References of "Haas, Ben"
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See detailParent’s experience in remote learning with digital and physical mathematical modelling
Haas, Ben; Lavicza, Zsolt; Kreis, Yves UL

in Research and Practice in Technology Learning (2023), 18

In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of ... [more ▼]

In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of confinement, showed that more than half of the parents faced difficulties when using remote teaching with their students. To tackle this new challenge, we adapted our research to the use of augmented reality, digital and physical mathematical modelling in remote mathematics education for elementary schools. The elementary school students (aged 5 to 12) created cultural artifacts (i.e., Easter egg cups) during the confinement. In this paper, we will describe mathematical modelling in remote teaching and further concentrate on parents’ perspectives, who played an essential role in assisting their children. Moreover, we will discuss different didactical principles that emerged from the task design during the study through parents’ eyes. Thus, understanding parents’ perspectives became highly important in enabling us to improve task designs and related pedagogical approaches in remote teaching. The data collected in this study included semi-structured interviews with students, parents, and teachers as well as questionnaires and field notes. We followed an exploratory stance with our data analyses, primarily utilizing grounded theory (Corbin & Strauss, 1990, 2014) approaches. Through the insights we gained from our findings, we aim to explain how the parents perceived teaching and learning mathematical modelling in our experiments, how they scaffolded the given tasks, and what support they required and would need in future remote teaching. [less ▲]

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See detailConnecting culture to geometry - problem based learning across subjects
Ulbrich, Eva; Hosic, Rusmir; Haas, Ben et al

Scientific Conference (2022, December 16)

Symbols are used to visualise and understand abstract mathematical concepts. According to Duval (1999), visualisations are the core of understanding mathematics and creating a visualisation involves ... [more ▼]

Symbols are used to visualise and understand abstract mathematical concepts. According to Duval (1999), visualisations are the core of understanding mathematics and creating a visualisation involves reasoning and construction. This is also common in culture, for example, in religions where internalisation and externalisation are used for reflection (Vicini, 2017) that might be a visualisation such as geometric art. We want to create learning situations for problem based learning useful for various subjects (i.e., mathematics, history, culture, arts) in primary school based on geometrical shapes. Geometrical shapes are among symbols used in human beliefs (e.g., the cross in Christianity, the star of David in Judaism or the wheel of law in Buddhism) and can be found on buildings and several school books. Visualisations, e.g. in Islam, can be based on polygons, stars or rosettas (Abdullahi & Embi, 2013). Lesson plans combining cultural subjects such as history or art with mathematics are not common, but we believe there is a visible connection with geometric art. Therefore, we aim to find out whether teachers from subjects with a cultural background are interested in such lesson plans and which attributes they should have to combine the subject, geometry and technology in a maker-centred learning experience (Michael & Jones, 2020). We plan on a qualitative approach, first introducing an activity and then interviewing primary school children and their teachers for their perceptions and learnings. For a first orientation of attributes and teacher needs, we created an activity to develop bookmarks in 2D and 3D using chequered paper and the 3D modelling software TinkerCAD for over 50 primary school students. The lesson plan and comments of the student's teachers hinting towards attributes will be presented, and future steps will be discussed. [less ▲]

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See detailAugmented Reality in primary education: New learning opportunities for students with learning difficulties in mathematics education
Haas, Ben; Kreis, Yves UL; Lavizcza, Zsolt

Scientific Conference (2022, October 06)

Although there are manifold connections between mathematics, foremost geometry, and the real-world (e.g., architecture, arts, functional objects), integration seldom happens in daily learning lessons in ... [more ▼]

Although there are manifold connections between mathematics, foremost geometry, and the real-world (e.g., architecture, arts, functional objects), integration seldom happens in daily learning lessons in mathematics primary education. Learning three-dimensional geometric shapes, for example, is mainly done in a two-dimensional setting using textbooks instead of three-dimensional settings using technology or didactical material. This circumstance, however, makes it far more difficult for students with learning difficulties in mathematics to understand mathematical properties, recognize shapes in the real world, and understand the possibilities of modulating shapes. Students with learning difficulties learn efficient strategies to apply mathematics to their environment when shapes and connections are visualized with Augmented Reality within the real world. Based on several experiences and studies, we will present and discuss learning mathematics with Augmented Reality in primary education for students with learning difficulties. [less ▲]

