BEGIN:VCALENDAR
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CALSCALE:GREGORIAN
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BEGIN:VEVENT
SUMMARY:Professor Carl Winsløw (University of Copenhagen)
DTSTART:20200911T130000Z
DTEND:20200911T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/1
DESCRIPTION:Title: Professional and academic bases of university mathematics teaching f
or the 21st century\nby Professor Carl Winsløw (University of Copenha
gen) as part of University of Copenhagen DidMat-seminar\n\nLecture held in
Niels Bohr Building\, room 0H154.\n\nAbstract\nContext: This will be a re
hearsal of Carl's keynote address at the INDRUM conference to be held Sep
t. 12-19 in Tunisia (and cyberspace).\n\nAbstract: \n\nThe Didactics of Un
iversity Mathematics is at the same time similar to\, and different from\,
the Didactics of School Mathematics. The similarity comes from the kinds
of phenomena which are studied\, from innovative task design\, over the de
scriptive study of teaching episodes and curricula\, to institutional cond
itions and constraints – all pertaining to the teaching and learning of
mathematics. Here\, the Anthropological Theory of the Didactic (ATD) offer
s specific tools for a variety of purposes\, from the modelling of specifi
c mathematical practices and theories concerned\, to the interrelated leve
ls of didactic co-determination ranging from subjects to civilizations. At
the same time\, Universities offer particular conditions and constraints\
, such as the co-habitation of scientific research and teaching\, and the
simultaneous task of teaching mathematics to very diverse populations\, in
cluding (massively) students for whom mathematics is just a smaller part o
f their current university curriculum and their future professional aspira
tions\; moreover\, the teaching tasks range from filling in gaps in studen
ts’ pre-university learning of mathematics to the teaching of highly adv
anced subjects. University mathematics teaching thus represents a professi
on that involves and requires rather specific and specialized knowledge on
the part of the teacher. How are these needs currently attended to? How c
an the Didactics of University Mathematics interact with the preparation a
nd practice of teachers\, given current and future institutional condition
s and constraints? In particular\, how can teaching and research in Univer
sity Mathematics interact? In our talk\, we will attend to these questions
(naturally\, pertaining both to the present and the future of the profess
ion) based on ongoing and recent research done within the framework of ATD
.\n\nThe seminar can also be attended at Niels Bohr Building\, room 0H154\
, University of Copenhagen.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/1/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Dr. Berta Barquero (University of Barcelona)
DTSTART:20201009T070000Z
DTEND:20201009T080000Z
DTSTAMP:20260404T110915Z
UID:DidMat/2
DESCRIPTION:Title: Supporting the paradigm of questioning the world through teacher edu
cation\nby Dr. Berta Barquero (University of Barcelona) as part of Uni
versity of Copenhagen DidMat-seminar\n\n\nAbstract\nAbstract\nThis seminar
will reflect on how to adapt the professional development of teachers to
support the paradigm of questioning the world (Chevallard\, 2015). Within
the framework of the anthropological theory of the didactic\, we develop s
tudy and research paths for teacher education (SRP-TE)\, an inquiry-based
process combining practical and theoretical questioning of school mathemat
ics (Barquero\, Bosch\, & Romo\, 2018\; Barquero\, Florensa\, & Ruiz-Olarr
ía\, 2019).\n\nA particular case study of an SRP-TE with Secondary school
teachers will be discussed\, about the use of functional modelling and st
atistical thinking to approach a question about the sizing of T-shirts. Th
e results of these experiences shed light on the strategies and tools that
help teachers identify institutional conditions facilitating and constrai
nts hindering the implementation of inquiry-centered teaching and learning
.\n\nReferences:\nBarquero\, B.\, Bosch\, M.\, & Romo\, A. (2018). Mathema
tical modelling in teacher education: dealing with institutional constrain
ts. ZDM Mathematics Education\, 50(1-2)\, 31-43.\n\nBarquero\, B.\, Floren
sa\, I.\, & Ruiz-Olarría\, A. (2019). The education of school and univers
ity teachers within the paradigm of questioning the world. In M. Bosch et
al. (Eds.)\, Working with the Anthropological Theory of the Didactic in Ma
thematics Education: A Comprehensive Casebook (Chapter 12). London: Routl
edge.\n\nChevallard\, Y. (2015). Teaching Mathematics in Tomorrow’s Soci
ety: A Case for an Oncoming Counter Paradigm. In S.J. Cho (Ed.)\, The Proc
eedings of the 12th International Congress on Mathematical Education (pp.
