The R&D Community on Science and Mathematics Education aims to generate fruitful discussion between teacher educators and researchers interested in science and mathematics education. We learn from each other’s experience, become part of a network of colleagues extending throughout Europe and beyond, and we carry out research either individually, in small groups, or as a team.
Members have also participated or are participating in several projects.
TEACHER THINKING AND
In 1995, topic-specific subgroups were formed: one for mathematics, one for physics, one for chemistry and one for biology. The members of each subgroup also worked together on a common research project on preservice teacher thinking, which was using Shulman’s (1987) framework of content knowledge and pedagogical content knowledge.
In-between annual conferences, the groups communicated through emails or face-to-face meetings. Reports were presented 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.
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.. Work was carried out in-between and (in particular) during subsequent meetings, and a paper summarising the work was finalised after the 2007 conference. For more details, click here.
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.
REPRESENTATIONS OF RATIO BY SCIENCE AND MATHEMATICS
TEACHERS AND PROSPECTIVE TEACHERS
This project started at the 2011 conference. It initially dealt with prospective teachers. There were two central research question: the first asked what wete prospective teachers’ representations of ratio, and the second focused on how these representations were similar and different between primary, secondary mathematics, and secondary science prospective teachers. Papers were presented at the annual conferences of 2012 to 2015, while another contribution at the 2016 conference that may lead to further work in the area. For more details, click here.
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Trinity College Dublin
University of Minho