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See detail3D printed mathematics visualisations by STEAM teachers
Ulbrich, Eva; Tejera, Mathias; Haas, Ben et al

Scientific Conference (2022, September 12)

Visualising abstract concepts such as for example geometrical objects in mathematics can be a valuable support for learners. Visualisation, however, is a process involving several steps that influence ... [more ▼]

Visualising abstract concepts such as for example geometrical objects in mathematics can be a valuable support for learners. Visualisation, however, is a process involving several steps that influence each other. Duval (1998) uses steps connecting reasoning by an explanation or proof to a construction step involving tools creating a visualisation to a production of a visual representation leading to new insights about a geometrical object. Vágová (2020) argues that visualising geometrical objects needs the ability to create, manipulate, and transform mental images by an internal and an external representation which both require information about the spatial arrangement. 3D modelled and then visualised geometrical objects can support the development and train visualisation skills. Steps of visualisation processes require visuospatial competencies and are also important for other subjects in Science, Technology, Engineering, Arts and Mathematics (STEAM) education (Ng 2017). Being able to understand representations and their spatial rotations, transitions between 2D and 3D and being able to manipulate representations are valuable for STEAM related subjects (Kok 2020). Martin-Dorta et al. (2008) says that spatial abilities can be improved using real and computer-aided models. 3D printing can therefore be an interesting activity as it also combines the mentioned steps in a mathematical modelling way. This approach was used in a beginners course for pre-service mathematics teachers and some of them chose to create mathematical proofs as visualisation. We will look at 3D printed objects, which concepts they visualise and what teachers' ideas behind visualisations were. [less ▲]

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See detailEvaluating Technology-Enhanced, STEAM-Based Remote Teaching With Parental Support in Luxembourgish Early Childhood Education
Haas, Ben; Lavicza, Zsolt; Houghton, Tony et al

in Frontiers in Education (2022), 7(872479), 1-12

During COVID-19 confinement, we observed numerous challenges in using educational technology in early childhood Science–Technology–Engineering–Arts–Mathematics (STEAM) education in Luxembourg. Thus, we ... [more ▼]

During COVID-19 confinement, we observed numerous challenges in using educational technology in early childhood Science–Technology–Engineering–Arts–Mathematics (STEAM) education in Luxembourg. Thus, we designed a conceptual framework on parent-assisted remote teaching with active uses of educational technology supported by cycles of design-based research. After a previous study utilizing computer-aided design (CAD) software and three-dimensional (3D) printing in primary education, we used our initial findings to work with 12 early childhood students (ages 4–6), together with their teachers and parents in the second remote teaching period in Luxembourg. We created a STEAM modeling task with CAD software on robots and collected data through chat responses, messageboards, and online communication channels during a 3-week period. Here, we observed new roles in the parent–child relationship while learning STEAM in remote teaching with technology, and new opportunities in using educational technology overall in early childhood education. In this article, we have described findings that are likely to influence students’ learning and parent-assisted teaching, in particular parents and students’ perceptions and motivations, together with the way in which parents provide technical knowledge and support in remote early childhood STEAM education. [less ▲]

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See detailExploring Mathematical concepts in an Ecosystem of STEAM Learning, consisting of Physical Objects, Digital Toolkits and Tutoring Systems, 3D Printing and Outdoor Mathematical Trails
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt et al

Poster (2022, February 04)

We performed several research studies on various technologies such as automated tutoring and GPS-assisted systems as well as Computer Assisted Design, Augmented Reality, and 3D Printing solutions; with ... [more ▼]

