Sammanfattning: In today's AI and data-driven society, the role and importance of data is increasing. It is important to develop a comprehensive competence for future citizens to look at data from different perspectives in their own way to make better data-based predictions and decisions. This implies a need to rethink modelling in school mathematics for a data-driven society. In this seminar, I will talk about the Data-Driven Modelling (DDM) framework, which describes and analyses learners' modelling in the data-rich context through the lenses of mathematical models (deterministic representations) and statistical models (non-deterministic/stochastic representations), based on my completed PhD work.
Mirela Vinerean-Bernhoff och Yosief Wondmagegne leder ett seminarium och diskussion om hur man kan stödja matematisk tänkande bland ingenjörsstudenter och om verktyg som finns för att underlätta arbetet.
Titel: Task design using dynamic software and computer aided assessment system to encourage engineering students' mathematical thinking
Sammanfattning: In this talk, we plan to present an ongoing project on assessment in mathematics courses for first-year engineering students. The project focuses on design principles and investigates how the combined use of computer aided assessment system (in our case Möbius) and dynamic mathematical software (in our case GeoGebra) - both already widely used on their own - can support the development and assessment of mathematical skills through different options of automatic feedback. We investigate how first-year engineering students use the different types of feedback. A particular motivation for the project is the well-known challenge that many first-year engineering students experience when taking mathematics courses.
Sammanfattning: A presentation of proposals for some teaching activities in discrete mathematics, mainly graph theory. Topics that are usually presented to students in higher education can be used to provide some insightful games and good ideas for problem solving and group work in primary schools.
With a Realistic Mathematics Education approach and contextualizing the learning trajectory in the embodied cognition theoretical framework, we designed and tested some tasks to be performed outdoors and/or with the use of the students’ body and movement. Students can connect the outdoor activities with other tasks that require a higher level of abstraction, understanding some mathematical properties, referring to the experience they live in first person. Some reflection and investigation about the importance of a sensory-motor experience and also of interaction with others and possibilities for further development of research.