Lerarenopleidingen Science en Wiskunde/Rekenen

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
(Culturele) diversiteit in wiskunde en beta-vakken onderbouw vo

Er zijn drie nascholingsmodules:

  • Rekening houden met verschillende prestatieniveaus
  • Gebruikmaken van betekenisvolle en relevante contexten
  • Rekening houden met culturele verschillen in de klas

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
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).
Deze cursus is gegeven binnen de lerarenopleiding (science en wiskunde) in het voorjaar van 2018 (3 bijeenkomsten van 4,5 uur).

Bijeenkomst 1

Bijeenkomst 2

Bijeenkomst 3

  • (2013). Reducing early school leaving: Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Brussels: European Committee.
  • (2015). Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training(ET2020). New priorities for European cooperation in education and training. Brussels: European Union.
  • (2015). The teaching profession in Europe. Practices, perceptions, and policies (PDF). Brussels: European Committee.
  • Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting engagement and focus in pedagogic task design (PDF) British Educational Research Journal, 32(1), 23-38. 10.1080/01411920500401971
  • Amaral, O., Garrison, L. and Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction Bilingual Research Journal, 26(2), 213–239
  • Applebaum, S., Barker, B. and Pinzino, D. (2006). Socioscientific issues as context for conceptual understanding of content, National Association for Research in Science Teaching. San Francisco, CA.
  • Ariza, M. R., Abril, A. M., Quesada, A. and García, F. J. (2014). Bridging inquiry based learning and science education on socio scientific issues: contributions to the parrise european project, INTED2014.
  • Armstrong, F. (2016). Inclusive education: School cultures, teaching and learning (PDF). In G. Richards and F. Armstrong (Eds.), Teaching and learning in diverse and inclusive classrooms. Key issues for new teachers (pp. 7–18). Abingdon, Oxon, New York, NY: Routledge.
  • Artigue, M. and Blomhøj, M. (2013). Conceptualising inquiry-based education in mathematics (PDF) ZDM International Journal on Mathematics Education, 45(6), 797-810
  • 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.
  • Askew, M., Brown, M., Rhodes, V., Johnsons, D. and Wiliam, D. (1997). Effective teachers of numeracy. London: Kings College.
  • Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice (PDF) Review of Research in Education, 19(1993), 3-49
  • Banks, J. A. and McGee Banks, C. A. (Eds.). (2004). Multicultural education: Issues and perspectives. Wiley.
  • Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense (PDF) Educational Studies in Mathematics, 31, 201-233. 10.1007/BF00143932
  • Barzel, B. and Selter, C. (2015). Die DZLM-Gestaltungsprinzipien für Fortbildungen Journal für Mathematik-Didaktik, 36(2), 259-284
  • Baumert, J. and Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss and M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project. Berlin: Springer.
  • Bennett, B. E., Bricklin, P. M., Harris, E., Knapp, S., Van de Creek, L. and Younggren, J. N. (2006). Assessing and Managing Risk in Psychological Practice: An Individualized Approach. Rockville MD: American Psychological Association Insurance Trust.
  • 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. (1988). Mathematics education in its cultural context Educational Studies in Mathematics, 19, 179-191
  • Bishop, A. J. (1991). Mathematical Enculturation. A Cultural Perspective on Mathematics Education (PDF). Dordrecht: Springer.
  • Blum, W. (1996). Anwendungsbezüge im Mathematikunterricht – Trends und Perspektiven. In Schriftenreihe Didaktik der Mathematik, Band 23, Trends und Perspektiven (pp. 15-38).
  • Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. B. Ferri and G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling: ICTMA14 (pp. 15-30). New York: Springer Science & Business Media.
  • Blum, W. and Leiss, D. (2005). Modellieren im Unterricht mit der “Tanken”-Aufgabe Mathematik lehren, 128, 18-21
  • 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
  • Burkhardt, H. (1981). The real world and mathematics. Glasgow: Birkhäuser.
  • Chinn, P. W. U. (2017). Why science education for diversity? Studies in Science Education, 53(1), 109-111. 10.1080/03057267.2016.1266813
  • Civil, M. (2002). Culture and Mathematics: A community approach Journal of Intercultural Studies, 23(2), 133-148
  • Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
  • Clarke, D. and Clarke, B. A. (2005). The Professional Education and Development of Teachers of Mathematics. Paper presented at the International Commission on Mathematical Instruction (ICMI) Study Conference, Aguas de Lindoia Sao Paulo Brazil, Michigan USA.
