Project+research

Problem-solving as a basis for reform in curriculum and instruction: the case of Mathematics


 * (James Hiebert et al) in **//Learning, Learners and Assessment: Ed. Patricia Murphy, Open University, 1999 //

One important principle for reform is that students should be allowed to make the subject //problematic.//

This means allowing students to be problematic means allowing students to wonder why things are, to inquire, to search for solutions, and to resolve incongruities.

Such an approach to learning enables us as learners to make sense of the chaos, to sort out what is indispensable from what is optional.

Our central proposition is that //both curriculum and instruction should begin with problems, dilemmas and questions for students.//

Students should be allowed and encouraged to problematize what they study, to define problems that elicit their curiosities and sense-making skills.

The focus of the current study is on maths – but the principle is relevant for all school subjects.

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OPINION 2010:28 Department of Education 103 33 Stockholm The report SOU2010: Turning Point 28 Sweden (Reg. X2009/00) Summary We agree with the proposal's ambitions and the conclusions that it takes serious effort to raise interest in and recruitment to science education and careers. New perspectives to be considered

Section 8:3 In this section we would like to see a regional focus and anchor to strengthen the focus on the national resource which is hardly (only) alone can account for brain circulation if it is to have a real change in classrooms. The former regional organization consisting of länskolnämnder had a clear mandate and contact with businesses and thus the possibility to arrange local training from the region's needs. Today is also the exchange between municipalities and local colleges to better meet the needs for skills enhancement. NTA has also organized regionally to better coordinate education and networking locally. The regional organization varies so it is not clear what, or what bodies should be the recipient. To stimulate development in a certain direction is often done through targeted incentives, these funds go to the condition so that the interaction between the region's municipalities, other organizations and regional higher education institution is to optimize the intended development. A further reason for the regional level is to achieve synergies with other ongoing initiatives such as where the county administration is driving development in the context of regional development funds. We prefer that funds be invested in regional development in which different types of development centers can be developed as part of this effort, Section 8:4 The funds referred to develop collaboration with the local business community is a positive effort, however, we believe is too small. Within our project, we have seen a different approach of support for schools in England in the context of STEM, which is a regional organization that will support schools and businesses in contact with each other. The municipalities in Sweden which has momentum in this example Fagersta also has a staffing support which supports education and the business locally ..

This is an opinion from a new Comenius Regio project EUR-EMSET (2009-2011), where the city of Västerås with partners along with Gloucestershire in England meet and exchange on how schools, businesses, colleges, administrative units can help each other to raise interest in and results in Mathematics, Science and Technology.

For project, Conny Ström, Cooordinator City of Västerås and Ove Svensson Västmanland Municipalities and Regions (partner)




 * Answer to the motion by the City of Västerås concerning net-based NTA units**

The NTA Production and Service economic association (NTA PoS) shares the view of the City of Västerås, that it would be interesting to develop units including web-based resources. The examples concerning Space are the most obvious, but there are other areas where more or less web-based units should work. However, there are no plans for replacing satisfactorily functioning units, with laboratory work, with web-based variants. Prerequisites for the development of a web-based unit are that:
 * Teachers express a need for such and that
 * NTA Development is able to finance the production of such a unit.

NTA PoS shall, as a first step, investigate the need for a web-based unit. If the teachers clearly indicate that such a need exists, NTA Development will be charged with the task of seeking financing to make possible the development of such a unit. The distribution of an eventual web-based unit is a later question.

The Board proposes that the association meeting approve the following resolutions:
 * Proposal for resolution:**
 * That NTA PoS investigates the need for a web-based unit.
 * That, if teachers express the need for a web-based unit, NTA PoS give NTA Development the task of seeking financing for production of such a unit.

S-TEAM Project: Firing up Science Education (Participation by Mälardalen University, partner in the Comenius Regio Project)

Part B  A coordination and support action under FP7, SiS 2008, action 2.2.1.1 Innovative Methods in Science Education Annex 1 to Project Submission **Work Programme topics addressed: ** **Dissemination and use of inquiry-based methods on a ** Coordinating person: Professor Geir Karlsen, Norwegian University of Science and Technology , Trondheim, Norway Geir.karlsen@plu.ntnu.no
 * large scale in Europe. **


 * B1.1.1 Project objectives **

The three main objectives of the S-TEAM Project are:

♦ To improve motivation, learning and pupil attitudes in European science

education, resulting in

- increased scientific literacy and

- recruitment to science-based careers, by:

♦ Enabling large numbers of teachers to adopt inquiry-based and other proven

methods for more effective science teaching by:

♦ Supporting teachers by providing training in, and access to, innovative

methods and research-based knowledge.

S-TEAM Presentation for Sweden