Mathematics
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For the subject of mathematics, further training and cooperation are offered on the following didactic/scientific topics.
The topics are only briefly named so that the exact implementation of an offer can be coordinated on a school-specific basis.
Is a topic of interest to you? Please write to the relevant contact.
Mathematical modeling plays a central role in answering real, relevant questions. Based on a theoretical introduction, you will primarily learn how to model yourself in the workshop and also get to know concepts for didactic implementation in schools.
Contact:
Prof. Dr. Rita Borromeo Ferri, Head of the Department of Mathematics Education, focus on lower secondary level
Mail: borromeo[at]mathematik.uni-kassel[dot]de
Prof. Dr. Andreas Meister, Head of the Department of Analysis and Applied Mathematics
Background information on the use of explainer videos forms the basis of the first part of the training. The aim of the second part is to develop your own explanatory video as a creator. After the video challenge, there will be time for reflection on how to implement the video in schools.
Contact:
Prof. Dr. Rita Borromeo Ferri, Head of the Department of Mathematics Education, focus on lower secondary level
How much STEM is there in Leonardo da Vinci's bridges or in the Mona Lisa? Sure, a lot! Selected examples will be used to demonstrate theoretically and practically what interdisciplinary mathematics teaching can achieve and why colleagues should approach a topic from several perspectives.
Contact:
Prof. Dr. Rita Borromeo Ferri, Head of the Department of Mathematics Education, focus on lower secondary level
In the first part of the training course, theoretical foundations for diagnosis and support in mathematics lessons are laid. In the second part, the practical implementation of error-diagnostic interviews for mathematical content in secondary schools (FIMS) for use in schools will be developed and reflected upon.
Contact:
Prof. Dr. Rita Borromeo Ferri, Head of the Department of Didactics of Mathematics, focus on lower secondary level
Open learning opportunities in mathematics lessons encourage children to find their own solutions and thus enable diagnostics in the learning process. How the diagnostic potential of open learning opportunities can be assessed and which skills can be recorded with them will be discussed using specific learning opportunities.
Contact:
Prof. Dr. Elisabeth Rathgeb-Schnierer, Head of the Department of Didactics of Mathematics, focus on elementary school
Children with particular difficulties in learning mathematics are characterized by counting arithmetic. This can be supported by targeted activities to develop a sound understanding of numbers and operations and to explore strategic tools.
Contact:
Prof. Dr. Elisabeth Rathgeb-Schnierer, Head of the Department of Didactics of Mathematics, focus on elementary school
Recognizing and using number and task relationships is an important prerequisite for learning arithmetic and developing flexibility. How this can be created for children with different learning prerequisites is shown in the concept of number vision training.
Contact:
Prof. Dr. Elisabeth Rathgeb-Schnierer, Head of the Department of Didactics of Mathematics, focus on elementary school
Open learning opportunities imply natural differentiation and enable learning on a common subject at different levels of difficulty. Specific learning opportunities for arithmetic are used to show how they are implemented in lessons and what learning potential they open up.
Contact:
Prof. Dr. Elisabeth Rathgeb-Schnierer, Head of the Department of Didactics of Mathematics, focus on elementary school
Which mathematical skills are innate and are already evident in babies? How do they develop and what mathematical misconceptions are there in children and adults that are not so easy to correct?
Contact:
Prof. Dr. Miriam Ebersbach, Head of the Department of Developmental Psychology