References of "Kreis, Yves 50002135"
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See detailSTEAM Education in elementary schools: A holistic investigation on technology enhanced teaching and learning
Haas, Ben; Lavicza, Zsolt; Kreis, Yves UL

Scientific Conference (2020, July 03)

When we address the learning of mathematics in elementary school, we imagine pupils doing experiments, discoveries, and combining the different elements from arithmetics to geometry. Pupils interact with ... [more ▼]

When we address the learning of mathematics in elementary school, we imagine pupils doing experiments, discoveries, and combining the different elements from arithmetics to geometry. Pupils interact with their environment and try to use their learned skills to get a deeper understanding of the world. They engage in a mathematical thinking process and try to interact with their environment. However, when you visit a classroom, you find a rather old fashioned teaching based on a deductive approach where imitations of technics play an essential role. Based on our observations, pupils learn mainly through to repetitions in textbooks. Experimentation, if any, comes as additional work, it is seen as a ludic activity rather than as real learning activity. In our research, we inquired about different ways to engage pupils in an experimental approach. We used digital and physical modulation, augmented reality, and various educational technologies. In one of our first studies, we designed a tutoring system to foster process-related skills in mathematics within the educational software MathemaTIC . We collected data on pupils in assessments on transferring mathematical thinking from instructional technology to the everyday classroom teaching. In a second study, we worked with pupils from elementary schools, kindergarten, and from the special needs section to go beyond two-dimensional representations and discover how mathematics operates in three-dimensional settings. Pupils worked on designing software and three-dimensional printing. We collected data on how pupils and parents perceived the learning and teaching and how this influences the further thinking in mathematics. In a holistic approach, we aimed to identify how pupils, teachers and parents perceive the learning through these new technologies and how it affects the learning and teaching. Our research happened in onsite and remote teaching. In this conference, we will present results from the different studies, give insights into our research, and present future experimental investigations. [less ▲]

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See detailSTEAM in special needs education in an elementary school in Luxemburg
Haas, Ben; Lavicza, Zsolt; Kreis, Yves UL

Scientific Conference (2020, June 25)

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See detailPIAF: Developing Computational and Algorithmic Thinking in Fundamental Education
Parmentier, Yannick; Reuter, Robert UL; Higuet, Sarah et al

in Proceedings of EdMedia + Innovate Learning (2020, June 23), 2020(1), 315-322

In this article, we present the objectives and first achievements of the PIAF project supported by the European Union and aiming at developing computational and algorithmic thinking in basic education ... [more ▼]

In this article, we present the objectives and first achievements of the PIAF project supported by the European Union and aiming at developing computational and algorithmic thinking in basic education. This project brings together researchers in educational sciences and computer science from four countries (Belgium, France, Germany and Luxembourg) around the theme of teacher training. More concretely, the aim is to define a framework (competency framework, pedagogical scenarios) enabling teachers to (i) appropriate the concept of computational and algorithmic thinking and (ii) implement learning activities that promote the development of this kind of thinking in children. [less ▲]

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See detailInnovative uses of technologies for STEAM education in elementary schools in Luxemburg
Haas, Ben; Kreis, Yves UL

Scientific Conference (2020, June 23)

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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 detailPIAF : développer la Pensée Informatique et Algorithmique dans l'enseignement Fondamental
Busana, Gilbert UL; Denis, Brigitte; Duflot-Kremer, Marie et al

Poster (2020, February 06)

Dans cet article, nous présentons les objectifs et premières réalisations du projet PIAF soutenu par l’Union Européenne et visant à développer l’apprentissage de la pensée informatique et algorithmique ... [more ▼]

Dans cet article, nous présentons les objectifs et premières réalisations du projet PIAF soutenu par l’Union Européenne et visant à développer l’apprentissage de la pensée informatique et algorithmique dans l’enseignement fondamental. Ce projet rassemble des chercheur·e·s en sciences de l’éducation et en informatique, provenant de quatre pays (Allemagne, Belgique, France et Luxembourg), autour du thème de la formation des enseignant·e·s. Plus concrètement, il s’agit de définir un cadre (référentiel de compétences, scénarios pédagogiques) permettant aux enseignant·e·s de (i) s’approprier le concept de pensée informatique et algorithmique et de (ii) mettre en œuvre des activités d’apprentissage favorisant le développement de cette pensée chez l’enfant. [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 detailFlipped classroom and didactic approach in big classrooms
Kreis, Yves UL

Presentation (2019, April 24)

Three years ago, Yves Kreis, senior lecturer at the FLSHASE, started to flip the first semester lecture of didactics of mathematics in the Bachelor of Educational Sciences. He will explain the reasons ... [more ▼]

Three years ago, Yves Kreis, senior lecturer at the FLSHASE, started to flip the first semester lecture of didactics of mathematics in the Bachelor of Educational Sciences. He will explain the reasons, discuss the (revised) approach and describe the use of (available) technology. He will also present known pedagogical methods for collaborative learning with large groups as well as give examples of possible tasks for active learning in an auditorium. [less ▲]

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See detailDynamische Mathematik und computergestützte Tests: GeoGebra in TAO
Kreis, Yves UL; Dording, Carole; Keller, Ulrich UL et al

in Ladel, Silke; Knopf, Julia; Weinberger, Armin (Eds.) Digitalisierung und Bildung (2018)

In diesem Beitrag stellen wir die Integration der Dynamischen-Mathematik-Software GeoGebra in die technologiebasierte Assessment-Plattform TAO vor. Diese Kombination von Anwendungen schafft neue Lern- und ... [more ▼]

In diesem Beitrag stellen wir die Integration der Dynamischen-Mathematik-Software GeoGebra in die technologiebasierte Assessment-Plattform TAO vor. Diese Kombination von Anwendungen schafft neue Lern- und Beurteilungsmöglichkeiten in einem modernen Unterricht: die Lernerfolge im Geometrieunterricht werden, im Vergleich zu einem klassischen Unterricht, gefördert und eventuelle Hindernisse beim Kompetenzerwerb können präzise identifiziert werden. Außerdem wird die Studie im Rahmen des Forschungsprojektes GeoGebraPrim beschrieben, wobei die Versuchsgruppe der 9-jährigen Kinder während ihres Lernprozesses Zugang zur Technologie haben, um mathematische Eigenschaften anhand von dynamischer Geometrie zu entdecken. Im Pre-Test unterscheiden sich die Versuchs- und Kontrollgruppe kaum. Die Versuchsgruppe erlangt allerdings signifikant bessere Resultate in den beiden Post-Tests sowie erstklassige Resultate in dem TBA-Test. [less ▲]

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See detail7O = 3D
Kreis, Yves UL

Speeches/Talks (2017)

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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 detailTeaching with Information and Communication Technologies: Results of a Large Scale Survey
Linckels, Serge UL; Kreis, Yves UL; Reuter, Robert UL et al

in Farally-Semerad, Gail; McRitchie, Karen; Rugg, Beth (Eds.) SIGUCCS '09: Proceedings of the 37th annual ACM SIGUCCS fall conference: communication and collaboration (2009)

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers - from primary school to higher education - were questioned in an online survey at the beginning of 2009 about their use of ... [more ▼]

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers - from primary school to higher education - were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students' motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes. [less ▲]

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