The aim of Multi-STEM is to understand how multilingual strategies can promote migrant children’s STEM participation in and across formal, non-formal and informal learning settings involving different actors such as teaching professionals, other educational professionals working in, for example, science centres, and caregivers in the home environment such as parents and extended family.
Multi-STEM is a consortium that includes Utrecht University, HU University of Applied Sciences, iPabo Amsterdam, CPS onderwijsontwikkeling en advies, Expertis, Expertisecentrum Nederlands, Malmö University, Stichting Leerplanontwikkeling SLO, Platform Talent voor Technologie, NEMO, Museon, Teylers Museum, Spaarnesant, Voila, Wereldkidz, Zonova, Lund University Dept. of Clinical Sciences, Taal doet meer, It’s my child, Al-Amal, Joury, IOT, SARDES, Vereniging voor Science Centers, Lowan, NVORWO, SPRONG consortium, Wetenschapsknooppunt Universiteit Utrecht, gemeente Den Haag, Defence for Children
Although there is call for more individualized learner-tailored math instruction, most instructional materials are still designed in a fixed, one-for-all fashion. Personalizing math materials to the learners interest (context personalization) is a potentially effective way to enhance learning and achievement, but may not be equally effective for all learners. This project examines (a) mathematical ability, reading ability and working memory capacity as potential moderators of the effects of context personalization on performance on mathematical word problems, and (b) increased motivation and reduced cognitive load as mediators of the effects of personalization.
A child with a working memory deficit may experience no problems if his or her environment places little demand on this skill. Conversely, even minor working memory deficits can cause extreme impairment in a highly demanding environment. The discrepancy that (neuro)psychologists often see between a child’s performance on diagnostic tests and their everyday functioning highlights the need for assessment tools that are ecologically valid and that can be administered in everyday settings. The current project consists of several phases:
During each phase, we will collaborate with clinicians who work at several mental healthcare institutions.
In most primary school classes the math skills, and therefore also the educational needs, of the pupils are strongly heterogeneous. Therefore, it is important that teachers adapt their math lessons to the various educational needs of their students ('differentiation'). In project GROW, a teacher professional development program about differentiation in primary mathematics education for in-service teachers is developed. In the schoolyears 2012-2013 and 2013-2014, twenty schools take part in the training program while an additional twelve schools funtion as a control cohort. The data gathered will be used to examine the effects of the teacher training program on several variables including the way in which teachers teach their mathematics lessons, student achievement and student motivation for mathematics.
Eva works as a postdoctoral researcher on the project 'Differentiated Math Education'
PhD supervision of Emilie Prast, MA (Differentiated Math Education)
