BEGIN:VCALENDAR VERSION:2.0 PRODID:researchseminars.org CALSCALE:GREGORIAN X-WR-CALNAME:researchseminars.org BEGIN:VEVENT SUMMARY:Professor Carl Winsløw (University of Copenhagen) DTSTART:20200911T130000Z DTEND:20200911T140000Z DTSTAMP:20260422T225702Z UID:DidMat/1 DESCRIPTION:Title: P rofessional and academic bases of university mathematics teaching for the 21st century\nby Professor Carl Winsløw (University of Copenhagen) as part of University of Copenhagen DidMat-seminar\n\nLecture held in Niels Bohr Building\, room 0H154.\n\nAbstract\nContext: This will be a rehearsal of Carl's keynote address at the INDRUM conference to be held Sept. 12-1 9 in Tunisia (and cyberspace).\n\nAbstract: \n\nThe Didactics of Universit y Mathematics is at the same time similar to\, and different from\, the Di dactics of School Mathematics. The similarity comes from the kinds of phen omena which are studied\, from innovative task design\, over the descripti ve study of teaching episodes and curricula\, to institutional conditions and constraints – all pertaining to the teaching and learning of mathema tics. Here\, the Anthropological Theory of the Didactic (ATD) offers speci fic tools for a variety of purposes\, from the modelling of specific mathe matical practices and theories concerned\, to the interrelated levels of d idactic co-determination ranging from subjects to civilizations. At the sa me time\, Universities offer particular conditions and constraints\, such as the co-habitation of scientific research and teaching\, and the simulta neous task of teaching mathematics to very diverse populations\, including (massively) students for whom mathematics is just a smaller part of their current university curriculum and their future professional aspirations\; moreover\, the teaching tasks range from filling in gaps in students’ p re-university learning of mathematics to the teaching of highly advanced s ubjects. University mathematics teaching thus represents a profession that involves and requires rather specific and specialized knowledge on the pa rt of the teacher. How are these needs currently attended to? How can the Didactics of University Mathematics interact with the preparation and prac tice of teachers\, given current and future institutional conditions and c onstraints? In particular\, how can teaching and research in University Ma thematics interact? In our talk\, we will attend to these questions (natur ally\, pertaining both to the present and the future of the profession) ba sed on ongoing and recent research done within the framework of ATD.\n\nTh e seminar can also be attended at Niels Bohr Building\, room 0H154\, Unive rsity of Copenhagen.\n LOCATION:https://researchseminars.org/talk/DidMat/1/ END:VEVENT BEGIN:VEVENT SUMMARY:Dr. Berta Barquero (University of Barcelona) DTSTART:20201009T070000Z DTEND:20201009T080000Z DTSTAMP:20260422T225702Z UID:DidMat/2 DESCRIPTION:Title: S upporting the paradigm of questioning the world through teacher education< /a>\nby Dr. Berta Barquero (University of Barcelona) as part of University of Copenhagen DidMat-seminar\n\n\nAbstract\nAbstract\nThis seminar will r eflect on how to adapt the professional development of teachers to support the paradigm of questioning the world (Chevallard\, 2015). Within the fra mework of the anthropological theory of the didactic\, we develop study an d research paths for teacher education (SRP-TE)\, an inquiry-based process combining practical and theoretical questioning of school mathematics (Ba rquero\, Bosch\, & Romo\, 2018\; Barquero\, Florensa\, & Ruiz-Olarría\, 2 019).\n\nA particular case study of an SRP-TE with Secondary school teache rs will be discussed\, about the use of functional modelling and statistic al thinking to approach a question about the sizing of T-shirts. The resul ts of these experiences shed light on the strategies and tools that help t eachers identify institutional conditions facilitating and constraints hin dering the implementation of inquiry-centered teaching and learning.\n\nRe ferences:\nBarquero\, B.\, Bosch\, M.\, & Romo\, A. (2018). Mathematical m odelling in teacher education: dealing with institutional constraints. ZDM Mathematics Education\, 50(1-2)\, 31-43.\n\nBarquero\, B.\, Florensa\, I. \, & Ruiz-Olarría\, A. (2019). The education of school and university tea chers within the paradigm of questioning the world. In M. Bosch et al. (Ed s.)