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Prior Projects

MaSDiV (2017 – 2020) (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) was a Erasmus+ funded project that aimed to support maths and science teachers in accommodating cultural, socioeconomic and performance related diversity in their classrooms. Central to this project was the inclusion of the social and intercultural dimensions in maths and science classes. Teachers were equipped to foster students’ understanding of fundamental values of our society through maths and science lessons.

The MaSDiV Professional Development course, which was developed during the project, includes innovative teaching approaches and links inquiry-based learning with the influence of culture and fundamental values. The course creates inclusive class environments and helps to enhance the achievement levels of all students. By applying these approaches, teachers actively support their students in the process of becoming well-informed and critically-reflected citizens.

The MaSDiV project received funding from Erasmus+ Key Action 3 (Initiatives for policy innovation – European policy experimentations in the fields of Education, Training and Youth led by high-level public authorities, Priority ‘Promoting fundamental values through Education and Training addressing diversity in the learning environment’) and was coordinated by the International Centre for STEM Education (ICSE) at the University of Education in Freiburg, Germany.

The project consortium consisted of 13 institutions. It was comprised of university-ministry tandems in six countries.

  • University of Education Freiburg, Germany (Project Coordinator)
  • Ministry for Education, Youth and Sports Baden-Wuerttemberg, Germany
  • University of Nicosia, Cyprus
  • Ministry of Education and Culture, Cyprus
  • University of Jaen, Spain
  • Ministry of Education and Vocational Training, Spain
  • University of Malta, Malta
  • Ministry of Education and Employment, Malta
  • Utrecht University, Netherlands
  • Ministry of Education, Culture and Science, Netherlands
  • Hacettepe University, Turkey
  • Turkish Ministry of National Education, Turkey
  • IPN – Leibniz Institute for Science and Mathematics Education at Kiel University, Germany (evaluation institution)

IncluSMe (2016-2019) (Intercultural learning in mathematics and science education) is an Erasmus+ project focusing on intercultural learning in mathematics and science initial teacher education. IncluSMe offers a constructive contribution for tackling one of Europe’s greatest challenges: education for an increasing number of refugee and immigrant youth, to integrate them into European educational systems and to provide for stable, socially cohesive societies. The project aims to increase the quality of higher education curricula for prospective maths and science teachers by linking maths and science education with intercultural learning – and thereby strengthening students’ social, civic and intercultural competences.

Core to IncluSMe is the design and implementation of open access teaching modules on intercultural learning for prospective maths and science teachers.

With its mobility programmes for maths and science teacher trainees, like the international summer schools and events for multipliers, IncluSMe strengthens cross-border cooperation between universities and thereby facilitates intercultural learning experiences for students.

The InluSMe project has received funding from Erasmus+ KA2 (Key action for ‘Cooperation for Innovation and the Exchange of Good Practices’) and is coordinated by the International Centre for STEM Education (ICSE) at the University of Education in Freiburg, Germany.

The project unites 11 European universities that specialize on collegiate teacher training. Its partners feature experts in maths and science education, inclusion and diversity, mobility and intercultural learning.

STEM PD Net (2016-2019) is a European network for STEM professional development centres. This innovative Erasmus+ project promotes the exchange and collaboration between centres from across Europe. To ensure a successful exchange, a collection of selected and well-established STEM education materials is created and various manuals for practice are developed. Furthermore, STEM PD Net supports centres with their organisational development and with strengthening their position within the respective national contexts and within Europe.

Thereby, STEM PD Net makes a major contribution to an increase in quality and relevance of STEM teachers’ professional development. The project connects research and practice, while promoting a transnational exchange and mutual learning opportunities within the framework of a stable European network.

The European STEM Professional Development Centre Network stands behind the STEM PD Net. Since its establishment in 2014 the network has experienced a steady growth and currently encompasses 30 professional development centres from 12 European countries.

The project STEM PD Net has received funding from the Erasmus+ programme of the European Union (Key action 2 for ‘Cooperation for Innovation and the Exchange of Good Practices’). The International Centre for STEM Education (ICSE) at the University of Education in Freiburg, Germany, coordinates both, the network and the project STEM PD Net.

Mascil (2013-2016) was a FP7 project which was funded as part of the Science with and for Society programme. In mascil, 18 partners from 13 countries collaborated to develop classroom and PD materials. A major mascil innovation is connecting IBL in school with the world of work and thus, to make science more meaningful for young European students and motivate their interest in careers in related fields. mascil has won a Scientix award for materials and reached approximately 75.000 persons (e.g., teachers through professional training courses). A multi-level dissemination plan involved policy, research, industry and practice and led to major successes: amongst others the establishment of the conference series Educating-the-Educators and the foundation of the first European Network of STEM Professional Development Centres.

PRIMAS (2010-2013) is officially completed, but the work and impact of this successful project continues. In addition to its success story status and Scientix award for its dissemination guide, PRIMAS is being promoted as a best practice example in the Public Engagement Innovations catalogue. PRIMAS promotes inquiry-based learning approaches and has successfully implemented a multi-level and multi-stakeholder dissemination plan. During its project lifetime, PRIMAS reached over 7000 teachers in training activities.

The name PRIMAS stands for ‘Promoting inquiry-based learning (IBL) in mathematics and science across Europe’. IBL has the potential to raise students’ intrinsic interest in mathematics and science and it supports the attainment of important competencies like problem-solving skills or self-directed learning and exploring new knowledge areas.

Teachers are the key players in implementing IBL pedagogies in mathematics and science classrooms and in transforming the potential benefits of IBL into real effects. This is why PRIMAS predominately aimed to supports teachers by combining three elements: providing teaching materials along with professional development courses and a continuous support system within ‘communities of IBL-practice’. Each singular element provided benefits for the teachers, combined, however, they added the biggest benefit.

A close cooperation with national school authorities, teacher training providers, curriculum designers, etc. ensured that the best possible conditions were provided in every country. Furthermore, cooperation with parents and students was another dimension in the project´s support structures for teachers.

PRIMAS was funded under the EU´s 7th Framework Programme for Research, within the ‘Science in Society’ strand. The project ran in 12 European countries: Cyprus, Denmark, Germany (coordinating institution: University of Education Freiburg), Hungary, Malta, Netherlands, Norway, Romania, Slovakia, Spain, Switzerland and UK.

Compass (2009 – 2011) is an LLP project completed in 2011 which focused on the development of teaching materials combining STEM disciplines in an interdisciplinary way. Authentic real life problems engage students in inquiry combining different STEM subjects and show young people the relevance of the school subjects. Due to its distinguished impact, in 2016 COMPASS has been selected as a success story by European experts. We are proud that our innovative results and creative approaches are a source of inspiration for others. The project’s resources are available on the project’s website in multiple languages and can be obtained as a DVD or on USB.

Lema (2006 – 2009) is an LLP project completed in 2009, which developed professional development materials for mathematical modelling. The materials offer insight into what modelling is and offer guidance on how to select appropriate modelling tasks and teaching pedagogies, and on how to assess modelling activities. Its resources are available on the project’s website.

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