Reference : Connecting the real world to mathematical models in elementary schools in Luxemburg
Scientific congresses, symposiums and conference proceedings : Paper published in a journal
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/44537
Connecting the real world to mathematical models in elementary schools in Luxemburg
English
Haas, Ben []
Kreis, Yves mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Lavicza, Zsolt []
Jul-2020
Proceedings of the British Society for Research into Learning Mathematics
British Society for Research into Learning Mathematics
40
2
1-6
Yes
No
International
London
England
New Researcher's Day Conference (BSRLM)
2020-07-03
British Society for Research into Learning Mathematics
Online
United Kingdom
[en] elementary school ; outdoor ; augmented reality ; 3D printing ; mathematical trails ; tutoring systems
[en] 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.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/44537

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
BSRLM-CP-40-2-06.pdfPublisher postprint526.08 kBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.