\, Working with the Anthropological Theory of the Didactic in Mathemati cs Education: A Comprehensive Casebook (Chapter 12). London: Routledge.\n \nChevallard\, Y. (2015). Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm. In S.J. Cho (Ed.)\, The Proceedings of the 12th International Congress on Mathematical Education (pp. 173-187 ). Dordrecht: Springer.\n\nOnline participants:\n\nContact Carl (winslow@i nd.ku.dk) 2-3 days before\, to get the zoom link.\n LOCATION:https://researchseminars.org/talk/DidMat/2/ END:VEVENT BEGIN:VEVENT SUMMARY:Prof. Hamid Chaachoua (University of Grenoble) DTSTART:20201009T080000Z DTEND:20201009T090000Z DTSTAMP:20260422T225702Z UID:DidMat/3 DESCRIPTION:Title: T he scope of techniques: a fundamental concept for curriculum analysis\ nby Prof. Hamid Chaachoua (University of Grenoble) as part of University o f Copenhagen DidMat-seminar\n\n\nAbstract\nIn the Anthropological Theory o f Didactics\, the notion of the scope of techniques was introduced at the beginning in the praxeological model (Chevallard\, 1999) but little used i n research work. Based on this notion we introduce three types of scope (t heoretical\, pragmatic and institutional) and the notion of competition be tween techniques (Kaspary et al.\, 2020). \n\nWe will illustrate an examp le of exploitation of these notions to illustrate analysis of a curriculum but from a dynamic point of view. For us\, understanding the dynamics of a curriculum makes it possible to understand the difficulties and certain errors in the practices of both students and teachers subject to this curr iculum. For this\, we rely on a case study: the equations of the second de gree in France.\n\nReferences\n\nChevallard\, Y. (1999) L’analyse des pr atiques enseignantes en théorie anthropologique du didactique. Recherches en didactique de mathématiques\, 19 (2). Grenoble : La Pensée Sauvage. 221-265.\n\nKaspary\, D.\, Chaachoua\, H.\, Bessot\, A. (2020) Qu’apport e la notion de portée d’une technique à l’étude de la dynamique pra xéologique ? Annales de didactique et sciences cognitives. To appear in n o. 25.\n\nOnline participants:\n\nContact Carl (winslow@ind.ku.dk) 2-3 day s before\, to get the zoom link.\n LOCATION:https://researchseminars.org/talk/DidMat/3/ END:VEVENT BEGIN:VEVENT SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching Materials\, University College Lillebælt and Didactics of technology\, U ppsala University) DTSTART:20201013T123000Z DTEND:20201013T140000Z DTSTAMP:20260422T225702Z UID:DidMat/4 DESCRIPTION:Title: T he relation between mathematics and programming/computational thinking in Danish and Swedish compulsory schools\nby Bo Teglskov Kristensen and L ennart Rolandsson (Center for Teaching Materials\, University College Lill ebælt and Didactics of technology\, Uppsala University) as part of Univer sity of Copenhagen DidMat-seminar\n\n\nAbstract\nAs programming and comput ational thinking (PCT) are finding their way into compulsory school curric ula across the world\, many countries choose to integrate PCT as a subject matter in the mathematics curriculum. Although it is often highlighted th at there are strong potential synergies between PCT and mathematics educat ion\, there are still few empirical examples of how these synergies can be exploited in concrete mathematical activities. At this seminar\, two spea kers from Denmark and Sweden will give talks on how the two PCT is envisio ned to be integrated in the mathematics curriculum for compulsory schools in Denmark and Sweden\, what role the two topics play in relation to each other\, and what challenges the two countries currently are facing regardi ng these matters.\n\nYou can participate online via Zoom: https://ucph-ku. zoom.us/j/66271176163\n\nSpeakers\n\nBo Teglskov Kristensen\, Consultant\, Center for Teaching Materials\, University College Lillebælt.\nBo is inv olved in an ongoing\, national research and development project where a ne w school subject entitled “Technology understanding” is being implemen ted in 46 Danish schools. As part of this project\, Bo has been involved i n developing a supplement to the Danish mathematics curriculum that addres ses the new subject and in developing lessons that connect technology unde rstanding and mathematics.\n\nLennart Rolandsson\, Senior Lecturer\, Didac tics of technology\, Uppsala University.