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The consortium for the EDUCATE project has been selected so that its members have significant experience and expertise in at least one of the following domains which are critical for the smooth operation and successful implementation of the project: working with challenging tasks (in Mathematics), curriculum development, teacher education, differentiation, classroom observations and analyses. The four Transnational and Training meetings, which have already begun to take place, are designed so that different participants share their experience and expertise, aiming to develop collective experiences, perspectives, and common language within the project consortium:
 
  • 1st Transnational and Training Meeting of the EDUCATE Project     [see more]
 
  • 2nd Transnational and Training Meeting of the EDUCATE Project    [see more]
 
  • 3rd Transnational and Training Meeting of the EDUCATE Project    [see more]
 
  • 4th Transnational and Training Meeting of the EDUCATE Project    [see more]
 
 
 
 

1st Transnational and Training Meeting of the EDUCATE Project

The 1st Transnational and Training Meeting of the EDUCATE project was held in Cyprus in October 2017.
 
During the 1st Transnational Meeting, all the necessary steps for all upcoming activities, including establishing consensus about timeframes, responsibilities, processes to be followed, the budget and the regulations on how to use it, the operational and communication plan that describes the methods, as well as the schedule concerning the internal communication procedures to be used among the project partners were discussed and set.
 
The aim of the 1st Training Meeting, which followed, was to train participants on issues of cognitive activation and differentiation, so that they are able to recognize instances in which teachers maintain, reduce or upgrade the cognitive demands of mathematical tasks and identify teachers' needs and challenges when trying to involve all their students in cognitively demanding work. This was an indispensable training activity for effectively implementing the first phase of the project, on which subsequent steps were based.
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2nd Transnational and Training Meeting of the EDUCATE Project
 

The 2nd Transnational and Training Meeting took place in February 2018 in Portugal.

During the 2nd Transnational Meeting, which preceded the Training Meeting, the comprehensive list of needs and challenges based on the needs’ analysis in each country, which was formed during the first phase of the project, was discussed to determine which challenges and needs are going to be addressed by the EDUCATE packages. Also, the design principles and the structure of the EDUCATE packages were co-determined.

The aim of the 2nd Training event was to train participants on issues of curriculum development since such expertise was needed to effectively carry out the tasks involved in the second phase of the project. In particular, participants worked on developing parts of the EDUCATE training materials for teachers and teacher educators, drawing on the comprehensive list of teachers' needs and challenges, the decisions taken during the 2nd Transnational Meeting, as well as the knowledge gained and the skills developed during this event.

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3rd Transnational and Training Meeting of EDUCATE project

In July 2018, the 3rd Transnational and Training Meeting of the EDUCATE project took place in Ireland.

This 3rd Transnational Meeting focused on presenting and discussing the draft version of the EDUCATE packages (modules) for teachers and teacher educators; making decisions on how to handle the final modifications to be suggested once the third training event was over; and finalizing and codifying decisions regarding the third phase of the project.

The 3rd Training Meeting, which preceded the transnational meeting, had the form of a week-long summer school. During the morning sessions, mathematics lessons involving cognitively demanding tasks were taught to primary school students by Dr. Seán Delaney and were observed by Irish and Cypriots teachers. In the afternoon sessions, segments of the lesson were identified and discussed in a video-club setting lead by the Cypriot team. In particular, the modules generated above were used to engage the teachers in discussing challenges included in working with all students around challenging tasks. As such, the afternoon sessions of the summer school functioned as an initial form of pilot testing the modules. 

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4th Transnational and Training Meeting of EDUCATE project

The 4th Transnational and Training Meeting of the EDUCATE project took place in Greece, in February 2019.

The 4th Transnational Meeting was a critical point in the project because it was about half-way through the implementation of the EDUCATE packages. Specifically, in this meeting, decisions regarding the third and the fourth phase of the project were finalized and codified. Also, the teacher-educator logs and teacher reflection cards were considered to determine if any additional modifications needed to be made. Another important task during this meeting was to finalize the observational rubric, focusing on issues of mathematically challenging tasks and differentiation.

