Lisbeth Lunde Frederiksen Abstract The present article concerns group mentoring combined with action learning as a way to counteract work related sickness and early retirement for´ high risk´ teachers. Focus has been on reflection and vitalization. The data shows that… Read More ›
TIGs
Mathematics Creativity in Elementary Teacher Training
Isabel Vale, Ana Barbosa Abstract Creativity plays an important role in mathematics learning, so teachers must provide students with appropriate learning opportunities. This means using tasks, in particular those with multiple solutions and/or multiple resolutions, that usually require creative thinking… Read More ›
Developing flexible-adaptive reasoning and computing: Pedro’s understanding of the task “Prawn skewers”
Joana Brocardo, Jean-Marie Kraemer, Fátima Mendes, Catarina Delgado Abstract The project ‘Numerical thinking and flexible calculation: critical issues’ aims to study students’ conceptual knowledge associated with the understanding of the different levels of learning numbers and operations. We follow the… Read More ›
A Creative Approach to Isometries Integrating Geogebra and Italc with ‘Paper And Pencil’ Environments
Artur Coelho, Isabel Cabrita Abstract Creativity is recognized nowadays as a basic skill. However, the educational system fails in promoting their development. On the other hand, a growing acknowledgement of the importance of geometry emerges. Conceptual renewal, namely on isometries,… Read More ›
Visualization in pattern generalization: Potential and Challenges
Visualization in pattern generalization: Potential and Challenges Ana Barbosa, Isabel Vale Abstract This study tries to understand how pre-service teachers, for basic education, solve problems involving the generalization of visual patterns, identifying: the strategies used; the difficulties presented; the role… Read More ›
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory?
Jörg Zabel, Harald Gropengiesser Abstract This paper focuses on the role of a so-called ‘narrative mode of thought’ (Bruner 1996) for meaning making in the science classroom. We present results from a study in lower secondary school (age 12-13 ys.),… Read More ›
Science teachers’ foreground for continued professional development
Peer S. Daugbjerg Abstract There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed… Read More ›
Learning in a science centre with a language deficit?
Mart Ottenheim, Charley Verhaar, Rosali Blom Abstract Science centres are visited by schools with children that have a good comprehension of Dutch and by schools with children that have a poor comprehension of Dutch. This study investigates the learning gain… Read More ›
ETEN Journal 