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FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE

FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE. THE CONTRIBUTION OF CONTINUED EDUCATION TO THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS Prof. Dorit Patkin Dr. Ilana Levenberg ISRAEL. Who is teaching mathematics in Israel?.

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FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE

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  1. FROM LIFE-LONG LEARNING TO LEARNING AS A WAY OF LIFE THE CONTRIBUTION OF CONTINUED EDUCATION TO THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS Prof. Dorit Patkin Dr.IlanaLevenberg ISRAEL Prof. DoritPatkin & Dr. IlanaLevenberg II International research-to-practice conference - Kazakhstan 2012

  2. Who is teaching mathematics in Israel? In Israel, there are more than 16,000 mathematics teachers; About 9,400 of them teaching mathematics in elementary schools; But only 20% of them have specialised training in teaching mathematics. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  3. Teaching is a very complex and demanding profession "The person who presumes to teach a subject matter to children must demonstrate knowledge of that subject matter as a prerequisite of teaching"(Shulman, 1986). Prof. DoritPatkin & Dr. IlanaLevenberg II International research-to-practice conference - Kazakhstan 2012

  4. The knowledge and abilities that teachers need • Pedagogical knowledge concerning available teaching materials and methods; • Knowledge and abilities for adapting teaching approaches to specific subjects and the reasons thereof; • Knowledge and abilities for designing lessons, asking questions and presenting problems. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  5. The knowledge and abilities that teachers need • Knowledge and abilities about students: difficulties, mistakes and misconceptions they have, and the ways students construct their knowledge; • Knowledge and abilities of being reflective: ways of analysing what the teacher did, how and why the teacher did it; • Knowledge and abilities of communicating and interacting with students; Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  6. "Knowing mathematics well enough to teach it"(Ball, 2011) How much mathematics do teachers need to know? What mathematics do teachers need to know and why? What mathematical knowledge and skills are involved in teaching? Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  7. "The personal practical knowledge of the teacher"The model Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  8. The model contains a set of six components Knowledge of the subject matter Knowledge of the learner Background knowledge of the school environment Curricular knowledge Didactic knowledge Self-knowledge Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  9. The training programme • 150 hours a year, totalling 300 hours and included 10 modules and 2 external tests: • 2 base modules; • 5 advanced modules; • 2 modules - empowerment of school staffs & teamwork skills; • 1 module - Children with special needs. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  10. The new training programme Two years ago the Ministry of Education decided to change the format of teacher training. This project is new and as yet we have no findings about it. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  11. The new training programme “We must affect a change in the way mathematics is taught by making its applications an integral part of the learning process.” (N.C.T.M., 2000) Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  12. Learning Environment “Adding creativity to daily instructional practices will ensure that students are given opportunities to develop all of their potential….” (Burke Adams 2007) Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  13. Mathematics teachers as initiators of school project A mathematical journey In the Footsteps of Jules Verne The Mathematical Field Trip Prof. DoritPatkin & Dr. IlanaLevenberg II International research-to-practice conference - Kazakhstan 2012

  14. A mathematical journey In the footsteps of Jules Verne 1905 - 1828 The man and his his vision Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  15. Our Goals in this project To develop literacy in general, and mathematic literacy in particular. To develop mathematical thinking “outside the box”. To integrate other disciplines in the teaching of mathematics. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  16. Preparation for the journey • Choose one of Jules Verne’s books. • Prepare mathematical activities adjusted for learner’s age. • Prepare the accompanying booklet with the math activities. • Prepare the exhibition • Teachers at the new training program and in schools experience the activities. • Train the student-teachers to continue working with pupils. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  17. “Around the world in eighty days”What did we do? • A journey in the footsteps of Jules Verne integrated with mathematics. • At every country mentioned in the book, we stopped and introduced a mathematical activity . • The activities were based on mathematics developed in that country. • We did not limit ourselves to Jules Verne lifetime. Our journey included time travel to various eras, dating from the ancient world till the present time. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  18. London New York San Fransico Yokohama Suez Calcutta Hong Kong Bombay Prof. DoritPatkin & Dr. IlanaLevenberg II International research-to-practice conference - Kazakhstan 2012

  19. Next stop: EgyptAncient Egyptian Numeration system How can we write the following numbers using the ancient Egyptian symbols? 431 ; 1,374 ; 62,589 Did we all use the same symbols? We should check this!. If we shall write the same symbol 3 times in a row (e.g. 3 “birds”) what could you say about the numbers you get? When writing the same digit 3 times in a row, with our symbols (555 or 888) what can you say about the numbers you get? Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  20. What is the mathematical Field Trip? • The mathematical field trip is an outdoor activity within the immediate vicinity of our College in Haifa, integrating subject matter in the following areas: • Mathematics • Geography • History • Physics • Archeology and more. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  21. Mathematics with Sites in residential areas The immediate neighborhood of every pupil can be a site which invokes mathematical activity. For example, the city of Haifa with its Bahá'i gardens, which constitute an astonishing geometric shape. Prof. Dorit Patkin & Dr. Ilana Levenberg II International research-to-practice conference - Kazakhstan 2012

  22. The Mathematical Field TripStudents Feedback • “We had a chance to see Math outside of the classroom” • “We learned Math together with biology, history, geography, economics, we didn’t have it before” • “The activities were interesting and challenging” • “We would like to have more activities like this” Prof. DoritPatkin & Dr. IlanaLevenberg II International research-to-practice conference - Kazakhstan 2012

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