Monday seminars will normally be arranged on Mondays at 13.15 in J3-052.
Let me know if you want to do a presentation on Monday Seminar.
Discussion Seminar on the Nature of Teaching
Led by David Reid
Abstract:
In my experience there are three positions people take on the nature of teaching:
Teaching is Knowing. Learning to be a teacher is mainly acquiring the knowledge of teaching. Teacher education is a matter of organising and presenting that knowledge to future teachers.
Teaching is Doing. Learning to be a teacher is entering into a system of practices. Teacher education is a matter of enculturating future teachers into those practices.
Teaching is Being. Learning to be a teacher is becoming a teacher; it is a change of identity. Teacher education is a matter of engaging future teachers in identity changing experiences.
The seminar will be an active discussion organised around three questions:
Join Zoom Meeting:
https://uiano.zoom.us/j/69602398115?pwd=SWhwa1JRUFpoNUZjbkI2UVcvZFhjQT09
90% Seminar with Obed O. Afram
Students’ mathematical modelling with the aid of digital technologies: An Activity and Affordance theory perspective
Supervisors: Said Hadjerrouit and John Monaghan
Critical friend:Professor Dr. Vince Geiger,Institute for Learning Sciences and Teacher Education, Brisbane Campus
The doctoral thesis is written as a monograph, entitled: Students’ Mathematical Modelling with the Aid of Digital Technologies: An Activity and Affordance Theory Perspective.
Program
10:15 – 10:20 Introduction and welcome to all participants (Said)
10:20 – 10:50 Obed presents his doctoral thesis
10:50 – 11: 00 Break
11:00 – 12:30 Feedback from Vince Geiger
12:30 – 13:00 Discussion and questions from the audience
January
2
9
16
23
30 Discussion Seminar on the Nature of Teaching
February
6 No Monday Seminar due to Obeds 90% seminar om the 7th
13
20 No Monday Seminar due to Winther holyday
27
March
6
13 Laurinda Brown, University of Bristol (Disputas Yannis Liakos on the 16th and MNT conference in Stavanger onthe16th and 17th)
20 Seminar from 8.30 to 15 including First Year Seminar Linn Flaten
23 Research seminar with Oda Bolstad and Pauline Vos
27
April
3 No Monday Seminar due to Easter
10 No Monday Seminar due to Easter
17 No Monday Seminar due to Master seminars on the 17th, 18th and 19th
24 Cultural and Linguistic approaches to Classroom argumentation. Collaboration with Japan. David Reid/Christine Knipping/Fiene Bredow
May
1 No Monday Seminar, Workers’ Day
8
15 No Monday Seminar (17th and 18th are days off)
22
29 No Monday Seminar, Pentecost
June
5 No Monday Seminar due to Master exams and MatRIC's Calculus conference on 5-9th of June
12
19 No Monday Seminar due to Summer School in the Graduate School
CERME presentations
Title: The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension
Authors: Pauline Vos and Peter Frejd (University of Linköping, Sweden)
Title: ‘Reasoning’ in national curricula and standards
Author: David Reid
CERME presentations
Title: A resource approach to mathematics teacher education
Author. Amalie Sødal
Title: Prospective elementary teachers’ selection of mathematical tasks
Author: Cengiz Alacaci
First-year seminar
Title:
Digital fabrication for mathematics teachers as a resource for concretizing abstract concepts in mathematics education.
CERME presentations
Author: Yuriy Rogovchenko
Title: Conceptual understanding of solutions to differential equations: How do assessment tasks promote it?
MERGA Strand 3 - Mathematics teaching and learning in kindergarten and early school years will present their group and their work.
By Martin Carlsen
International Comparative Study on the Influences of Ordinary Language in Mathematical Argumentation in Mathematics Classrooms
By David Reid, professor, UiA
Whatever does it mean to ’turn social’?
By Jeppe Skott, Professor, Linnaeus University and University of Agder
Participation in Argumentation
By Christine Knipping, professor, University of Bremen and University of Agder
Presentation of NORMA-paper
By Martin Carlsen, professor and Svanhild Breive, posdoc, University of Agder.
NORMA-presentations by Irene Skoland Andreassen, PhD candidate, Stig Eriksen, Assistant professor, Anders Wiik PhD candidate, Hans Kristian Nilsen, Associate professor and Pauline Vos, professor at University of Agder
Characterizing the relevance of mathematics as perceived by grade 8 students in a workplace related project
By Irene Skoland Andreassen, Hans Kristian Nilsen and Pauline Vos, University of Agder
Evaluating example tasks against the new core elements for grade 11 in Norway – what do tasks communicate
By Stig Eriksen and Pauline Vos, University of Agder
Trends in everyday mathematics:The case of newspaper weather forecasts
By Anders Wiik, PhD University og Agder
Grade 8 students creating Sankey diagrams to model, visualize and communicate complex processes
By Pauline Vos, University of Agder & Peter Frejd, Linköping University
Thinking about aesthetics in school mathematics: A new perspective on instructional tasks
By Cengiz Alacaci, professor, University of Agder
MATHEMATICS CLASSROOM ARGUMENTATION: AN INTERACTIONAL PERSPECTIVE
By Markos Dallas, PhD research fellow, UiA
Towards an improved performance in a first-year undergraduate calculus course
By Yusuf F. Zakariya, Postdoc, University of Agder
Mathematics teaching in the Danish kindergarten class with a special focus on dialogic teacher-students interactions
By Birgitte Henriksen, PhD Research fellow, Aarhus University, Faculty of Didactics, Denmark; bhen@edu.au.dk
The use of technological tools for modelling realistic problems at the secondary school level: A socio-cultural perspective
Reactor: Martin Carlsen, professor, UiA
Supervisors: Said Hadjerrouit, Professor and John Monaghan, professor, UiA.
