presentation Webinar for the Math 2.0 Alumni Group 22.11.2017

2. DO YOU REMEMBER?
https://www.ted.com/talks/dan_meyer_math_curriculum_makeover
Think at exercises and problems
your students have to solve during
your math lessons. Are they
challenging?
Go to www.menti.com and use the
code 966638

3. WHAT ARE CHALLENGING
MATH PROBLEMS?
• HOW WOULD YOU DESCRIBE THEM IN 3 WORDS?
• GO TO WWW.MENTI.COM AND USE THE CODE 314481

4. OUR EXPERIENCE – MATH RESEARCH WORKSHOP
https://youtu.be/GyzEyvTLd68

5. OUR EXPERIENCE – MATH RESEARCH WORKSHOP
2013–2014
bilateral partnership
2014–2016
Erasmus+ strategic partnership
“Learning math and languages through
research and cooperation – MatLan”
(2014-1-RO01-KA201-002699)
2016–2017
Etwinning project “Doing Math as
Researchers Do It – MatReLan”
2017–2020
Erasmus+ strategic partnership “Maths &
Languages – M&L” (2017-1-FR01-KA201-
037137)

6. A MATH RESEARCH WORKSHOP – HOW TO
STAGES
• MATH RESEARCH TOPICS ARE LAUNCHED BY PROFESSIONAL RESEARCHERS AFTER BEING DISCUSSED WITH
THE TEACHERS;
• STUDENTS GET A MATH RESEARCH TOPIC BY CHOOSING WHAT THEY WANT TO WORK ON;
• STUDENTS WORK IN GROUPS FOR DOING THE RESEARCH; TEACHERS AND PROFESSIONAL RESEARCHERS
FACILITATE STUDENT RESEARCH;
• STUDENTS SHARE THEIR RESEARCH RESULTS IN DIFFERENT SCIENTIFIC EVENTS;
• STUDENTS WRITE AND PUBLISH A SCIENTIFIC ARTICLE ABOUT THEIR RESEARCH FINDINGS.

7. STAGE 1 - LAUNCHING THE MATH RESEARCH
TOPICS
https://youtu.be/BH5pn1OdCJU

8. EXAMPLES OF RESEARCH TOPICS
ROOM MONITORING
WE MUST PLACE A MINIMUMOF MOTION
SENSORS IN A BUILDING KNOWING THAT A
SENSOR REACTS IF A PERSON IS IN THE ROOM
WHERE THE SENSOR IS OR IN A NEARBY ROOM.
THE ACTIVATION OF THE SENSORS SHOULD
HELP TO PINPOINT IN WHAT BUILDING ROOM
THE INTRUDER IS.
THE GAME OF HEX
HEX IS A BOARD GAME PLAYED ON A DIAMOND
GRID WITH HEXAGONAL CELLS. THERE ARE
TWO PLAYERS: A BLUE ONE AND A RED ONE.
PLAYERS TAKE TURNS PLACING A STONE OF
THEIR COLOUR ON A SINGLE CELL. THE GOAL OF
THE GAME, FOR THE ‘RED PLAYER’, IS TO FORM
A CONNECTED PATH OF RED STONES LINKING
THE OPPOSING SIDES OF THE BOARD MARKED
WITH RED, AND VICE VERSA FOR THE BLUE
PLAYER. DEVELOP A WINNING STRATEGY.
THE VAULTS
WE HAVE STONES OF POLYGONAL SHAPES
(EXCEPT RECTANGLE) AND WE HAVE TO BUILD
A VAULT BETWEEN TWO PILLARS. A STONE IS
IN EQUILIBRIUMIF THE PERPENDICULAR
BISECTORS OF THE CONTACT SURFACES AND
THE VERTICAL LINE PASSING THROUGH THE
CENTRE OF GRAVITY OF THE STONE ARE
CONCURRENT. TO FIGURE OUT HOW TO BUILD
SUCH A VAULT, STUDY ITS SHAPE.

9. STAGE 2 - GETTING A MATH RESEARCH TOPIC
1
Students choose the research topic
they want to work on during the school
year.
2
Two, three or four students who choose
the same research topic will form a
research group and they will work
together.
3
If five students choose to work on the
same research topic, we recommend to
form two research groups (one of 2
students, the other of three students).

