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See detailDiscovering Everyday Mathematical Situations Outside the Classroom with MathCityMap and GeoGebra 3D
Lavicza, Zsolt; Haas, Ben; Kreis, Yves UL

in Ludwig, Matthias; Jablonski, Simone; Caldeira, Amélia (Eds.) et al Research on Outdoor STEM Education in the digiTal Age: Proceedings of the ROSETA Online Conference in June 2020 (2020, June 10)

In elementary school, teaching and learning activities aim to develop, among others, students’ skills to acquire deeper understanding of their living environments. There are numerous opportunities for ... [more ▼]

In elementary school, teaching and learning activities aim to develop, among others, students’ skills to acquire deeper understanding of their living environments. There are numerous opportunities for students to recognize forms, shapes, and mathematical connections in everyday situations. These everyday situations can be simulated in classrooms; however, educational technologies offer new approaches to extend classroom activities, teachers can simulate and design shapes through Augmented Reality and 3D printing within or beyond the classroom. To stimulate students’ everyday mathematical connections utilizing these technologies could assist in developing activities outside the classroom in urban or in natural environments. Through this approach students could utilize or enhance their mathematical and technical skills within their usual living environments. Utilising educational software such as MathCityMap, GeoGebra 3D Calculator, and other 3D modelling software we developed examples of tasks that could offer easy transitions from in- to out-side of classrooms. In this paper, we will describe learning and teaching aims of these tasks and outline further research and development directions to broaden opportunities to develop students’ mathematical, design and modelling skills. [less ▲]

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See detailFostering process related skills in mathematics though educational technology in elementary schools
Haas, Ben; Kreis, Yves UL

Scientific Conference (2020, January 17)

The Teaching in elementary school is mostly based on paper-pencil approaches and does not yet rely primary on educational technologies. But educational technology has found its way into the elementary ... [more ▼]

The Teaching in elementary school is mostly based on paper-pencil approaches and does not yet rely primary on educational technologies. But educational technology has found its way into the elementary schools, this based on various numbers of governmental initiatives launched during the last years in Luxemburg. The aims of these initiatives were to support students in mathematics and foremost render improvements on both skill settings, content and process. However using educational technology in mathematics does not jointly mean teaching and learning process skills. There are many different types of educational technology in mathematics, from tutoring systems to dynamic mathematical software and drill and practice software, only to name those as examples. We want to identify educational technologies and methodologies which are most likely to foster process skills (problem solving, modeling, argumenting, representing and communicating) in mathematics. Therefore we would work on a set of educational technologies offered to the students in elementary school in Luxemburg and evaluate their impacts on the fostering of process skills in mathematics. [less ▲]

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See detailDie Lernplattform MathemaTIC: Digitales Erlernen der kognitiven Prozesse im Sachrechnen im Alter von 8 bis 10 Jahren
Haas, Ben; Kesting, Frauke; Martin, Romain UL et al

in Kortenkamp, Ulrich; Kuzle, Ana (Eds.) Beiträge zum Mathematikunterricht 2017 (2017)

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See detailL’utilisation de l’environnement numérique MathemaTIC pour développer les compétences dans le domaine de la résolution de problèmes arithmétiques
Haas, Ben; Kreis, Yves UL; Koenig, Vincent UL et al

Scientific Conference (2016, November 21)

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses ... [more ▼]

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses différents ministères. Dans ce contexte, l’éducation nationale a initié le développement d’un environnement numérique pour l'apprentissage des mathématiques à l’écolefondamentale pour les élèves de cycle 4,Université du c'est-à-dire âgés de 10 à 12 ans. Suite au constat de faibles performances en mathématiques aux épreuves standardisées de début de cycle 3 (élèves de 8 à 10 ans), la question d'élargir l'implémentation de cet environnement numérique à ce cycle s'avère opportune. En effet, les résultats à ces épreuves indiquent que d’une part un quart de ces élèves n’arrive pas à atteindre le niveau socle et que d’autre part les résultats ne se sont que peu améliorés entre 2011 et2013. En d'autres termes, il y aurait donc un quart de la population scolaire de cycle 3 qui n’ aurait pas les compétences nécessaires pour suivre les apprentissages prévues en mathématiques. Les élèves concernés sont majoritairement d'un milieu socio-économique faible et issus de la migration.Ainsi, une étude est envisagée pour voir dans quelle mesure l’usage de l’environnement MathemaTIC favoriserait le développement des compétences en mathématiques, notamment dans le domaine de la résolution de problèmes arithmétiques. Cette étude se réalisera entre 2016 et 2018 avec un échantillon de 20 classes (400 élèves). Les items seront construits en partant des niveaux testés dans les Ep.Stan 3.1 et en se basant sur le plan d’études du cycle 3. Pour ce faire, l'approche adoptée est celle dite " centrée utilisateur ", issue du domaine des Interactions Hommes-Machines (IHM). Les compétences au début et à la fin de l’utilisation-même de l'environnement MathemaTIC par les élèves de cycle 3 seront mesurées par les épreuves standardisées Ep. Stan, sous le couvert du Lucet. [less ▲]