Presentation of Master projects
Komparativ studie: Hvilke utfordringer møter elever i 2P,S1 og R1 når de skal konvertere mellom fire ulike semiotiske representasjoner
By Anne Refsnes, master student UiA
Supervisor: Claire Berg
Problemløsing i matematikklærebøker for ungdomstrinnet
By Heidi Marie Skregelid Tredal, master student, UiA
Supervisor: Kristina Raen
About various teaching experiments for undergraduate mathematics
by Alfons Van Daele (University of Leuven, Belgium)
Reflecting on the value of mathematics in an interdisciplinary STEM course
by Nelleke den Braber (NHL Stenden University of Applied Sciences)
Measuring in-service teachers’ ability to analyse their students’ mathematical argumentation
by Cornelia Brodahl, Niclas Larson, Unni Wathne and Kirsten Bjørkestøl
Digital resources in mathematics education at the tertiary level: Opportunities and challenges
by Said Hadjerrouit, professor, UiA
Multimodal Algebra Learning: Insights from past research and goals for the future.
by David Reid, professor UiA
Playful Learning in Early Mathematics in School – PLEMAS
By Martin Carlsen, professor, UiA
Algebra Learning: Generalizing, Expressing, Balancing, Reasoning and Argumentation– ALGEBRA
By David A Reid, professor, UiA
First year seminar with Irene Skoland Andreassen, PhD research fellow, UiA
Ungdomsskoleelevers matematikkerfaringer gjennom prosjekter i tilknytning til en bedrift
Reactor: Professor Roger Säljö
Supervisors: Associate professor Hans Kristian Nilsen and Professor Pauline Vos
CULTURAL TRANSPOSITION: how to exploit ideas / results from one culture to another in mathematics education.
By Maria Giuseppina Bartolini, Professor, University of Modena and Reggio Emilia, Italy
From using artefacts to mathematical meanings: the teacher’s role in the semiotic mediation process
By Maria Alessandra Mariotti – Università di Siena- Italy
The Ethics of Mathematics and its Uses in Education and Society
By Professor Paul Ernest, University of Exeter, UK
How can we know whether it is a proof?
By Tommy Dreyfus, Professor, Tel Aviv University
Investigating similar triangles using student-produced videos
By Anders Støle Fidje, Assistant professor UiA
Characterising the mathematical discourse in a kindergarten
By Per Sigurd Hundeland, Martin Carlsen and Ingvald Erfjord, UiA
An introduction to Abstraction in Context
Tommy Dreyfus, Professor, Tel Aviv University
Construction of Knowledge in Classrooms
By Tommy Dreyfus, Professor, Tel Aviv University
A case study on mathematical routines in undergraduate biology students’ group-work
By Floridona Tetaj, PhD research fellow
Primary Mathematics classroom argumentation context
By Markos Dallas, PhD research fellow
MathTrails
By Nils F. Buchholtz, associate professor UiO
Ten years journey in mathematics education: Iran, New Zealand, and Norway
By Farzad Radmehr, postdoc, UiA
Bruk av podcasts i et matematikkurs ved UiA og analyse av eksamensresultat
Ved Kirsten Bjørkestøl, førsteamanuensis, UiA
Comparative judgement as a learning tool in university mathematics: Students’ views of benefits and drawbacks
By Niclas Larson, University of Agder
Students of Development Studies learning about modelling and simulations as a research approach in their discipline
By Amrit Poudel, PhD research fellow
Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams
By Pauline Vos, Professor UiA
Developing a survey instrument to explore the incidence of active learning approaches in higher mathematics education
By Simon Goodchild, professor UiA
First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus
By Hans Kristian Nilsen, associate professor, UiA
Introduction to MERGA, PAMAR, MatRIC and Department
By Martin Carlsen, Yuriy Rogovchenko, Simon Goodchild and Ingvald Erfjord
Mathematics crossing borders: Integrating mathematics with other disciplines in teacher education
By Merrylin Goos, Professor, University of Limerick, Ireland
Department meeting with rector and vice-rectors.
First year seminar, Yusuf Feyisara Zakariya
Undergraduate students’ performance in mathematics: Singular and combined effects of learning approaches, self-efficacy, and prior mathematics knowledge.
Reactor: Professor Matthew Inglis, Mathematics Education Centre, Loughborough University, United Kingdom.
Attempting to unpack mathematics teacher education: Competencies for reflection
By Cengiz Alacaci, professor, University of Agder
Networking of Theories: Looking at the past, the current and possible future developments
By Angelika Bikner-Ahsbahs, professor at University of Bremen
Presentation of Master Projects
Assessing the Affordances and Constraints of Numbas for Mathematics Teaching and Learning.
By Celestine Ifeanyi Nnagbo, master student, UiA
Academic advisor: Said Hadjerrouit
Using eye-tracking to understand inductive reasoning
By Besjona Shkurti, master student, UiA
Academic advisor 1: Yuriy Rogovchenko
Academic advisor 2: Cengiz Alacaci
“Towards personalised computer simulations of cancer treatment” by Dr. Alvaro Köhn-Luque, University of Oslo.
Ansvarlig for siden: webredaksjonen@uia.no