\nLennart has done research on pro gramming teachers’ beliefs and intentions in relation to curriculum and is currently involved in a research project concerning the relation betwee n algebraic thinking and computational thinking in Swedish compulsory scho ol mathematics.\n LOCATION:https://researchseminars.org/talk/DidMat/4/ END:VEVENT BEGIN:VEVENT SUMMARY:Rongrong Huo (University of Copenhagen) DTSTART:20201217T130000Z DTEND:20201217T140000Z DTSTAMP:20260422T225702Z UID:DidMat/5 DESCRIPTION:Title: M athematics Education in China\nby Rongrong Huo (University of Copenhag en) as part of University of Copenhagen DidMat-seminar\n\n\nAbstract\nInte rnational surveys of mathematics achievement often show certain regions of China in a top ranking position. Indeed\, in China\, Mathematics performa nce in high school is related to whether students could enter a good unive rsity. Based on my experience\, I will briefly introduce the current situa tion of mathematics education in China from my perspective\, such as what should be taught in high school mathematics and why it is so important. He re\, I will show some typical tasks that frequently appear in exams. Final ly\, I will take Jiangsu as an example to talk about the mathematics educa tion I received in high school.\nhttps://www.ind.ku.dk/begivenheder/2020/r ongrong/\n\nLocation: Zoom-link: https://ucph-ku.zoom.us/j/62684695319\n LOCATION:https://researchseminars.org/talk/DidMat/5/ END:VEVENT BEGIN:VEVENT SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching Materials\, University College Lillebælt and Didactics of technology\, U ppsala University) DTSTART:20201013T123000Z DTEND:20201013T140000Z DTSTAMP:20260422T225702Z UID:DidMat/6 DESCRIPTION:Title: T he relation between mathematics and programming/computational thinking in Danish and Swedish compulsory schools\nby Bo Teglskov Kristensen and L ennart Rolandsson (Center for Teaching Materials\, University College Lill ebælt and Didactics of technology\, Uppsala University) as part of Univer sity of Copenhagen DidMat-seminar\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/DidMat/6/ END:VEVENT BEGIN:VEVENT SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching Materials\, University College Lillebælt and Didactics of technology\, U ppsala University) DTSTART:20201113T133000Z DTEND:20201113T150000Z DTSTAMP:20260422T225702Z UID:DidMat/7 DESCRIPTION:Title: T he relation between mathematics and programming/computational thinking in Danish and Swedish compulsory schools\nby Bo Teglskov Kristensen and L ennart Rolandsson (Center for Teaching Materials\, University College Lill ebælt and Didactics of technology\, Uppsala University) as part of Univer sity of Copenhagen DidMat-seminar\n\n\nAbstract\nAs programming and comput ational thinking (PCT) are finding their way into compulsory school curric ula across the world\, many countries choose to integrate PCT as a subject matter in the mathematics curriculum. Although it is often highlighted th at there are strong potential synergies between PCT and mathematics educat ion\, there are still few empirical examples of how these synergies can be exploited in concrete mathematical activities. At this seminar\, two spea kers from Denmark and Sweden will give talks on how the two PCT is envisio ned to be integrated in the mathematics curriculum for compulsory schools in Denmark and Sweden\, what role the two topics play in relation to each other\, and what challenges the two countries currently are facing regardi ng these matters.\nLink for the page of the talk: https://www.ind.ku.dk/be givenheder/2020/the-relation-between-mathematics-and-programmingcomputatio nal-thinking-in-danish-and-swedish-compulsory-schools/\n\nYou can particip ate online via Zoom: https://ucph-ku.zoom.us/j/66271176163\n\nSpeakers\n\n Bo Teglskov Kristensen\, Consultant\, Center for Teaching Materials\, Univ ersity College Lillebælt.\nBo is involved in an ongoing\, national resear ch and development project where a new school subject entitled “Technolo gy understanding” is being implemented in 46 Danish schools. As part of this project\, Bo has been involved in developing a supplement to the Dani sh mathematics curriculum that addresses the new subject and in developing lessons that connect technology understanding and mathematics.\n\nLennart Rolandsson\, Senior Lecturer\, Didactics of technology\, Uppsala Universi ty.