Paper Presentation 1
room KA 211
Cognitive, affective, competential and didactic analysis of the development of STEM projects in the primary education teacher training stage
Martinez-Borreguero, Guadalupe, University of Extremadura, Badajoz, Spain
Naranjo-Correa, Francisco Luis, University of Extremadura, Badajoz, Spain
Mateos-Nuñez, Milagros, University of Extremadura, Badajoz, Spain
Several studies suggest that primary school teachers should strengthen their STEM competencies, their levels of teacher self-efficacy, and the affective domain they manifest toward these areas. In this research, didactic projects were developed and implemented with a sample of 142 teachers in training to contribute to an improvement in STEM education from the first school stages. This group will be in charge of promoting the acquisition of these skills in future students, being able to promote STEM vocations, which are so necessary as numerous reports warn. The main objective was to analyze the evolution of the cognitive, affective, competential and didactic domain during the development of STEM projects. Several questionnaires were designed as pre-test and post-test instruments to measure the evolution of the variables under study after the implementation of the projects. The descriptive and inferential statistical analysis reveals an improvement in the initial development of the teacher in training from the emotional, competential, cognitive and didactic perspectives. It is concluded that the integration of STEM projects enhances the scientific and technological literacy of students, thus avoiding the attitudinal decline towards these subjects and mitigating the lack of STEM vocations from the first school stages.
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Paper Presentation 2
room KA 211
PD for Language-Responsive Mathematics – What teachers need to learn to implement a language-responsive learning trajectory on proportionality
Lena, Wessel, University of Education, Freiburg, Germany
Epke, Patricia, University of Education, Freiburg, Germany | Technical University Dortmund, Dortmund, Germany
We report on PD activities from the Erasmus+ project LaMaVoc, in which language-responsive teaching material and corresponding PD material for realizing language-responsive mathematics in vocational contexts and vocational classes is developed in a design research approach. We pursue the questions 1) How do teachers adapt language-responsive teaching designs and material for teaching proportionality in vocational contexts? and 2) What do teachers need to know in order to demand and support language in classroom discourse on understanding proportionality? in a research and practice based presentation.