We performed several research studies on various technologies such as automated tutoring and GPS-assisted systems as well as Computer Assisted Design, Augmented Reality, and 3D Printing solutions; with various groups of teacher educators, teachers, students and parents. The selected technologies offered different opportunities and developed varied skills for each stakeholder group. This poster outlines our technology ecosystems with different target groups and core findings of our studies. [less ▲]

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See detailIntegrated STEAM Approach in Outdoor Trails with Elementary School Pre-service Teachers in Luxemburg
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

in Educational Technology and Society (2021), 24(4), 205-219

Due to the COVID-19 pandemic it was impossible to carry out on-campus teaching and examinations as planned for the first-year elementary school Bachelor’s degree teacher training courses during the summer ... [more ▼]

Due to the COVID-19 pandemic it was impossible to carry out on-campus teaching and examinations as planned for the first-year elementary school Bachelor’s degree teacher training courses during the summer term of 2019/2020. Therefore, we moved our on-campus STEAM (Science, Technology, Engineering, Arts and Mathematics) related courses to schooling at home. For their course examination, students designed outdoor trails in groups with the educational technology MathCityMap based on an integrated STEAM approach. Hence, they combined STEAM with real-world situations (e.g., monuments, marketplaces, playgrounds). The tasks within the trails required the use of technologies such as augmented reality (AR), digital modelling (e.g., GeoGebra 3D Graphing Calculator), and GPS. Analogue measuring tools (e.g., triangle ruler) were also used in the task designs. We collected data from 21 trails with 259 tasks from 49 pre-service teachers to analyse the effects on professional growth in STEAM education. Through hierarchical cluster analysis we identified three different clusters with patterns regarding STEAM in outdoor trails. This paper will describe a pedagogical framework for the integrated STEAM approach to designing and evaluating outdoor trails. Furthermore, we will explain patterns pre-service teachers developed during this professional development. [less ▲]

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See detailCase study on augmented reality, digital and physical modelling with mathematical learning disabilities students in an elementary school in Luxemburg
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

in International Journal for Technology in Mathematics Education (2021), 28(3), 125-132

This paper reports on a case study of two elementary school students with mathematical learning disabilities (MLD) (ages 10 and 11) using augmented reality (AR), digital and physical modelling in ... [more ▼]

This paper reports on a case study of two elementary school students with mathematical learning disabilities (MLD) (ages 10 and 11) using augmented reality (AR), digital and physical modelling in mathematics class. MLD students worked on modelling geometric shapes (cubes, cuboids, squared pyramids, and octahedrons) and forms (polygons) by combining real-world objects with AR and creating a copy of geometric shapes or missing parts with a 3D printing device. The study focused on the development of process skills and mathematical concepts, tried to identify changes in the visual-spatial memory, and documented the learning behaviour in class. Further, we collected data through task-based interviews with both students. Based on our findings, we present settings and manipulatives which are likely to foster process skills and mathematical concepts in geometry tasks suitable for MLD elementary school students. [less ▲]

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See detailIterative STEAM design in primary grades and in pre-service teacher training
Kreis, Yves UL; Haas, Ben

Scientific Conference (2021, June 24)

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See detaileJMT Problem Corner: June 2021
Kreis, Yves UL; Haas, Ben; Lavicza, Zsolt

in The Electronic Journal of Mathematics & Technology (2021)

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See detailFirst results of the iterative STEAM design process in 3D modelling and printing with pre-service teachers
Kreis, Yves UL; Haas, Ben; Lavicza, Zsolt

Scientific Conference (2021, May 27)

While we examined mathematical modelling of architectures with CAD software during the last years, we intended in our higher education courses in pre-service elementary school teachers' initial training ... [more ▼]

While we examined mathematical modelling of architectures with CAD software during the last years, we intended in our higher education courses in pre-service elementary school teachers' initial training to expand the complexity of the modelling tasks. In addition, our previous research results indicated a high difference between the quality and functionality of designs by students. Therefore, we investigated the design process in 3D modelling and printing. Based on the industrial iterative design process (e.g., design of a pen), we became aware of the importance of iterative process milestones, quality controls, discussions and peer evaluations. Therefore, we created a remote teaching course for pre-service teachers to design complex objects (e.g., functionality) and create learning settings and tasks based on an iterative design process concept. We will present the first results and reflections at this conference. [less ▲]