173-187). Dordrecht: Springer.\n\nOnline participants:\n\nContact Carl (wi
nslow@ind.ku.dk) 2-3 days before\, to get the zoom link.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/2/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Prof. Hamid Chaachoua (University of Grenoble)
DTSTART:20201009T080000Z
DTEND:20201009T090000Z
DTSTAMP:20260404T110915Z
UID:DidMat/3
DESCRIPTION:Title: The scope of techniques: a fundamental concept for curriculum analys
is\nby Prof. Hamid Chaachoua (University of Grenoble) as part of Unive
rsity of Copenhagen DidMat-seminar\n\n\nAbstract\nIn the Anthropological T
heory of Didactics\, the notion of the scope of techniques was introduced
at the beginning in the praxeological model (Chevallard\, 1999) but little
used in research work. Based on this notion we introduce three types of s
cope (theoretical\, pragmatic and institutional) and the notion of competi
tion between techniques (Kaspary et al.\, 2020). \n\nWe will illustrate a
n example of exploitation of these notions to illustrate analysis of a cur
riculum but from a dynamic point of view. For us\, understanding the dynam
ics of a curriculum makes it possible to understand the difficulties and c
ertain errors in the practices of both students and teachers subject to th
is curriculum. For this\, we rely on a case study: the equations of the se
cond degree in France.\n\nReferences\n\nChevallard\, Y. (1999) L’analyse
des pratiques enseignantes en théorie anthropologique du didactique. Rec
herches en didactique de mathématiques\, 19 (2). Grenoble : La Pensée Sa
uvage. 221-265.\n\nKaspary\, D.\, Chaachoua\, H.\, Bessot\, A. (2020) Qu
’apporte la notion de portée d’une technique à l’étude de la dyna
mique praxéologique ? Annales de didactique et sciences cognitives. To ap
pear in no. 25.\n\nOnline participants:\n\nContact Carl (winslow@ind.ku.dk
) 2-3 days before\, to get the zoom link.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/3/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching
Materials\, University College Lillebælt and Didactics of technology\, U
ppsala University)
DTSTART:20201013T123000Z
DTEND:20201013T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/4
DESCRIPTION:Title: The relation between mathematics and programming/computational think
ing in Danish and Swedish compulsory schools\nby Bo Teglskov Kristense
n and Lennart Rolandsson (Center for Teaching Materials\, University Colle
ge Lillebælt and Didactics of technology\, Uppsala University) as part of
University of Copenhagen DidMat-seminar\n\n\nAbstract\nAs programming and
computational thinking (PCT) are finding their way into compulsory school
curricula across the world\, many countries choose to integrate PCT as a
subject matter in the mathematics curriculum. Although it is often highlig
hted that there are strong potential synergies between PCT and mathematics
education\, there are still few empirical examples of how these synergies
can be exploited in concrete mathematical activities. At this seminar\, t
wo speakers from Denmark and Sweden will give talks on how the two PCT is
envisioned to be integrated in the mathematics curriculum for compulsory s
chools in Denmark and Sweden\, what role the two topics play in relation t
o each other\, and what challenges the two countries currently are facing
regarding these matters.\n\nYou can participate online via Zoom: https://u
cph-ku.zoom.us/j/66271176163\n\nSpeakers\n\nBo Teglskov Kristensen\, Consu
ltant\, Center for Teaching Materials\, University College Lillebælt.\nBo
is involved in an ongoing\, national research and development project whe
re a new school subject entitled “Technology understanding” is being i
mplemented in 46 Danish schools. As part of this project\, Bo has been inv
olved in developing a supplement to the Danish mathematics curriculum that
addresses the new subject and in developing lessons that connect technolo
gy understanding and mathematics.\n\nLennart Rolandsson\, Senior Lecturer\
, Didactics of technology\, Uppsala University.\nLennart has done research
on programming teachers’ beliefs and intentions in relation to curricul
um and is currently involved in a research project concerning the relation
between algebraic thinking and computational thinking in Swedish compulso