The 4th Training event, which was attached to the 4th Transnational meeting, had two goals. First, to provide training on using the finalized version of the observational rubric to code videotaped lessons. Second, to provide training on analyzing the project data both from quantitative and qualitative respect. This training was necessary because, after the meeting, participants had to analyze a large amount of data collected during the third phase of the project.

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A) SUMMARY OF THE PROJECT FINDINGS
 
This report provides an overview of the implementation of the EDUCATE approach (i.e., processes) and its effectiveness (i.e., final outcomes in terms of changes in teaching quality). 
 
 
 
B) REFERENCES

Adoniou, M. & Qing, Y. (2014). Language, mathematics and English language learners. The Australian Mathematics Teacher, 70(3), 3-13. 

Arbaugh, F., & Brown, C. A.  (2006). Analyzing mathematical tasks: A catalyst for change? Journal of Mathematics Teacher Education, 8(6), 499-536

Arbaugh, F., & Brown, C. A. (2004). What makes a mathematical task worthwhile? Designing a learning tool for high school mathematics teachers. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics: Sixty–sixth yearbook (pp. 27-41). Reston, VA: NCTM.

Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal of Research in Mathematics Education, 40(2), 119-156.

Boston, M. D., & Smith, M. S. (2011). A ‘task-centric approach’ to professional development: enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks. ZDM43(6-7), 965-977.

Cathcart, W., Pothier, Y., Vance, J. & Bezuk, N. (2000). Learning Mathematics in Elementary and Middle Schools. United States: Merrill Prentice Hall.

Cengiz, N., Kline, K. & Grant, T. J. (2011). Extending students’ mathematical thinking during whole-group discussions. Journal of Mathematics Teacher Education, 14(5), 355-374.

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn (2nd ed.). Sausalito, CA: Math Solutions.

Chi, M. T. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science1(1), 73-105.

Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29, 573-604.

Dekker, R. (1987). Roos and José, two children in a mixed ability group. Educational Studies in Mathematics, 18, 317-324.

Delaney, S. 2017, Become the Primary Teacher Everyone Wants to Have, Routledge, Milton Park, Oxon.

Diezmann, C. M., & Watters, J. J. (2000). Catering for mathematically gifted elementary students: Learning from challenging tasks. Gifted Child Today23(4), 14-52.

Dooley, T. (2009). A teacher's role in whole-class mathematical discussion: Facilitator of performance etiquette? In V. Durand-Guerrier, S. Souryn Lavergne and F. Arzarello (Eds.), 6th Congress of the European Society for Research in Mathematics Education (CERME) (pp. 894 - 903). Lyon, France: INRP.

Doyle, W. (1988). Work in Mathematics Classes: The Context of Students’ Thinking During Instruction. Educational Psychologist, 23(2), 167 – 180.

González, G. & Eli, J. A. (2017). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Education, 20(2), 159–201.

Güven, N. D., & Dede, Y. (2017). Examining social and sociomathematical norms in different classroom microcultures: Mathematics teacher education perspective. Educational Sciences: Theory & Practice, 17, 265–292.

Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 524-549.

Herbst, P. G. (2003). Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher. American Educational Research Journal40(1), 197-238.

Homans, G. (1951). The Human Group. London, UK: Routledge.

Kersaint, G. L. A. D. I. S. (2015). Orchestrating mathematical discourse to enhance student learning. Curriculum Associates, LLC.

Laborde, C. (2001). Integration of technology in the design of geometry tasks with Cabri-Geometry. International Journal of Computers for Mathematical Learning, 6(3), 283-317.

Lampert, M (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.

Lozano, M. (2017). Investigating task design, classroom culture and mathematics learning: an enactivist approach, ZDM: Mathematics Education, 49 (6), 895-907.

Mariotti, M. A. (2012). Proof and proving in the classroom: Dynamic Geometry Systems as tools of semiotic mediation. Research in Mathematics Education, 14(2), 163-185.

Mason, J. 2002, Minding Your Qs and Rs: effective questioning and responding in the mathematics classroom, in L. Haggerty (Ed.) Aspects of Teaching Secondary Mathematics: perspectives on practice, RoutledgeFalmer, London, p248-258. ISBN 0-415-26081-7

O'Brien, T., & Guiney, D. (2001). Differentiation in teaching and learning. A&C Black.