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See detailTransition from traditional to hybrid to online courses for pre-service elementary school teachers at the University of Luxembourg: STEAM integrated approach in the project MathEduc @ BScE
Kreis, Yves UL; Haas, Ben

Scientific Conference (2021, April 07)

During the past year, technology has started enabling new forms of teaching and learning in higher education in Luxemburg. Thus, to be able to work more closely with elementary school pre-service teachers ... [more ▼]

During the past year, technology has started enabling new forms of teaching and learning in higher education in Luxemburg. Thus, to be able to work more closely with elementary school pre-service teachers, we shifted our mathematics education course during the past years to flipped classroom approaches and worked with synchronous and asynchronous teaching on- and off-campus modes. Furthermore, due to the restrictions of the COVID-19 pandemic, we decided to shift our teaching to entirely online flipped classroom approaches together with outdoor mathematical trails with STEAM integrated assessments. This final shift to a fully online flipped classroom, with self-paced, student-centred teachings and learnings, showed strong positive effects on pre-service elementary school teachers in mathematics teaching. In this presentation, we will outline results of this transition period and describe results from different studies. [less ▲]

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See detailThe STEAM skilled child: How children can learn to apply STEAM skills to their living environment
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

Scientific Conference (2021, April 01)

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See detailMixed-methods research in STEAM outdoor trails in elementary school pre-service teacher training
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

Scientific Conference (2021, March 25)

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See detail3D Modelling in online learning for pre-service elementary school teachers at the University of Luxembourg
Kreis, Yves UL; Haas, Ben; Lavicza, Zsolt

Scientific Conference (2021, March 19)

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See detail3D modelling for pre-service primary school teachers in mathematics education
Kreis, Yves UL; Haas, Ben

Scientific Conference (2021, February 17)

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See detailOutdoor STEAM integrated framework in elementary schools in Luxembourg using MathCityMap and GeoGebra 3D Calculator
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

Scientific Conference (2020, December 15)

In elementary schools in Luxemburg, sciences and mathematics are generally taught in class based essentially on textbooks. However, the findings of multiple studies on understanding and applying skills in ... [more ▼]

In elementary schools in Luxemburg, sciences and mathematics are generally taught in class based essentially on textbooks. However, the findings of multiple studies on understanding and applying skills in STEAM (Science, Technology, Engineering, Arts and Mathematics) report that students need hands-on activities on real-world objects. Furthermore, in times of the COVID-19 pandemic, where numerous restrictions and risks dominate teaching inside the classroom, outdoor learning is safer and offers many opportunities. Hence, we created outdoor mathematical trails with a STEAM integrated approach for elementary schools using the free educational software MathCityMap and the dynamic mathematics software GeoGebra 3D. In these outdoor trails, students used a set of promising technologies, i.e. AR (Augmented Reality) or GPS, to support STEAM education. Based on results from our first study on outdoor mathematical trails in June 2020 (in review), we developed and evaluated a framework on outdoor STEAM integrated teaching. This framework was used for further outdoor task and trail creations in elementary schools, which we investigated by conducting semi-structured interviews with students and teachers. Hence, we will present how this framework was used in elementary schools to create outdoor mathematical trails and describe how it affected the students' learning. [less ▲]

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See detailTransition from in-class to outdoor learning with real-world mathematical modelling: PhD research project 2015-2021
Haas, Ben; Lavicza, Zsolt; Dana-Picard, Thierry (Noah) et al

Presentation (2020, December 10)

In this PhD outline, I will present highlights from my PhD research project on mathematical modelling with real-world information in the classroom, remote teaching and outdoor learning in Luxemburg ... [more ▼]