ry school mathematics.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/4/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rongrong Huo (University of Copenhagen)
DTSTART:20201217T130000Z
DTEND:20201217T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/5
DESCRIPTION:Title: Mathematics Education in China\nby Rongrong Huo (University of C
openhagen) as part of University of Copenhagen DidMat-seminar\n\n\nAbstrac
t\nInternational surveys of mathematics achievement often show certain reg
ions of China in a top ranking position. Indeed\, in China\, Mathematics p
erformance in high school is related to whether students could enter a goo
d university. Based on my experience\, I will briefly introduce the curren
t situation of mathematics education in China from my perspective\, such a
s what should be taught in high school mathematics and why it is so import
ant. Here\, I will show some typical tasks that frequently appear in exams
. Finally\, I will take Jiangsu as an example to talk about the mathematic
s education I received in high school.\nhttps://www.ind.ku.dk/begivenheder
/2020/rongrong/\n\nLocation: Zoom-link: https://ucph-ku.zoom.us/j/62684695
319\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/5/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching
Materials\, University College Lillebælt and Didactics of technology\, U
ppsala University)
DTSTART:20201013T123000Z
DTEND:20201013T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/6
DESCRIPTION:Title: The relation between mathematics and programming/computational think
ing in Danish and Swedish compulsory schools\nby Bo Teglskov Kristense
n and Lennart Rolandsson (Center for Teaching Materials\, University Colle
ge Lillebælt and Didactics of technology\, Uppsala University) as part of
University of Copenhagen DidMat-seminar\n\nAbstract: TBA\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/6/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Bo Teglskov Kristensen and Lennart Rolandsson (Center for Teaching
Materials\, University College Lillebælt and Didactics of technology\, U
ppsala University)
DTSTART:20201113T133000Z
DTEND:20201113T150000Z
DTSTAMP:20260404T110915Z
UID:DidMat/7
DESCRIPTION:Title: The relation between mathematics and programming/computational think
ing in Danish and Swedish compulsory schools\nby Bo Teglskov Kristense
n and Lennart Rolandsson (Center for Teaching Materials\, University Colle
ge Lillebælt and Didactics of technology\, Uppsala University) as part of
University of Copenhagen DidMat-seminar\n\n\nAbstract\nAs programming and
computational thinking (PCT) are finding their way into compulsory school
curricula across the world\, many countries choose to integrate PCT as a
subject matter in the mathematics curriculum. Although it is often highlig
hted that there are strong potential synergies between PCT and mathematics
education\, there are still few empirical examples of how these synergies
can be exploited in concrete mathematical activities. At this seminar\, t
wo speakers from Denmark and Sweden will give talks on how the two PCT is
envisioned to be integrated in the mathematics curriculum for compulsory s
chools in Denmark and Sweden\, what role the two topics play in relation t
o each other\, and what challenges the two countries currently are facing
regarding these matters.\nLink for the page of the talk: https://www.ind.k
u.dk/begivenheder/2020/the-relation-between-mathematics-and-programmingcom
putational-thinking-in-danish-and-swedish-compulsory-schools/\n\nYou can p
articipate online via Zoom: https://ucph-ku.zoom.us/j/66271176163\n\nSpeak
ers\n\nBo Teglskov Kristensen\, Consultant\, Center for Teaching Materials
\, University College Lillebælt.\nBo is involved in an ongoing\, national
research and development project where a new school subject entitled “T
echnology understanding” is being implemented in 46 Danish schools. As p
art of this project\, Bo has been involved in developing a supplement to t
he Danish mathematics curriculum that addresses the new subject and in dev
eloping lessons that connect technology understanding and mathematics.\n\n
Lennart Rolandsson\, Senior Lecturer\, Didactics of technology\, Uppsala U
niversity.\nLennart has done research on programming teachers’ beliefs a
nd intentions in relation to curriculum and is currently involved in a res
earch project concerning the relation between algebraic thinking and compu
