Deze cursus wordt gegeven in het voorjaar van 2019, Utrecht. Steeds van 15:00-18:00. Deelname is gratis. Met certificaat

Drie bijeenkomsten.

• Woensdag 20-03
• Donderdag 11-04
• Dinsdag 07-05
• Materialen MaSDiV voor in de klas

Met aandacht voor:

• Socio-scientific issues (duurzaam, groen, etc.)
• Culturele diversiteit
• Contextrijke lessen
• Onderzoekend leren

Inschrijven voor de cursus (gratis)

Deze cursus is gegeven binnen de lerarenopleiding (science en wiskunde) in het voorjaar van 2018 (4 bijeenkomsten van 2 uur).

• U-Talent cursus website ‘omgaan met verschillen’
• Materialen MaSDiV voor in de klas

Vier bijeenkomsten.

• Bijeenkomst 1
• Bijeenkomst 2
• Bijeenkomst 3
• Bijeenkomst 4

• 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

The aim of the policy measure is to support STEM teachers (in line with ET 2020 priorities) in ensuring basic skills for all learners and in promoting fundamental democratic values through intercultural learning, respecting diversity, engaging in critical thinking and exercise judgement (Paris declaration). To reach this aim we will set up regional, specialised mathematics & science professional development (PD) centres (or attach them to existing centres) which will provide this support to teachers. These PD centres will conceptualise and offer innovative professional development courses for science and mathematics in-service teachers addressing cultural diversity.

• 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

Voor het onderzoek zijn enkele onderzoeksinstrumenten ontwikkeld:

• Vragenlijst voor docenten (in pdf): Pre en Post.
• Vragenlijst voor leerlingen (pdf).

• Ascher, M. (1988). Graphs in Cultures: A Study in Ethnomathematics (PDF) HISTORIA MATHEMATICA, 15, 201-227
• 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 (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
• 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. and Wessel, L. (2013). Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention Mathematics Education Research Journal, 25, 435–456. 10.1007/s13394-013-0079-2
• 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
• Thijs, J. (2017). Student-teacher relationships and interethnic relations . In A. Rutland, D. Nesdale and C. Spears Brown (Eds.), Handbook of group processes in children and adolescents. Oxford: Wiley.
• 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
• Woolfolk, H. A. (2000). Culture and Diversity . In W. H. A. (Ed.), Educational psychology in teacher education (pp. 180-236). Edinburgh: Person Education Limited.