Pasquale, M. (2016). Productive Struggle in Mathematics. Interactive STEM Research+ Practice Brief. Education Development Center, Inc. Retrieved from http://interactivestem.org/wp-content/uploads/2015/08/EDC-RPC-Brief-Productive-Struggle.pdf

Ponte, J. P., & Quaresma, M. (2016). Teachers’ professional practice conducting mathematical discussions. Educational Studies in Mathematics, 93(1), 51-66.

Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: the knowledge quartet and the case of Naomi, Journal of Mathematics Teacher Education 8(3), 225-281.

Sherin, M. G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5, 205–233.

Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions of challenging tasks: Keeping your eye on the mathematics to be learned. Mathematics Teaching in the Middle School14(9), 548-556.

Smith, M. S., Stein, M. K., Arbaugh, F., Brown, C. A., & Mossgrove, J. (2004). Characterizing the cognitive demands of mathematical tasks: A task-sorting activity. In G. W. Bright & R. N. Rubenstein (Eds.), Professional development guidebook for perspectives on the teaching of mathematics: Companion to the sixty–sixth yearbook (pp. 45-72). Reston, VA: NCTM.

Star, J. R. (2015, April). When not to persevere – Nuances related to perseverance in mathematical problem solving (White paper). Chicago, IL: Spencer Foundation. Retrieved from http://hub.mspnet.org/index.cfm/28127/

Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3(4), 268-275.

Stein, M. K., Engle, R. A., Smith, M. S.& Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340.

Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American educational research journal33(2), 455-488.

Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Charlotte, NC: Information Age Publishing.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2016). Implementing Standards-Based Math Instruction: A Casebook for Professional Development. Τόπος: Teachers College Press.

Stein, M., Carnine, D. & Silbert, G. 1997, Designing Effective Mathematics Instruction: A Direct

Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A., & Walker, N. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education18(2), 123-140.

Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4, 117-143.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2017). How to differentiate instruction in mixed-ability classrooms (3rd ed.) Alexandria, VA: Association for Supervision and Curriculum Development.

Van den Heuvel-Panhuizen, M. (2000). Mathematics education in the Netherlands: A guided tour. Freudenthal Institute Cd-rom for ICME9. Utrecht: Utrecht University.

Wallace, A., White, M. & Stone, R. 2010, “Sand and Water Table Play”, Teaching Children Mathematics, vol. 16, no. 7, pp. 394 – 400.

Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian primary mathematics classroom, 13(3), 22-27.

Williams, E. & Shuard, H. ((1994). Primary Mathematics Today. United Kingdom: Longman.

Yackel, E. & Cobb, P. (1996). Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. Journal for Research in Mathematics Education, 27 (4), 458- 477.

 

 

 
 
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platform EN

OUR VISION

The transnational project EDUCATE aimed at integrating cognitive activation (i.e., working with challenging tasks) and differentiation, aspiring to promote both aspects in teaching Mathematics. To this end, educational materials were developed with the intention of supporting teachers in engaging all their students in challenging work on the one hand and scaffolding teacher educators in productively supporting teachers in doing so on the other hand.

Promotional video:

EDUCATE promotional video


WHAT IS THE EDUCATE E-LEARNING PLATFORM

  • On-line professional development (PD) platform
    • EDUCATE e-learning course
  • The e-learning course is addressed to both
    • teacher educators
    • teachers (of mathematics)

 CONTENT OF THE EDUCATE E-LEARNING COURSE
  • The Project’s objectives
  • The main outcomes
  • The EDUCATE materials / packages for Teachers
  • The EDUCATE materials / packages for Teacher Educators
  • The experimentation/implementation of these materials
  • Relevant videos
  • Relevant and up-to-date articles
  • Quizzes and assessment tasks

You are invited to SIGN UP to experiment with and implement these materials (which can be found on the e-learning platform) either individually or in groups. Should you have any questions about the project or if you have any feedback for its rationale, activities, and publications, please explore our website to get more information about its progress and its outcomes.