tational thinking in Swedish compulsory school mathematics.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/7/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Marianna Bosch & Yves Chevallard (Universitat Ramon Llull\, Spain
& Université d'Aix Marseille\, France)
DTSTART:20210325T141500Z
DTEND:20210325T154500Z
DTSTAMP:20260404T110915Z
UID:DidMat/8
DESCRIPTION:Title: What conditions for the transition between the paradigm of visiting
works and the one of questioning the world?\nby Marianna Bosch & Yves
Chevallard (Universitat Ramon Llull\, Spain & Université d'Aix Marseille\
, France) as part of University of Copenhagen DidMat-seminar\n\n\nAbstract
\nImplementing instructional proposals based on the paradigm of questionin
g the world faces many constraints related to old clauses of the didactic
contract that hinder new action scenarios. Many open questions appear in c
onnection to the questions that generate inquiry processes: Who raises the
m and why? What to do with the answers provided? Who is receiving them\, a
nd for what purpose? These questions bring out some notions of the theory
of didactic situations that we propose to examine from the perspective of
the ATD\, like the very one of situation or the one of adidacticity.\n\nMa
rianna Bosch will present some empirical investigations that originated th
is questioning to start a dialogue with Yves Chevallard at the ATD and TDS
borders.\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/8/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Camilla Østergaard (University of Copenhagen)
DTSTART:20210416T120000Z
DTEND:20210416T130000Z
DTSTAMP:20260404T110915Z
UID:DidMat/9
DESCRIPTION:by Camilla Østergaard (University of Copenhagen) as part of U
niversity of Copenhagen DidMat-seminar\n\nAbstract: TBA\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/9/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Mayu Aoki (Univeristy of Copenhagen)
DTSTART:20210528T120000Z
DTEND:20210528T130000Z
DTSTAMP:20260404T110915Z
UID:DidMat/10
DESCRIPTION:by Mayu Aoki (Univeristy of Copenhagen) as part of University
of Copenhagen DidMat-seminar\n\nAbstract: TBA\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/10/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Britta Jessen (University of Copenhagen)
DTSTART:20210625T120000Z
DTEND:20210625T130000Z
DTSTAMP:20260404T110915Z
UID:DidMat/11
DESCRIPTION:Title: Inquiry\, innovation\, resources and dilemmas in mathematics educat
ion\nby Britta Jessen (University of Copenhagen) as part of University
of Copenhagen DidMat-seminar\n\n\nAbstract\nThroughout the last decade or
more an increasing emphasis has been put on inquiry\, applications\, inno
vation and broader uses of mathematics to be taught within mathematics edu
cation throughout the educational system. At the same time students have g
ained access to a growing amount of resources\, varying in quality and nat
ure. In this paper we analyse a case study of grade 10 students carrying o
ut an ‘innovation project’ in mathematics\, where students have an inq
uiry approach to the problem they are posed and draw they on numbers of re
sources using internet\, smart phones and computer algebra systems. In our
analysis we identify the questions and answers formulated by students and
how these raise new dilemmas regarding inquiry\, innovation and resources
in the light of identifying what can students learn from solving the inno
vation problem and what does it require from the teacher to manage these p
rocesses?\n\nhttps://www.ind.ku.dk/begivenheder/2021/didmat-seminar-with-b
ritta-jessen/\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/11/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Berta Barquero (University of Barcelona)
DTSTART:20211028T130000Z
DTEND:20211028T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/12
DESCRIPTION:Title: The ecological dimension in the research field of mathematical mode
lling\nby Berta Barquero (University of Barcelona) as part of Universi
ty of Copenhagen DidMat-seminar\n\n\nAbstract\nThis seminar focuses on the
development in the research field of mathematical modelling and how diffe
rent international theoretical frameworks address research problems relate
d to the teaching and learning of modelling. More concretely\, we focus on
how some of these frameworks consider the “epistemological”\, “econ