  • Clarke, D. and Hollingsworth, H. (2002). Elaborating a model of teacher professional growth Teaching and teacher education, 18(8), 947-967
  • Clarke, D. M. (1994). Ten key principles from research for the professional development of mathematics teachers. In D. B. Aichele and A. F. Coxfors (Eds.), Professional development for teachers of mathematics. Yearbook of the National Council of Teachers of Mathematics (pp. 37-47). Reston, VA: NCTM.
  • Clayton, M. J. (1997). Delphi: a technique to harness expert opinion for critical decision-making tasks in education Educational Psychology, 17(4), 373-386. 10.1080/0144341970170401
  • Cuevas, P., Lee, O., Hart, J. and Deaktor, R. (2005). Improving Science Inquiry with Elementary Students of Diverse Backgrounds Journal of Research in Science Teaching, 42(3), 337-357
  • D’Ambrosio. (2001). Etnomatemática: Elo entre as tradições e a modernidade. Belo horizonte, MG: Autentica.
  • 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
  • Deci, E. L. and Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Denscomb, M. (2008). Communities of practice. A research paradigm for mixed methods approach Journal of Mixed Methods Research, 2(3), 270-283. 10.1177/1558689808316807
  • Dorier, J. and Maass, K. (2012). Inquiry-based mathematics education (PDF). Dordrecht: Springer.
  • Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez and R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum.
  • Feitsma, J. (2017). Etnomatemáticas in Colombia Euclides, 92(7), 29-30
  • 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
  • Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics Mathematical Thinking and Learning, 1(2), 155-177
  • 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
  • Lemke, J. (2001). Articulating Communities: Sociocultural perspectives on science education Journal of research in science teaching, 38(3), 296-316
  • 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
  • Lynch, S., Kuipers, J., Pyke, C. and Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant Journal of Research in Science Teaching, 42, 921-946
  • Maass, K. (2011). How can teachers’ beliefs affect their professional development? ZDM, 43(4), 573-586
  • Maass, K., Doorman, L. M., Jonker, V. and Wijers, M. (2019). Promoting active citizenship in mathematics teaching (PDF) ZDM, 51(6), 1-13. 10.1007/s11858-019-01048-6
  • 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
  • Minner, D. D., Levy, A. J. and Century, J. (2010). Inquiry-Based Science Instruction — What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. (PDF) Journal of Research in Science Teaching, 47(4), 474-496
  • Mol, A., Doorman, L. M., Jonker, V. H. and Wijers, M. M. (2019). Omgaan met verschillen in de klas (PDF) Euclides, 94(6), 4-7
  • 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.
  • Orey, D. C. (2004). The algorithm collection project (ACP): The ethnomathematics of basic number sense acquisition across cultures (PDF) In Mariotti (Ed.), Third Conference of the European Society for Research in Mathematics Education.
  • Osborne, J. and Dillon, J. (2008). Science education in Europe: Critical reflections: A report to the Nuffield Foundation (PDF). London: Nuffield Foundation.
  • 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.
  • 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.
  • Scott, D. and Friesen, S. (2013). Inquiry-Based Learning: A Review of the Research Literature
  • 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
  • Sorge, S. (2020). Report on the evaluation of the project Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values (MaSDiV) (PDF). Freiburg: Pädagogische Hochschule Freiburg, International Centre for STEM Education (ICSE). .
  • Steen, L. A. (Ed.). (2001). Mathematics and Democracy. The case for quantative literacy (PDF). NCED (National Council on Education and the disciplines).
  • 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 Akker, J., Gravemeijer, K., McKenney, S. and Nieveen, N. (2006). Educational design research (an introduction) (PDF). In J. Van den Akker, K. Gravemeijer, S. McKenney and N. Nieveen (Eds.), Educational design research (pp. 3-7). London: Routledge.
  • 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
  • Wilson, C., Taylor, J., Kowalski, S. and Carlson, J. (2010). The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students’ Knowledge, Reasoning, and Argumentation Journal of Research in Science teaching, 47(3), 276-301
  • Woolfolk, H. A. (2000). Culture and Diversity. In W. H. A. (Ed.), Educational psychology in teacher education (pp. 180-236). Edinburgh: Person Education Limited.

ELWIeR en Ecent als één STEM