CLick here to see the EDUCATE e-learning platform flyer

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Presentations at Local Conferences:

        Conference title: Values and Purpose in Education
        Conference place and date: Ireland, University College Dublin, 5-7 April 2018
        Presentation title: Irish Teachers' Needs and Challenges with Differentiation and Cognitive Demand in Mathematics
        Θέμα συνεδρίου: Ο ρόλος της Εκπαιδευτικής Έρευνας ως Εξισωτή σε μια Κοινωνία Ανισοτήτων
        Τόπος συνεδρίου και ημερομηνία: Λευκωσία, Πανεπιστήμιο Κύπρου, 12-13 Οκτωβρίου 2018
Τίτλος παρουσίασης: Συνδυάζοντας τη Διαφοροποίηση της Διδασκαλίας με την Εργασία σε Γνωστικά Απαιτητικά Έργα: Ανάγκες και Προβληματισμοί των Εκπαιδευτικών
        Título da conferência: Encontro de Investigação em Educação Matemática 2018
        Lugar conferência: Portugal, Escola Superior de Educação do Instituto Politécnico de Coimbra, 17 e 18 de novembro de 2018
        Título e data da conferência: Tarefas Desafiantes em Matemática e o Trabalho Autónomo dos Alunos: Práticas e Desafios do Professor
Θέμα συνεδρίου: Διήμερο Εκπαιδευτικού 2019
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, 3 Σεπτεμβρίου 2019
Τίτλος παρουσίασης: Στοχεύοντας στη Γνωστική Ενεργοποίηση Όλων των Μαθητών/Μαθητριών: Προκλήσεις και Πρακτικές Εφαρμογές
Θέμα συνεδρίου: Ενημερωτική και Βιωματική Συνάντηση Εκπαιδευτικών Δημοτικού Τerra Santa College
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Δημοτικό Σχολείο Terra Santa, 20 Φεβρουαρίου 2020
Τίτλος παρουσίασης: Καλλιεργώντας τη σκέψη των παιδιών στα Μαθηματικά
Θέμα Συνεδρίου: Υποστηρίζοντας Εκπαιδευτικούς σε Θέματα Γνωστικής Ενεργοποίησης και Διαφοροποίησης: Πορίσματα, Πρακτικές Εφαρμογές και Ανοιχτά Ζητήματα
Τόπος συνεδρίου και ημερομηνία: Διαδικτυακό Συνέδριο, Κύπρος, 17 Απριλίου 2021
Κεντρικές Εισηγήσεις:
- Εισαγωγή στο Ερευνητικό Πρόγραμμα EDUCATE: Πλαίσιο, Σκεπτικό και Αποτελέσματα Προγράμματος
Χαράλαμπος Γ. Χαραλάμπους, Πανεπιστήμιο Κύπρου, Επιστημονικός Υπεύθυνος Προγράμματος EDUCATE
- Εμπειρίες και Πρακτικές Εφαρμογές από τον Πειραματισμό Εκπαιδευτικών με Ιδέες του Προγράμματος
Αγγέλα Χρυστοστόμου (Εκπαιδευτικός Δημοτικής Εκπαίδευσης)
Γιόλα Ιωάννου (Εκπαιδευτικός Δημοτικής Εκπαίδευσης)
Μαρία Τσιμπιμπάκη (Εκπαιδευτικός Δημοτικής Εκπαίδευσης)
Παρασκευή Χρυσάνθου (Εκπαιδευτικός Δημοτικής Εκπαίδευσης)
Σιμόνη Φωτίου (Εκπαιδευτικός Δημοτικής Εκπαίδευσης)
Εργαστήρια
- Σχεδιάζοντας Μαθήματα που Περιλαμβάνουν Γνωστική Πρόκληση και Διαφοροποίηση
Σοφία Αγαθαγγέλου και Νίκος Παπαδούρης, Παιδαγωγικό Ινστιτούτο Κύπρου
Κασσάνδρα Γεωργίου, Πανεπιστήμιο Κύπρου
- Εντοπίζοντας και Τροποποιώντας Γνωστικά Απαιτητικά Έργα που να Εμπλέκουν Διάφορες Ομάδες Παιδιών στο Μάθημα των Μαθηματικών
Γιώργος Ολυμπίου, Ευρυδίκη Κασάπη και Σταυρούλα Φιλίππου, Πανεπιστήμιο Κύπρου
- Εστιάζοντας σε Θέματα Γνωστικής Πρόκλησης και Διαφοροποίησης κατά την Παρατήρηση Διδασκαλίας
Χαράλαμπος Γ. Χαραλάμπους, Πανεπιστήμιο Κύπρου
Έλενα Χριστοφίδου, Παιδαγωγικό Ινστιτούτο Κύπρου
 
