References of "Lavicza, Zsolt"
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See detailExpectation Shock in Education: Utilising Industry SERVQUAL to Enhance Student Perception of STEAM and STEAM Careers
Houghton, Tony; Lavicza, Zsolt; Weinhandl, Robert et al

in International Journal of Technology Enhanced Learning (in press)

In industry, an Expectation Shock occurs when a customer has a post-experience Perception that greatly exceeds their prior Expectation. In our study, the customers are students and teachers. An ... [more ▼]

In industry, an Expectation Shock occurs when a customer has a post-experience Perception that greatly exceeds their prior Expectation. In our study, the customers are students and teachers. An Expectation shock might occur when, for example, a student ‘just did not expect to find STEAM so interesting’. The objective of this research was to determine how Expectation Shock might be used in schools to enhance student Perception of STEAM and STEAM careers. It was found that Expectation shock in the form of Hothousing intensive, collaborative workshops can be used in schools to greatly enhance student Perception of STEAM and STEAM careers and give them experience of Industry practice valuable for their future careers. Educational practice should focus on enhancing student or teacher Perception rather than stated Importance. It is essential to examine Perception post-experience versus prior Expectation to identify benefits (or not) from the activity. [less ▲]

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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 detail3D Modelling for AR and 3D printing in Teacher Training
Ulbrich, Eva; El Bedewy, Shereen; Handl, Julia et al

Scientific Conference (2022, October 07)

School activities integrating students’ environments into teaching aim to develop skills and strategies to solve problems in real-world situations and can be useful in hybrid teaching. Such activities can ... [more ▼]

School activities integrating students’ environments into teaching aim to develop skills and strategies to solve problems in real-world situations and can be useful in hybrid teaching. Such activities can encourage and motivate exploring skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM). Hybrid teaching usually uses technologies and connects virtual and physical worlds. We use technologies like 3D modelling for Augmented Reality (AR) or 3D printing with GeoGebra and created an exercise introducing them in a lecture for pre-service mathematics students. The exercise combines the possibility to introduce these technologies, can be used in hybrid teaching and connects to the Austrian mathematics curriculum. The exercise consists of 3D modelling mathematical mazes that can be explored using AR on handheld devices and can also be 3D printed. We used it in online, offline and hybrid scenarios with pre- and in-service teachers and will show resulting presentations of teacher projects. [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 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 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 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 detailFostering process skills with the educational technology software MathemaTIC in elementary schools
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

in Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Jana (Eds.) et al Proceedings of the 10th ERME TOPIC CONFERENCE (ETC10) on Mathematics Education in the Digital Age (MEDA) (2020, September 17)

This study reports the use of automated tutoring and scaffolding implemented in the module “arithmetic word problem” in the educational technology software MathemaTIC in grade 3 (age 8 to 10). We examined ... [more ▼]

This study reports the use of automated tutoring and scaffolding implemented in the module “arithmetic word problem” in the educational technology software MathemaTIC in grade 3 (age 8 to 10). We examined 246 students with access to MathemaTIC and receiving tutoring and scaffolding through a one-to-one learning setting with this technology. The control group (n=226) had access to the same learning tasks and worked with paper-and-pencil without MathemaTIC but with their teachers. Results showed that the experimental group finished with higher outcome scores than the control group. This paper will outline the study and attempts to explain these results. [less ▲]

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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 detailConnecting the real world to mathematical models in elementary schools in Luxemburg
Haas, Ben; Kreis, Yves UL; Lavicza, Zsolt

in Proceedings of the British Society for Research into Learning Mathematics (2020, July), 40(2), 1-6

In the Luxemburgish national curriculum for elementary schools (MENFP, 2011) experimentations and discoveries of mathematics concepts in courses are strongly recommended. Elementary school teachers should ... [more ▼]

In the Luxemburgish national curriculum for elementary schools (MENFP, 2011) experimentations and discoveries of mathematics concepts in courses are strongly recommended. Elementary school teachers should engage students in active mathematical modelling approaches, where they can develop processes and content skills through discoveries. Moreover, learned skills should be connected to real-world problems and situations to foster a better understanding of students’ living environments. Nevertheless, this teaching culture in mathematics is unusual in elementary schools and teachers tend to teach based on textbooks. Students mostly learn mathematics by imitation and repetition rather than through modelling mathematics with real-world problems and situations. Thus, to develop new methodologies in teaching mathematics and to meet the requirements of the national curriculum, we designed different technology-enhanced teaching and learning methods to engage students in experimental approaches within and outside classrooms. Moreover, we conducted three studies with digital and physical modelling, augmented reality, and a tutoring system in elementary school mathematics courses. Based on our collected data, we identified settings and tasks likely to support active mathematical modelling approaches. [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 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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