Stichting Kenniscentrum Pro Work
‘‘Together it works’’
Stichting Kenniscentrum
Pro Work
‘‘Together it works’’
‘‘Together it works’’
RESULTS:
A system for collecting statistical analyses to draw the evolution of mathematics learning in schools at levels EQF 1, 2 and 3. A taxonomy of mathematics knowledge will be developed to categorise the 24 questionnaires developed in all project languages to conduct the baseline tests (BLT) questionnaires developed in all project languages to categorise questionnaires developed in all project languages to conduct the baseline tests (BLT). The technical environment to perform the BLT is Moodle.
Perform the statistical analysis of the "big data". This means collecting the data by conducting BLTs; organising the results to analyse them; and creating reports to show the results and conclusions, and aggregated results showing national and European results Creating a repository with maths resources categorised using the developed taxonomy. There are two types of open learning resources. 600 resources available on the Internet, and 30 interactive resources developed by the project in HTML5 and SCORM format with Storyline 360. The areas of resources to be included come from the results of the BLTs. With regard to the pedagogical strategy for teaching mathematics, and fully related to teachers, the project creates a guidance system to select resources (from the repository) to use with their students, depending on the results of the BLTs with regard to their levels and with the areas in which they need to work deeper. They will also be given an e-training programme to learn what active methodologies they can use to teach mathematics.
Finally, there will be an e-learning platform for the project that will be used by all other results and where all those results will be available with a Creative Commons licence for use during and after the project ends.
To provide teachers with a statistical data tool to automate student progress measurement of mathematics, reducing time spent on administration and transferring empirical test data to teaching.
To increase levels of digital literacy in schools by making students self-sufficient in their use of technology and less dependent on formal retraining every time there is a change in the technological ecosystem.
Develop a strategy to support Open Education Resources, including free service is based on a sustainable business model that is self-sustaining.
To collect empirical evidence of what children know and can do in mathematics to provide feedback and develop curriculum based on direct evidence.
To provide a learning resource with best practices in mathematics education, including schemes of work, lesson plans and other resources.
The project partners are from ES, NL, BE, CY, IE. They mainly represent institutes and two universities. They have a wealth of technical and pedagogical expertise and share a common enthusiasm for practical methods to reduce costs and improve efficiency through the use of free software, OERs and free services supported by a contemporary "freemium" business model
The IMAS (improving mathematical performance in schools) project is based on the researched, tested technologies and pedagogical models of previous successful EU co-funded projects (such as MAPLE and Science4Fun) and to modern business development models to provide long-term sustainable Open Educational Resources (OER) at nationally and internationally accredited qualifications in mathematics at levels 1, 2 and 3 of the European Qualifications Framework.
OBJECTIVES:
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IMAS
YEAR:
2019 - 2022
Providing teachers with a data tool to automate maths progress measurements of students.
Lead:
Jaitek Tecnology,
(ES)
Universiteit van Malaga,
(ES)
Artevelde Hogeschool,
(BE)
Centre for advancement of research and development in educational technology, LTD,
(CY)
Future in perspective LTD,
(IR)
Stichting Kenniscentrum Pro Work
(NL)
PARTNERS:
A system for collecting statistical analyses to draw the evolution of mathematics learning in schools at levels EQF 1, 2 and 3. A taxonomy of mathematics knowledge will be developed to categorise the 24 questionnaires developed in all project languages to conduct the baseline tests (BLT) questionnaires developed in all project languages to categorise questionnaires developed in all project languages to conduct the baseline tests (BLT). The technical environment to perform the BLT is Moodle.
Perform the statistical analysis of the "big data". This means collecting the data by conducting BLTs; organising the results to analyse them; and creating reports to show the results and conclusions, and aggregated results showing national and European results Creating a repository with maths resources categorised using the developed taxonomy. There are two types of open learning resources. 600 resources available on the Internet, and 30 interactive resources developed by the project in HTML5 and SCORM format with Storyline 360. The areas of resources to be included come from the results of the BLTs. With regard to the pedagogical strategy for teaching mathematics, and fully related to teachers, the project creates a guidance system to select resources (from the repository) to use with their students, depending on the results of the BLTs with regard to their levels and with the areas in which they need to work deeper. They will also be given an e-training programme to learn what active methodologies they can use to teach mathematics.
Finally, there will be an e-learning platform for the project that will be used by all other results and where all those results will be available with a Creative Commons licence for use during and after the project ends.
RESULTS:
OBJECTIVES:
To provide teachers with a statistical data tool to automate student progress measurement of mathematics, reducing time spent on administration and transferring empirical test data to teaching.
To increase levels of digital literacy in schools by making students self-sufficient in their use of technology and less dependent on formal retraining every time there is a change in the technological ecosystem.
Develop a strategy to support Open Education Resources, including free service is based on a sustainable business model that is self-sustaining.
To collect empirical evidence of what children know and can do in mathematics to provide feedback and develop curriculum based on direct evidence.
To provide a learning resource with best practices in mathematics education, including schemes of work, lesson plans and other resources.
The project partners are from ES, NL, BE, CY, IE. They mainly represent institutes and two universities. They have a wealth of technical and pedagogical expertise and share a common enthusiasm for practical methods to reduce costs and improve efficiency through the use of free software, OERs and free services supported by a contemporary "freemium" business model
The IMAS (improving mathematical performance in schools) project is based on the researched, tested technologies and pedagogical models of previous successful EU co-funded projects (such as MAPLE and Science4Fun) and to modern business development models to provide long-term sustainable Open Educational Resources (OER) at nationally and internationally accredited qualifications in mathematics at levels 1, 2 and 3 of the European Qualifications Framework.
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PARTNERS:
Lead:
Jaitek Tecnology,
(ES)
Universiteit van Malaga,
(ES)
Artevelde Hogeschool,
(BE)
Centre for advancement of research and development in educational technology, LTD,
(CY)
Future in perspective LTD,
(IR)
Stichting Kenniscentrum Pro Work
(NL)
Providing teachers with a data tool to automate maths progress measurements of students.
YEAR:
2019 - 2022