 

Presentations at International Conferences:

Θέμα συνεδρίου: Μαθηματική Γνώση και Διδακτικές Πρακτικές
Τόπος συνεδρίου και ημερομηνία: Ελλάδα, Αθήνα, Τμήμα Μαθηματικών του Εθνικού Καποδιστριακού Πανεπιστημίου Αθηνών, 1-3 Δεκεμβρίου 2017
Τίτλος παρουσίασης: Μαθηματική Πρόκληση και Διαφοροποίηση στην τάξη των Μαθηματικών
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Teachers’ Attempts to Address Both Mathematical Challenge and Differentiation in Whole Class Discussion
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Combining Differentiation and Challenge in Mathematics Instruction: A Case from Practice
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Pre-service teachers’ experiences in selecting and proposing challenging tasks in secondary classrooms
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Στοχεύοντας στην Γνωστική Ενεργοποίηση Διαφορετικών Επιπέδων Μαθητών στα Μαθηματικά Αξιοποιώντας τις Λέσχες Ανάλυσης Οπτικογραφημένων Διδασκαλιών
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Επαγγελματική Εξέλιξη και Μαθηματική Πρόκληση
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Nόρμες σε μια Διδασκαλία με Διαφοροποίηση και Αυξημένη Μαθηματική Πρόκληση
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Εντάσεις και Συναισθήματα Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης: Διδακτική Διαχείριση και Εμπλοκή των Μαθητών
 
 
 
Papers published in conference proceedings
Θέμα συνεδρίου: Ο ρόλος της Εκπαιδευτικής Έρευνας ως Εξισωτή σε μια Κοινωνία Ανισοτήτων
Τόπος συνεδρίου και ημερομηνία: Λευκωσία, Πανεπιστήμιο Κύπρου, 12-13 Οκτωβρίου 2018
Τίτλος παρουσίασης: Συνδυάζοντας τη Διαφοροποίηση της Διδασκαλίας με την Εργασία σε Γνωστικά Απαιτητικά Έργα: Ανάγκες και Προβληματισμοί των Εκπαιδευτικών
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Teachers’ Attempts to Address Both Mathematical Challenge and Differentiation in Whole Class Discussion
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Combining Differentiation and Challenge in Mathematics Instruction: A Case from Practice
      Conference title: Eleventh Congress of the European Society for Research in Mathematics Education
      Conference place and date: Utrecht, the Netherlands, 6-10 February 2019
      Presentation title: Pre-service teachers’ experiences in selecting and proposing challenging tasks in secondary classrooms
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Επαγγελματική Εξέλιξη και Μαθηματική Πρόκληση
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Nόρμες σε μια Διδασκαλία με Διαφοροποίηση και Αυξημένη Μαθηματική Πρόκληση
Θέμα συνεδρίου: Σύγχρονες Προσεγγίσεις στη Διδασκαλία των Μαθηματικών σε Όλες τις Βαθμίδες της Εκπαίδευσης
Τόπος συνεδρίου και ημερομηνία: Κύπρος, Λευκωσία, Τμήμα Επιστημών Αγωγής Πανεπιστημίου Κύπρου, 6-8 Δεκεμβρίου 2019
Τίτλος παρουσίασης: Εντάσεις και Συναισθήματα Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης: Διδακτική Διαχείριση και Εμπλοκή των Μαθητών
 
 
 

Indicative Cases of Practice from the EDUCATE Professional Development Materials for Teacher Educators

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Module 1   

Module 2   

Module 3    

  • (Pre-)Primary Education - Case of Practice 1
  • Secondary Education - Case of Practice 1

Module 4    

  • (Pre-)Primary Education - Case of Practice 1
  • Secondary Education - Case of Practice 1

Module 5     

  • (Pre-)Primary Education - Case of Practice 1
  • Secondary Education - Case of Practice 1
 

If you want to read, experiment with and implement the Teacher Modules, visit and sign up to our EDUCATE e-learning platform: http://educate-platform.com/