1. TEACHER THINKING AND CONCEPTUAL CHANGE
This was an area of interest for the RDC especially from the 1990s. Starting in 1995, subject-specific subgroups were formed for mathematics, physics, chemistry and biology. The members of each subgroup worked together on a common (discipline specific) research project on preservice teacher thinking, using Shulman’s (1987) framework of content knowledge and pedagogical content knowledge. Between the annual conferences, the groups communicated with each other chiefly by email (which was novel at the time!), though some face-to-face meetings were held. Reports were given at the conferences, and papers were published in the European Journal of Teacher Education as well as in other journals and conference proceedings. For more details, click here.
This was an area of interest for the RDC especially from the 1990s. Starting in 1995, subject-specific subgroups were formed for mathematics, physics, chemistry and biology. The members of each subgroup worked together on a common (discipline specific) research project on preservice teacher thinking, using Shulman’s (1987) framework of content knowledge and pedagogical content knowledge. Between the annual conferences, the groups communicated with each other chiefly by email (which was novel at the time!), though some face-to-face meetings were held. Reports were given at the conferences, and papers were published in the European Journal of Teacher Education as well as in other journals and conference proceedings. For more details, click here.
2. PREPARING TO BE A SCIENCE OR MATHEMATICS TEACHER - A COMPARATIVE STUDY
After the 2004 conference, data collection started on a project intended to provide us with insights into each other’s teacher education courses by presenting the information in a standard format. Work was carried out between and (in particular) during subsequent meetings, and a paper summarising the work was finalised after the 2007 conference. For more details, click here.
After the 2004 conference, data collection started on a project intended to provide us with insights into each other’s teacher education courses by presenting the information in a standard format. Work was carried out between and (in particular) during subsequent meetings, and a paper summarising the work was finalised after the 2007 conference. For more details, click here.
3. THE PEDAGOGY OF CRITICAL THINKING IN MATHEMATICS AND SCIENCE
At the 2008 conference, the group started work on a project intended to address the role and pedagogy of critical thinking in teaching and learning K-16 mathematics and science. Individual papers were presented at the following annual conferences. For more details, click here.
At the 2008 conference, the group started work on a project intended to address the role and pedagogy of critical thinking in teaching and learning K-16 mathematics and science. Individual papers were presented at the following annual conferences. For more details, click here.
4. REPRESENTATIONS OF RATIO BY SCIENCE AND MATHEMATICS TEACHERS AND PROSPECTIVE TEACHERS
This project started at the 2011 conference, and initially dealt with prospective teachers. The original research questions were: (a) What are prospective teachers’ representations of ratio? and (b) How are these representations similar and different between primary, secondary mathematics, and secondary science prospective teachers? Papers were presented at the annual conferences from 2012 to 2017; some of the work followed the original format closely, while some took new approaches. For more details, click here.
This project started at the 2011 conference, and initially dealt with prospective teachers. The original research questions were: (a) What are prospective teachers’ representations of ratio? and (b) How are these representations similar and different between primary, secondary mathematics, and secondary science prospective teachers? Papers were presented at the annual conferences from 2012 to 2017; some of the work followed the original format closely, while some took new approaches. For more details, click here.
5. PROSPECTIVE TEACHERS' MEANINGS FOR AND REPRESENTATIONS OF FUNCTIONS
A project similar to the Ratio project, but addressing functions, has been under consideration for some time and was formally started at the 2018 conference. A first round of data collection took place in three countries - the Netherlands, Portugal and Ireland; in the USA, some data were gathered from faculty members in the USA. Initial findings from Portugal were displayed at the 2019 Winter Conference; a collaborative paper, and a paper on findings from Ireland, were presented at the 2019 Annual Conference. For more details, click here.
A project similar to the Ratio project, but addressing functions, has been under consideration for some time and was formally started at the 2018 conference. A first round of data collection took place in three countries - the Netherlands, Portugal and Ireland; in the USA, some data were gathered from faculty members in the USA. Initial findings from Portugal were displayed at the 2019 Winter Conference; a collaborative paper, and a paper on findings from Ireland, were presented at the 2019 Annual Conference. For more details, click here.
6. DESIGNING LOW THRESHOLD, HIGH CEILING TASKS THAT ENGAGE ALL STUDENTS IN PROBLEM SOLVING AND PROBLEM POSING IN STEM EDUCATION
The basic ideas for this project were formulated during the 2020/2021 Annual Conference (originally planned for summer 2020 in Warsaw, but taking place online a year later because of the COVID pandemic.). Following consultations with teachers, it appears that there is a pressing need to focus in particular on the assessment of skills developed through engagement in problem-solving and problem-posing tasks. Plans for initial work in the area are outlined here.
The basic ideas for this project were formulated during the 2020/2021 Annual Conference (originally planned for summer 2020 in Warsaw, but taking place online a year later because of the COVID pandemic.). Following consultations with teachers, it appears that there is a pressing need to focus in particular on the assessment of skills developed through engagement in problem-solving and problem-posing tasks. Plans for initial work in the area are outlined here.