MaSDiV – Omgaan met diversiteit in de bèta-vakken
![]() MaSDiV final report (2019). |
Een Erasmus+ project met concrete nascholing Engelse titel : Supporting mathematics and science teachers in addressing diversity and promoting fundamental values |
Op 1 juni 2017 is het project MaSDiV van start gegaan tijdens de eerste consortium-meeting in Freiburg (Duitsland). Bijzonder aan dit project is de samenwerking tussen onderzoeksinstellingen (universiteiten/hogescholen) en beleids-makers/ondersteuners (ministeries).
- Engelse titel: Supporting mathematics and science teachers in addressing diversity and promoting fundamental values
- Ingediend op 13-4-2016, goedgekeurd in najaar 2016. Looptijd 1-2-2017 tot 1-2-2020
- Erasmus+ Programme, Key Action 3: support for policy reform — initiatives for policy innovation, European policy experimentations in the fields of education, training and youth led by high-level
2015/C 415/08
- Duitsland, Hogeschool Freiburg (penvoerder) en IPN Kiel (en ministerie van onderwijs van Baden Württemberg)
- Malta, Universiteit (en ministerie van onderwijs)
- Nederland, Universiteit Utrecht
- Spanje, Universiteit van Jaén (en ministerie van onderwijs)
- Turkije, Universiteit van Hacettepe (en ministerie van onderwijs)
Daarnaast is er een ‘International Impact Board’ met daarin nog de landen: Frankrijk, Litouwen, Noorwegen, Oostenrijk, Slowakije, Tsjechië
Bijeenkomst 1
- Powerpoint
- Handout
- Module 1 (English)
Bijeenkomst 2
- Powerpoint
- Handout
- Module 2 (English)
Bijeenkomst 3
- Powerpoint 3A
- Handout 3A
- Powerpoint 3B
- Handout 3B
- Module 3 (English)
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- Ascher, M. (1991). Ethnomathematics. A Multicultural View of Mathematical Ideas (PDF). Belmont, California: Wadsworth, Inc.
- Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice (PDF) Review of Research in Education, 19(1993), 3-49
- Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense (PDF) Educational Studies in Mathematics, 31, 201-233. 10.1007/BF00143932
- Bennett, J., Lubben, F. and Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching (PDF) Science Education, 91, 347 – 370. 10.1002/sce.20186
- Bishop, A. J. (1991). Mathematical Enculturation. A Cultural Perspective on Mathematics Education (PDF). Dordrecht: Springer.
- Booth, T. and Ainscrow, M. (2002). Index for inclusion – developing learning and participation (PDF). Bristol: Centre for Studies on Inclusive Education (CSIE).
- Brown, P. L. (2007). Cultural Diversity in the Science Classroom (PDF) Science and Children, Summer 2007, 60-61
- De Jong, E. M., Jellesma, F. C., Koomen, H. M. and De Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands (PDF) Frontiers in psychology, 7. 10.3389/fpsyg.2016.00691
- Geerlings, J., Thijs, J. and Verkuyten, M. (2017). Student-teacher relationships and ethnic outgroup attitudes among majority students Journal of Applied Developmental Psychology, 52(69–79). 10.1016/j.appdev.2017.07.002
- Gilbert, J. (2006). On the nature of ‘context’ in chemical education (PDF) International Journal of Science Education, 28(9), 957-976
- Hazelkorn, E. (2015). Science education for Responsible Citizenship (PDF) (pp. 88). Brussels: European Commission.
- Jussim, L. and Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies Personality and social psychology review, 9(2), 131-155
- Ladson-Billings, G. J. (1999). Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective Review of Research in Education, 24, 211-247
- Leonard, J., Moore, C. M. and Brooks, W. (2013). Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools The Urban Review, September 2013. 10.1007/s11256-013-0264-3
- Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project Anthropology and Education Quarterly, 36(4), 367–385
- Matthijsse, W. (1996). Materiaalontwikkeling Procenten Volwasseneneducatie (PDF) Panama-Post. Tijdschrift voor nascholing en onderzoek van het reken-wiskundeonderwijs, 14(3), 12-19
- Milner, H. R. and Smithney, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity Teaching Education, 14(3), 293-305. 10.1080/1047621032000135195
- Nijboer, Y. L. (2011). The Ethnic Identity and Inter-Ethnic Relations of Primary and Secondary School Students in the Former Yugoslav Republic of Macedonia. A quantitative study & network analysis (pp. 34). Utrecht: Utrecht University.
- Ottevanger, W., Oorschot, F., Spek, W., Boerwinkel, D. J., Eijkelhof, H., De Vries, M., Van der Hoeven, M. and Kuiper, W. (2014). Kennisbasis science onderbouw (PDF) (pp. 176). Enschede: SLO/UU.
- Prediger, S., Clarkson, P. and Bose, A. (2012). A way forward for teaching in multilingual contexts: purposefully relating multi lingual registers. In (PDF). Paper presented at the ICME 12, Seoul, Korea.
- Revina, S. (2017). Influence of Culture on the Adaptation of Realistic Mathematics Education in Indonesia (PDF) (pp. 274). Hong Kong: University of Hong Kong.
- Sieckelinck, S., Kaulingfreks, F. and De Winter, M. (2015). Neither villains nor victims: towards an educational perspective on radicalisation British Journal of Educational Studies, 63(3), 329-343. 10.1080/00071005.2015.1076566
- Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M. and Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap (PDF) American Educational Research Journal, 47(2), 497-527. 10.3102/0002831209353594
- Van den Bogaart, D. A. (2017). Wortels van de wiskunde Euclides, 92(5), 11-12
- Van San, M., Sieckelinck, S. and Se Winter, M. (2013). Ideals adrift: An educational approach to radicalization Ethics and Education, 8(3), 276-289. 10.1080/17449642.2013.878100