\nLennart has done research on programming teachers’ beliefs and inte ntions in relation to curriculum and is currently involved in a research p roject concerning the relation between algebraic thinking and computationa l thinking in Swedish compulsory school mathematics.\n LOCATION:https://researchseminars.org/talk/DidMat/7/ END:VEVENT BEGIN:VEVENT SUMMARY:Marianna Bosch & Yves Chevallard (Universitat Ramon Llull\, Spain & Université d'Aix Marseille\, France) DTSTART:20210325T141500Z DTEND:20210325T154500Z DTSTAMP:20260422T225702Z UID:DidMat/8 DESCRIPTION:Title: W hat conditions for the transition between the paradigm of visiting works a nd the one of questioning the world?\nby Marianna Bosch & Yves Chevall ard (Universitat Ramon Llull\, Spain & Université d'Aix Marseille\, Franc e) as part of University of Copenhagen DidMat-seminar\n\n\nAbstract\nImple menting instructional proposals based on the paradigm of questioning the w orld faces many constraints related to old clauses of the didactic contrac t that hinder new action scenarios. Many open questions appear in connecti on to the questions that generate inquiry processes: Who raises them and w hy? What to do with the answers provided? Who is receiving them\, and for what purpose? These questions bring out some notions of the theory of dida ctic situations that we propose to examine from the perspective of the ATD \, like the very one of situation or the one of adidacticity.\n\nMarianna Bosch will present some empirical investigations that originated this ques tioning to start a dialogue with Yves Chevallard at the ATD and TDS border s.\n LOCATION:https://researchseminars.org/talk/DidMat/8/ END:VEVENT BEGIN:VEVENT SUMMARY:Camilla Østergaard (University of Copenhagen) DTSTART:20210416T120000Z DTEND:20210416T130000Z DTSTAMP:20260422T225702Z UID:DidMat/9 DESCRIPTION:by Camilla Østergaard (University of Copenhagen) as part of U niversity of Copenhagen DidMat-seminar\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/DidMat/9/ END:VEVENT BEGIN:VEVENT SUMMARY:Mayu Aoki (Univeristy of Copenhagen) DTSTART:20210528T120000Z DTEND:20210528T130000Z DTSTAMP:20260422T225702Z UID:DidMat/10 DESCRIPTION:by Mayu Aoki (Univeristy of Copenhagen) as part of University of Copenhagen DidMat-seminar\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/DidMat/10/ END:VEVENT BEGIN:VEVENT SUMMARY:Britta Jessen (University of Copenhagen) DTSTART:20210625T120000Z DTEND:20210625T130000Z DTSTAMP:20260422T225702Z UID:DidMat/11 DESCRIPTION:Title: Inquiry\, innovation\, resources and dilemmas in mathematics education \nby Britta Jessen (University of Copenhagen) as part of University of Cop enhagen DidMat-seminar\n\n\nAbstract\nThroughout the last decade or more a n increasing emphasis has been put on inquiry\, applications\, innovation and broader uses of mathematics to be taught within mathematics education throughout the educational system. At the same time students have gained a ccess to a growing amount of resources\, varying in quality and nature. In this paper we analyse a case study of grade 10 students carrying out an ‘innovation project’ in mathematics\, where students have an inquiry a pproach to the problem they are posed and draw they on numbers of resource s using internet\, smart phones and computer algebra systems. In our analy sis we identify the questions and answers formulated by students and how t hese raise new dilemmas regarding inquiry\, innovation and resources in th e light of identifying what can students learn from solving the innovation problem and what does it require from the teacher to manage these process es?\n\nhttps://www.ind.ku.dk/begivenheder/2021/didmat-seminar-with-britta- jessen/\n LOCATION:https://researchseminars.org/talk/DidMat/11/ END:VEVENT BEGIN:VEVENT SUMMARY:Berta Barquero (University of Barcelona) DTSTART:20211028T130000Z DTEND:20211028T140000Z DTSTAMP:20260422T225702Z UID:DidMat/12 DESCRIPTION:Title: The ecological dimension in the research field of mathematical modelling\nby Berta Barquero (University of Barcelona) as part of University of C openhagen DidMat-seminar\n\n\nAbstract\nThis seminar focuses on the develo pment in the research field of mathematical modelling and how different in ternational theoretical frameworks address research problems related to th e teaching and learning of modelling. More concretely\, we focus on