24 SES 11 JS, Creative Approaches in Mathematics Education
Paper Session, Joint Session NW 20 and NW 24
This paper explores the pupils’ perspective of teaching Math in an innovative, inclusive, intercultural learning environment developing educational differentiation to promote innovative differentiation and inclusion for pupils ‘in learning difficulties’from the learners perspective. The study will draw upon European projects about enhancing the teaching of mathematics to children in learning difficulties as well as a Danish study organized by The Ministry of Education focusing on Math and inclusion from the learner’s perspective. One may ask why it is important for students in mathematical difficulties have to work with fractions ?
One answer to this question could be. There seems to be scientific evidence that working with fractions generally supports student learning in mathematics. Siegler et. al. (2012) justifies work with fractions as follows: ”Elementary school students’ knowledge of fractions and division uniquely predicts their high school mathematics achievement, even after controlling for a wide range of relevant variables, suggesting that efforts to improve mathematics education should focus on improving students’ learning in those areas.”.
Differerentiated teaching can be defined as a principle of learning based on cooperation. This includes students' different assumptions, potentials and motives in order to reach general as well as individual goals. By differentiation associated social situations on the class in lesson planning and implementation. This differs from individualized instruction . The teaching is based on a problem-based and investigative methods , which contains three main elements: Introduction , exploration and reflection, and the mathematical competences and mathematical points sets the framework for lesson planning and execution. Our work focuses mainly on the following competencies: Students ' Thinking Competence, which focuses on that they formulate and ask questions that are characteristic of mathematics, as well as understand and handle mathematical concepts and generalize mathematical results and students' communication competence , which focuses on the conversations clay and mathematics on the basis of mathematical reasoning ( thinking skills) . There are a number of other skills into play , such as problem solving competences . It focuses on Thinking Competence and Communication Competence , because the tasks and work that incorporates these skills that support students' mathematical thinking and their ability to articulate this thinking, which in this process form the basis for a differentiated instruction . It is important that students master it to formulate against their understandings , if it must be possible for teachers to scaffold student learning. Said in other words, " Tell me what you understand, and I'll help you! "
Alan Dyson: Inclusion and inclusions: Theories and discourses in inclusive education, in: Harry Daniels and Philip Garner (Ed): World Yearbook of Education, 1999 Etienne Wenger: Communities of practise, Cambridge University Press, 1998. Yvonne Csányi and John Willumsen et al.: Curriculum and Manual on Inclusion for Teacher Education in Hungary, Ministry of Children Ministry of social affairs, Hungary, Budapest 2009 Michael Wahl Andersen, Ida Mundt and John Willumsen: Needs analysis, Yes We Can Project, June 2010. Michael Wahl Andersen, Vejledning i matematik, En professionsvejledning Lindhardt og Ringhof / Akademisk Forlag. 2010 Michael Wahl Andersen, Matematiske billeder, sprog og læsning, Dafolo 2008 Michael Wahl Andersen, Rummelighed i matematik A Alinea 2009 John Willumsen: Innovative inclusive intercultural Education - some Danish reflexions "beyond inclusion". Paper, presented at ECER in Lisbon September 2002 John Willumsen: Innovative inclusive and intercultural Education and the implementation within Teacher Education? paper, presented at the ECER, Dublin 2005 John Willumsen: Innovative inclusive and intercultural Education and the development of competences within Teacher Education? Paper 2006. Christian Quvang &John Willumsen: Challenges for the inclusive teacher? report DNCIP 2007. Christian Quvang &John Willumsen: Innovative co-operation between teachers and experts promoting inclusion, report DNCIP 2009. John Willumsen: Dilemmas for the teacher towards inclusion, Paper ECER Gothenburg 2008. Michael Wahl Andersen and John Willumsen:Math, inclusion and diversity from a learner’s perspective, Paper ECER Berlin 2011. Math, inclusion, diversity and sustainability from a learner’s perspective towards Education and Development for All, Paper, ECER Cadiz 2012 Michael Wahl Andersen and John Willumsen: Math, inclusion and educational differentiation promoting innovation and creativity from a learners perspective, Paper ECER Istanbul 2013 Meichu: “Early Predictors of High School Mathematics Achievement.” Psychological Science,October 2012, Vol. 23, No. 10. doi: 10.1177/0956797612440101. http://pub.uvm.dk/2002/kom/hel.pdf Mogensen A.: Lesson study i Danmark?, MONA, 2009-2 Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Tetler, Susan, Dianne Ferguson, Kirsten Baltzer & Connie Boye (2011). Inkluderet i skolens læringsfællesskab? En fortløbende problemidentifikations- og problemløsningsstrategi. Dafolo. Tetler, Susan (2000). Den inkluderende skole – fra vision til virkelighed. København, Gyldendal. Tomlinson, Carol (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Pearson Merrill Prentice Hall. Website: www.Inklusionsudvikling.dk/uvd
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
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Network 17. Histories of Education
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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