FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF...

FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE

THE CONTRIBUTION OF CONTINUED EDUCATION TO THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS

TEACHERS

Prof. Dorit Patkin Dr. Ilana Levenberg

ISRAEL

Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

Who is teaching mathematics in Israel?

In Israel, there are more than 16,000 mathematics teachers;

About 9,400 of them teaching mathematics in elementary schools;

But only 20% of them have specialised training in

teaching mathematics.

Prof. Dorit Patkin & Dr. Ilana LevenbergII International research-to-practice conference - Kazakhstan 2012

Teaching is a very complex and demanding profession

"The person who presumes to teach a subject matter to children must demonstrate knowledge of that subject matter as a prerequisite of teaching" (Shulman, 1986).


The knowledge and abilities that teachers need

Pedagogical knowledge concerning available teaching materials and methods;

Knowledge and abilities for adapting teaching approaches to specific subjects and the reasons thereof;

Knowledge and abilities for designing lessons, asking questions and presenting problems.


The knowledge and abilities that teachers need

Knowledge and abilities about students: difficulties, mistakes and misconceptions they have, and the ways students construct their knowledge;

Knowledge and abilities of being reflective: ways of analysing what the teacher did, how and why the teacher did it;

Knowledge and abilities of communicating and interacting with students;


"Knowing mathematics well enough to teach it" (Ball, 2011)

How much mathematics do teachers need to know?

What mathematics do teachers need to know and why?

What mathematical knowledge and skills are involved in teaching?


"The personal practical knowledge of the teacher"

The model


The model contains a set of six components

Knowledge of the subject matter

Knowledge of the learner

Background knowledge of the school environment

Curricular knowledge

Didactic knowledge

Self-knowledge


The training programme150 hours a year, totalling 300 hours and

included 10 modules and 2 external tests:

– 2 base modules;

– 5 advanced modules;

– 2 modules - empowerment of school staffs

& teamwork skills;

– 1 module - Children with special needs.


The new training programme

Two years ago the Ministry of Education

decided to change the format of teacher

training.

This project is new and as yet we have no

findings about it.


The new training programme

“We must affect a change in the way mathematics is taught by making its applications an integral part of the learning process.”

(N.C.T.M., 2000)


Learning Environment

“Adding creativity to daily instructional practices will ensure that students are given opportunities to develop all of their potential….”

(Burke Adams 2007)


Mathematics teachers as initiators of school project

A mathematical journey In the Footsteps of Jules Verne

The Mathematical Field Trip


A mathematical journey In the footsteps of

Jules Verne

1905 - 1828The man and his his vision


Our Goals in this project

To develop literacy in general, and mathematic literacy in particular.

To develop mathematical thinking “outside the box”.

To integrate other disciplines in the teaching of mathematics.


Preparation for the journey Choose one of Jules Verne’s books. Prepare mathematical activities adjusted for learner’s age. Prepare the accompanying booklet with the math activities. Prepare the exhibition Teachers at the new training program and in schools experience

the activities. Train the student-teachers to continue working with pupils.


“Around the world in eighty days” What did we do?

A journey in the footsteps of Jules Verne integrated

with mathematics. At every country mentioned in the book, we stopped

and introduced a mathematical activity . The activities were based on mathematics developed in

that country. We did not limit ourselves to Jules Verne lifetime. Our

journey included time travel to various eras, dating from the ancient world till the present time.


London

Suez

Bombay

Calcutta

Yokohama

Hong Kong

San FransicoNew York


Next stop: Egypt Ancient Egyptian Numeration system

How can we write the following numbers using the ancient Egyptian symbols?

431 ; 1,374 ; 62,589Did we all use the same symbols?

We should check this!.If we shall write the same symbol 3 times in a row (e.g. 3

“birds”) what could you say about the numbers you get?

When writing the same digit 3 times in a row, with our symbols (555 or 888) what can you say about the numbers you get?


What is the mathematical Field Trip?

The mathematical field trip is an outdoor activity within the immediate vicinity of our College in Haifa, integrating subject matter in the following areas:

Mathematics Geography History Physics Archeology and more.


Mathematics with Sites in residential areas

The immediate neighborhood of every pupil can be a site which invokes mathematical activity.

For example, the city of Haifa with its Bahá'i gardens, which constitute an astonishing geometric shape.


http://he.wikipedia.org/wiki/%D7%A7%D7%95%D7%91%D7%A5:Haifa_6801-11.jpg

The Mathematical Field TripStudents Feedback

“We had a chance to see Math outside of the classroom”

“We learned Math together with biology, history, geography, economics, we didn’t have it before”

“The activities were interesting and challenging”

“We would like to have more activities like this”


FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF...

Documents

Transcript of FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF...