooms.  Students learn new mathematical ideas and procedures through solving specially-designed problems. Selection and sequencing of student work to be presented, students' reflective mathematics journals, and organized board use are integral components. The presentation will focus on the impact and challenges of implementing Teaching Through Problem-Solving in the United States.

12:30 – 13:30

Lunch

13.30 – 15:00

Informal discussion

Chaired by dr. Sui Lin Goei and prof. dr. Wouter van Joolingen

This session will be a structured, but informal, exchange among educators. We will together generate a list of our biggest challenges and learnings about mathematics and Lesson Study and select some to discuss briefly, sharing experiences across U.S. and European sites. The session will end with a short visit and demonstration of the facilities of the Teaching and Learning Lab, accompanied by snacks and drinks.

Venue

The symposium will take place in the main teaching room of the Teaching and Learning Lab at the Freudenthal Institute, Utrecht University. Address: Buys Ballotgebouw 3.22, Princetonplein 5, 3584CC Utrecht. Google Maps link: https://goo.gl/maps/oWoHwXW8ugx

From Utrecht Central Station allow 30 minutes travel time, using bus line 12. Exit at “Padualaan”. Limited parking space is available at the parking lots “Leuvenlaan” and “Budapestlaan”. The room is onthe third floor and will be signposted.

Registration

Participation is free of charge, but registration is required. Please register through this form. Information and contact: w.r.vanjoolingen@uu.nl or s.l.goei@vu.nl.

Presenters

dr. Catherine Lewis

Catherine Lewis is a distinguished research scientist at Mills College, in Oakland California. A developmental psychologist by training, she comes from three generations of public school teachers. Lewis has served as principal investigator on seven multi-year Lesson Study research projects funded by the NSF and IES (U.S. Department of Education) and has developed video and print materials that have introduced many educators to Lesson Study (www.lessonresearch.net ). Her randomized, controlled trial of Lesson Study with mathematical content resources (Rebecca Perry, Co-PI) was identified by a What Works Clearinghouse-criteria review as one of only two studies of mathematics professional learning (of 643 reviewed) to meet scientific criteria and positively impact students’ mathematical proficiency http://www.lessonresearch.net/publications/whatWorksCReview.pdf. Lewis speaks and reads Japanese, and she published the earliest English-language accounts of Japanese Lesson Study.

prof. dr. Paul Drijvers

Paul Drijvers is a professor in mathematics education at Utrecht University’s Freudenthal Institute. His research interests include the use of digital tools in mathematics education, mathematical thinking, curriculum reform, teacher education, and statistics and algebra education. Paul also works as a research scientist at Cito, a Dutch testing and assessment institute. For more information visit https://www.uu.nl/staff/PHMDrijvers

dr. Nellie Verhoef

Dr Nellie Verhoef works as a mathematics teacher trainer at the University of Twente. She started  a first Lesson Study team in 2009. Her research focusses on secundary school students’ long-term mathematical thinking in relation to teacher professional development. Different subjects are discussed in our Lesson Studies: the (introduction of) the derivative and the integral, the transition from triangle trigonometry to circle trigonometry, geometric proof, combinatorial counting, the logarith, analytic geometry and game theory.

dr. Marjolein Kool

Dr. Marjolein Kool, originally a mathematics teacher, is now a senior lecturer and researcher of mathematics education at the teacher training institute for primary education of Utrecht University of Applied Sciences. Her dissertation focused on 15th and 16th century Dutch arithmetic books. She published two popular books on mathematics and mathematics education for teachers, teacher educators and other math lovers together with dr. Ed de Moor. She presented the national math quiz ‘Bartjens Rekendictee’, was editor of the mathematical journal for primary education ‘Volgens Bartjens and published math poetry.

Annemiek van Leendert

Annemiek van Leendert is working at Royal Visio, an organisation which provides care and education for visually impaired people. Educated as a mathematics and physics teacher, she now specializes in teaching mathematics to braille-dependent students. About two years ago, she started her PhD-project conducted in collaboration with the University of Utrecht, Erasmus Medical Centre and Royal Visio. The aim of her project is to improve the mathematical abilities of braille-dependent students.

prof. dr. Wouter van Joolingen

Wouter van Joolingen is Scientific Director of the Freudenthal Institute and professor of Science and Mathematics Education. His research focusses on the integration of technology in day-to-day teaching in order to support the development of scientific literacy through inquiry-based learning and modelling.

dr. Michiel Doorman

Michiel Doorman is associate professor of mathematics education at the Freudenthal Institute. His main research focusses on inquiry-based mathematics education. This research focusses on the development and evaluation of inquiry-based mathematical activities as well as on teacher professional development.

Dr. Sui Lin Goei

Sui Lin Goei, a school and instructional psychologist by training, holds two academic positions, one at Windesheim University of Applied Sciences, where she works as a professor (‘lector’) of education and care, and at VU Amsterdam, where she is an assistant professor at the teacher training institute for upper secondary education. At both universities she serves as the principal investigator of Lesson Study research focusing on differentiated lessons; she is also one of the initiators of the newly established consortium LessonStudyNL and has published (inter)nationally on the application of Lesson Study in the Netherlands.

 

Begindatum en -tijd
10 mei 2017 09:00
Einddatum en -tijd
10 mei 2017 15:00
Entree
Free