10. STAGE 3 - DOING AND FACILITATING THE RESEARCH WORK
THE WEEKLY MEETINGS
https://youtu.be/J97L7bIRNEc

11. STAGE 3 - DOING AND FACILITATING THE RESEARCH WORK
MATH EXPERIMENTS
https://youtu.be/Ju02ov5BxP4

12. STAGE 3 - DOING AND FACILITATING THE RESEARCH WORK
STUDENTS EXCHANGES
https://youtu.be/OxFNYMGog3g

13. STAGE 3 - DOING AND FACILITATING THE
RESEARCH WORK (4)
THE TEACHER’S ROLE
• ENCOURAGES,
• COMFORTS,
• INVITES TO DISCUSSIONS,
• INVITES TO RIGOROUSPROOF, (SOMETIMES) SUGGESTS THE TOOLS IF
THE STUDENTS ASK FOR IT,
• ADVISES IN ORGANIZATIONAL MATTERS AND IN THE PRESENTATION OF
THE RESULTS.
• THE TEACHER SHOULD NOT TRANSFORM THE RESEARCH TOPIC INTO A
SEQUENCE OF QUESTIONS.
THE RESEARCHER’S ROLE
• ENCOURAGES STUDENTS TO FORMULATE QUESTIONS
RELATED TO THE RESEARCH TOPIC,
• ADVISES ON SCIENTIFIC RESEARCH METHODOLOGY,
• PROVIDES FEEDBACK ON THEIR WORK IN PROGRESS, AND
• VALIDATES THE FINDINGS OF THE STUDENTS’ RESEARCH
AND THEIR RESEARCH ARTICLES.
• SHOULD PARTICIPATE IN THE WEEKLY MEETINGS EVERY 6
WEEKS OR SO (FACE-TO-FACE/ VIDEO-CONFERENCES)

14. STAGE 4 -
SHARING THE
RESEARCH
RESULTS IN
DIFFERENT
SCIENTIFIC
EVENTS (1)
In the schoolhttps://youtu.be/A0wfRPuuJXQ

15. STAGE 4 -
SHARING THE
RESEARCH
RESULTS IN
DIFFERENT
SCIENTIFIC
EVENTS (2)
Out of school eventshttps://youtu.be/bMwDRRO9Yps

16. STAGE 5 - WRITING AND PUBLISHING A SCIENTIFIC
ARTICLE ABOUT THE RESEARCH FINDINGS
The students write their articles, which
are sent to be validated by a
professional researcher (the
professional researcher who launched
the research topics) - this is when the
researcher gets a comprehensive
image of the students’ work – and then
submitted to an editorial board.
The articles should comply with
standards of math/ scientific research
articles.
The template of the research article is
provided by the MATh.en.JEANS
Association

17. THE RESEARCH ARTICLE
• THERE ARE MANY RESEARCH ARTICLES PUBLISHED ON THE
MATH.EN.JEANS WEBSITE.

18. COMPETENCES DEVELOPED THROUGH THE MATH
RESEARCH WORKSHOP

19. USEFUL LINKS
• MATH RESEARCH TOPICS (IN FRENCH) - HTTP://WWW.MATHENJEANS.FR/SUJETS
• STUDENTS’ RESEARCH ARTICLES - HTTP://WWW.MATHENJEANS.FR/COMPTES-RENDUS
• DOINF MATH AS RESEARCHERS DO IT - SYLLABUS FOR ELECTIVE COURSE -
HTTP://MATLANPROJECT.WEEBLY.COM/INTELECTUAL-OUTPUTS-AND-MULTIPLIER-EVENTS.HTML
• GUIDELINES FOR ASSESSING STUDENTS’ SKILLS DEVELOPED THROUGH MATH RESEARCH - HANDBOOK FOR
TEACHERS - HTTP://MATLANPROJECT.WEEBLY.COM/INTELECTUAL-OUTPUTS-AND-MULTIPLIER-EVENTS.HTML
• MOODLE COURSE “DOING MATH AS RESEARCHERS DO IT” -
HTTP://MOODLE.SCIENTIX.EU/COURSE/INDEX.PHP?CATEGORYID=141
• PROJECT LABORATORY IN MATHEMATICS: A TASTE OF RESEARCH -
HTTPS://WWW.YOUTUBE.COM/WATCH?V=RNOERFC17FQ

20. QUESTIONS AND
ANSWERS

22. THANK YOU!
ariana.vacaretu@gmail.com