how so me of these frameworks consider the “epistemological”\, “economic” and “ecological” dimensions of research problems related to modelling . In particular\, the institutional perspective adopted by the Anthropolog ical Theory of the Didactic (ATD) place the ecological dimension at the co re. Analysing the set of conditions and constraints that allow or hinder s pecific modelling practices\, as normalised school practices\, becomes cri tical. We will detail the use of some specific tools of the ATD\, such as the use of the levels of didactic codeterminacy to identify and analyse th e ecology of modelling practices. This analysis will be illustrated throug h the implementation of several study and research paths (SRP)\, along the last decade\, which have been proposed to facilitate the dissemination of modelling at different school levels.\n\nReferences\n\nBarquero\, B.\, Bo sch\, M.\, & Gascón\, J. (2019). The unit of analysis in the formulation of research problems: the case of mathematical modelling at university lev el. Research in Mathematics Education\, 21(3)\, 314-330. https://doi.org/1 0.1080/14794802.2019.1624602\n\nBosch\, M. (2018). Study and Research Path s: A model for inquiry. ICM 2018 Proc. Int. Cong. Of Math. Rio de Janeiro \, Vol. 4 (pp. 4033–4054) https://eta.impa.br/dl/121.pdf\n\nhttps://www. ind.ku.dk/begivenheder/2021/barquero/\n LOCATION:https://researchseminars.org/talk/DidMat/12/ END:VEVENT BEGIN:VEVENT SUMMARY:Vegard Topphol (Norwegian Univeristy of Science and Technology) DTSTART:20211112T130000Z DTEND:20211112T140000Z DTSTAMP:20260422T225702Z UID:DidMat/13 DESCRIPTION:Title: First year students' strategies and resources for solving unfamiliar probl ems in integral calculus\nby Vegard Topphol (Norwegian Univeristy of S cience and Technology) as part of University of Copenhagen DidMat-seminar\ n\n\nAbstract\nThe transition from upper secondary education to higher edu catiom is one riddled with numerous challenges for the students. In mathem atics\, one of the challenges is the change in the type of tasks and the w ay these tasks are worded and presented to the students.\n\nIn this talk\, I will present my PhD study where I examine how students tackle unfamilia r tasks. In the study\, six individual first year calculus students are pr esented with mathematics tasks\, all with the common theme of integral cal culus\, ranging from relatively familiar to quite unfamiliar in form. The students were then observed as they individually attempted to solve these tasks.\n\nIn the analysis of the data\, the Anthropological Theory of Dida ctics (ATD) is used as the main theoretical framework. In addition\, a too l developed out of the Instrumental Approach\, as a result of the first pa per in this study\, is also used in structuring the data for the analysis. \n\nhttps://www.ind.ku.dk/begivenheder/2021/topphol/\n LOCATION:https://researchseminars.org/talk/DidMat/13/ END:VEVENT BEGIN:VEVENT SUMMARY:Britta Jessen (University of Copenhagen) DTSTART:20211217T130000Z DTEND:20211217T140000Z DTSTAMP:20260422T225702Z UID:DidMat/14 DESCRIPTION:Title: Inquiry\, innovation\, resources and dilemmas in mathematics education \nby Britta Jessen (University of Copenhagen) as part of University of Cop enhagen DidMat-seminar\n\n\nAbstract\nAbstract:\n\nThroughout the last dec ade or more an increasing emphasis has been put on inquiry\, applications\ , innovation and broader uses of mathematics to be taught within mathemati cs education throughout the educational system. At the same time students have gained access to a growing amount of resources\, varying in quality a nd nature. In this paper we analyse a case study of grade 10 students carr ying out an ‘innovation project’ in mathematics\, where students have an inquiry approach to the problem they are posed and draw they on numbers of resources using internet\, smart phones and computer algebra systems. In our analysis we identify the questions and answers formulated by studen ts and how these raise new dilemmas regarding inquiry\, innovation and res ources in the light of identifying what can students learn from solving th e innovation problem and what does it require from the teacher to manage t hese processes?\n\nhttps://www.ind.ku.dk/begivenheder/2021/didmat-seminar- with-britta-jessen/\n LOCATION:https://researchseminars.org/talk/DidMat/14/ END:VEVENT END:VCALENDAR