Reference : Transition from in-class to outdoor learning with real-world mathematical modelling: ...
Scientific Presentations in Universities or Research Centers : Scientific presentation in universities or research centers
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Transition from in-class to outdoor learning with real-world mathematical modelling: PhD research project 2015-2021
Haas, Ben []
Lavicza, Zsolt []
Dana-Picard, Noah []
Kreis, Yves mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
PhD Proposal feedback
Johannes Kepler University Linz
[en] 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.
Researchers ; Professionals ; Students

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