In this PhD outline, I will present highlights from my PhD research project on mathematical modelling with real-world information in the classroom, remote teaching and outdoor learning in Luxemburg. Through design-based explanatory studies, I investigated different technology enhanced tasks, learning and teaching settings that could likely engage students in understanding and transferring mathematical modelling to their living environments. The selected design-based research methodology and its characteristics, allowed to adapt task designs, settings and methods during my PhD research project. Hence, firstly, I investigated process skills learning (e.g.: mathematical modelling) with an automated tutoring system (the educational technology software MathemaTIC) within an international project. Although findings were promising, I redesigned my interventions to connect further students mathematical modelling learning to real-world information. Thus, secondly, I performed mathematical modelling tasks with augmented reality on real-world objects in remote teaching and in special needs educations. Utilising findings of these studies and a redesign of the intervention based on outdoor mathematical trails, thirdly, I undertook my final study. In pre-service teacher higher education, I explored outdoor mathematical modelling with an integrated STEAM (Science, technology, engineering, arts, and mathematics) approach. With the aim of such holistic approach, I collected data on education-related perceptions from different stakeholders of elementary school education (students, parents, in-service, and pre service teachers) and developed conceptual frameworks on task creation, mathematical modelling, and stakeholders' roles. In my PhD research project, I aspired to contribute and explain how in-class learning and teaching could be connected and transferred to mathematical modelling within students living environments. Although there are many crucial moments, method choices and findings within these studies, in this report, I will offer highlights of my PhD work and results. [less ▲]

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See detailThe use of augmented reality, digital and physical modelling in schooling at home in early childhood in Echternach
Haas, Ben; Kreis, Yves UL; Zsolt, Lavicza

Scientific Conference (2020, November 12)

During the confinement of COVID-19, many efforts were made by teachers in elementary school to switch from in-school to schooling at home (Kreis et al., 2020). The use of educational technology in early ... [more ▼]

During the confinement of COVID-19, many efforts were made by teachers in elementary school to switch from in-school to schooling at home (Kreis et al., 2020). The use of educational technology in early childhood (cycle 1), however, is not yet a common practice in elementary schools in Luxemburg. Participation in online video conferences or the use of educational technologies relied in early childhood in significant parts on the disponibility and skills of parents. Younger students were experiencing difficulties in following-up courses requests in schooling at home. From previous research (Haas et al., In Preparation), we designed a conceptual framework on parent assisted remote teaching. Hence, we used these findings to work with 12 early childhood students (ages 4-6), their teachers and parents in schooling at home. Based on the four basic principles of Dienes’s theory of mathematics in physical and digital modelling (Lieban, 2019), we created mathematical modelling tasks with TinkerCad. During two weeks, we collected data through chat responses, web meetings and observations. In this presentation, we will explain insights and how further tasks in schooling at home in early childhood could benefit from this experience. [less ▲]

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See detailReflections on our teaching activities in the initial teacher training during the COVID-19 crisis: From “onsite classes” to “schooling at home”
Kreis, Yves UL; Haas, Ben; Reuter, Robert UL et al

in Mein, Georg; Pause, Johannes (Eds.) Self and Society in the Corona Crisis: Perspectives from the Humanities and Social Sciences (2020)

The COVID-19 public health crisis and the subsequent confinement induced a series of profound changes to teaching and learning in education all over the world (Lancker and Parolin 2020). Mid-March 2020 ... [more ▼]

The COVID-19 public health crisis and the subsequent confinement induced a series of profound changes to teaching and learning in education all over the world (Lancker and Parolin 2020). Mid-March 2020, the University of Luxembourg also switched from on-campus classes to schooling at home for all courses. This transition was more or less smooth for the teaching staff and the students. In this paper, we present our reflections, as lecturers in the “Bachelor en Sciences de l’Éducation”, on how we adapted three courses and the internships, which could not happen as usual. We describe and discuss which aspects of our teaching approaches and the settings within which we have been working so far, might have contributed to a rather successful response to the current health crisis. The insights gained via these forced changes are discussed in terms of lessons learned for future instructional design decisions. [less ▲]

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