omic” and “ecological” dimensions of research problems related to mo
delling. In particular\, the institutional perspective adopted by the Anth
ropological Theory of the Didactic (ATD) place the ecological dimension at
the core. Analysing the set of conditions and constraints that allow or h
inder specific modelling practices\, as normalised school practices\, beco
mes critical. We will detail the use of some specific tools of the ATD\, s
uch as the use of the levels of didactic codeterminacy to identify and ana
lyse the ecology of modelling practices. This analysis will be illustrated
through the implementation of several study and research paths (SRP)\, al
ong the last decade\, which have been proposed to facilitate the dissemina
tion of modelling at different school levels.\n\nReferences\n\nBarquero\,
B.\, Bosch\, M.\, & Gascón\, J. (2019). The unit of analysis in the formu
lation of research problems: the case of mathematical modelling at univers
ity level. Research in Mathematics Education\, 21(3)\, 314-330. https://do
i.org/10.1080/14794802.2019.1624602\n\nBosch\, M. (2018). Study and Resear
ch Paths: A model for inquiry. ICM 2018 Proc. Int. Cong. Of Math. Rio de
Janeiro\, Vol. 4 (pp. 4033–4054) https://eta.impa.br/dl/121.pdf\n\nhttps
://www.ind.ku.dk/begivenheder/2021/barquero/\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/12/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Vegard Topphol (Norwegian Univeristy of Science and Technology)
DTSTART:20211112T130000Z
DTEND:20211112T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/13
DESCRIPTION:Title: First year students' strategies and resources for solving unfamilia
r problems in integral calculus\nby Vegard Topphol (Norwegian Univeris
ty of Science and Technology) as part of University of Copenhagen DidMat-s
eminar\n\n\nAbstract\nThe transition from upper secondary education to hig
her educatiom is one riddled with numerous challenges for the students. In
mathematics\, one of the challenges is the change in the type of tasks an
d the way these tasks are worded and presented to the students.\n\nIn this
talk\, I will present my PhD study where I examine how students tackle un
familiar tasks. In the study\, six individual first year calculus students
are presented with mathematics tasks\, all with the common theme of integ
ral calculus\, ranging from relatively familiar to quite unfamiliar in for
m. The students were then observed as they individually attempted to solve
these tasks.\n\nIn the analysis of the data\, the Anthropological Theory
of Didactics (ATD) is used as the main theoretical framework. In addition\
, a tool developed out of the Instrumental Approach\, as a result of the f
irst paper in this study\, is also used in structuring the data for the an
alysis.\n\nhttps://www.ind.ku.dk/begivenheder/2021/topphol/\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/13/
END:VEVENT
BEGIN:VEVENT
SUMMARY:Britta Jessen (University of Copenhagen)
DTSTART:20211217T130000Z
DTEND:20211217T140000Z
DTSTAMP:20260404T110915Z
UID:DidMat/14
DESCRIPTION:Title: Inquiry\, innovation\, resources and dilemmas in mathematics educat
ion\nby Britta Jessen (University of Copenhagen) as part of University
of Copenhagen DidMat-seminar\n\n\nAbstract\nAbstract:\n\nThroughout the l
ast decade or more an increasing emphasis has been put on inquiry\, applic
ations\, innovation and broader uses of mathematics to be taught within ma
thematics education throughout the educational system. At the same time st
udents have gained access to a growing amount of resources\, varying in qu
ality and nature. In this paper we analyse a case study of grade 10 studen
ts carrying out an ‘innovation project’ in mathematics\, where student
s have an inquiry approach to the problem they are posed and draw they on
numbers of resources using internet\, smart phones and computer algebra sy
stems. In our analysis we identify the questions and answers formulated by
students and how these raise new dilemmas regarding inquiry\, innovation
and resources in the light of identifying what can students learn from sol
ving the innovation problem and what does it require from the teacher to m
anage these processes?\n\nhttps://www.ind.ku.dk/begivenheder/2021/didmat-s
eminar-with-britta-jessen/\n
LOCATION:https://stable.researchseminars.org/talk/DidMat/14/
END:VEVENT
END:VCALENDAR