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See detailThe personalized and multilingual mathematical learning environment MathemaTIC
Kreis, Yves UL; Bertemes, Joseph; Kafai-Afif, Amina et al

Scientific Conference (2016, July 29)

The personalized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education ... [more ▼]

The personalized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education, Children and Youth incorporated in the concept Digital Luxembourg of the Luxemburgish government. It is based on the national curriculum, allows different pedagogical objectives (differentiation, individualization, remediation and certification) and offers 4 languages (German, French, Portuguese and English) to the user. The development is done in partnership with the teachers who can follow in real-time the learning progress of their students working in class or autonomously at home. The project is coordinated by the Agency for the Development of Quality in Schools of the Luxemburgish Ministry of National Education, Children and Youth. [less ▲]

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See detailUsing interactive items in arithmetic problems to help Grade 3 students shift from intuitive to arithmetic-based strategies and create mental representation.
Haas, Ben; Martin, Romain UL; Kreis, Yves UL

Poster (2016, July 29)

In 2014, 32% of Grade 3 students in fundamental schools in Luxembourg failed to attain the minimum required skill level in mathematics; rising from 30% of students in 2015, as measured by the Ep.Stan ... [more ▼]

In 2014, 32% of Grade 3 students in fundamental schools in Luxembourg failed to attain the minimum required skill level in mathematics; rising from 30% of students in 2015, as measured by the Ep.Stan examination, a standardized assessment of students at national level. These results have been rather stable since 2011, suggesting that almost 1 in 3 students in grade 3 do not possess the mathematical skills they would need to successfully progress in school. Most students in this bottom tier of performance in mathematics are also found to have low scores in reading skills in the German language (these students also tend to be recent arrivals with a low socio-economic profile) (Martin et al 2014), which as we will see has a compounding effect on their mathematics performance. At the beginning of grade 3 in the fundamental schools in Luxembourg, students begin to delve into the skills needed to solve arithmetic wording problems. That students encounter more barriers to perform highly in the resolution of arithmetic wording problems than in those problems presented in a numeric form is however a well-known fact (Reusser 1990). The needed skills are not only mathematical, but well-developed skills in reading the language are needed, to solve an arithmetic wording problem (LeBlanc & Weber-Russel 1996). Both conditions do not allow the low performing students, who also perform less well in Ep.Stan, to succeed. The purpose of this PhD study will be to measure the impact on the test results from Ep. Stan of the grade 3 students by letting students learn on wording problems that require intuitive strategies at first, up to those needing a more arithmetic strategy through interactive animated items in the digital learning environment MathemaTIC. [less ▲]

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See detailDie personalisierte und mehrsprachige mathematische Lernumgebung MathemaTIC
Kreis, Yves UL; Kafai-Afif, Amina; Haas, Ben et al

Scientific Conference (2016, March 08)

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See detailMathemaTIC
Kreis, Yves UL; Bertemes, Joseph; Kafai-Afif, Amina et al

Scientific Conference (2015, November 25)

The personlized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education ... [more ▼]

The personlized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education, Children and Youth incorporated in the concept Digital Luxembourg of the Luxemburgish government. It is based on the national curriculum, allows different pedagogical objectives (differentiation, individualization, remidiation and certification) and offers 4 languages (German, French, Portuguese and English) to the user. The development is done in partnership with the teachers who can follow in real-time the learning progress of their students working in class or autonomously at home. During the workshop the (unexperienced) participants will - after a brief presentation - explore the environment, discuss the different pedagogical objectives and usage scenarios this tool offers for teaching and learning mathematics. [less ▲]

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