[预告]06.20数科院讲座

　　邀请人： 数学科学学院 曹一鸣教授

　 　时间： 2016年6月20日（周一） 下午1:30

　　地点： 北京师范大学 京师学堂京师厅

　 　报告一： PISA’S assessment of mathematics: what is behind the scores?

　　报告人： Kaye Stacey （PISA数学测试负责人、墨尔本大学终身教授）

　　摘要：

　　Since 2000, the OECD has assessed mathematical achievement of 15 year olds through the Programme for International Student Assessment (PISA). The ranking of participating countries and economies (which include Hong Kong, Shanghai and Macao) has caused great interest around the world. However there is much more that can be learned from PISA than just the scores. This presentation will discuss the underlying concept of mathematical literacy that determines the ‘flavour’ of the items and the way in which PISA 2012 set about assessing students’ performance in the processes of mathematical literacy – formulating real world problems mathematically, employing mathematical skills to solve intra-mathematical problems and interpreting mathematical results in real world terms. Sample items will be analysed and some interesting results from PISA 2012 that need further research will be presented.

　 　报告二： STEAM Education Research and Examples

　 　报告人： Zsolt Lavicza （剑桥大学博士、约翰开普勒大学STEM教育中心研究主任）

　 　摘要： STEAM Education, teaching STEM subjects through the Arts, is becoming increasingly important topic for research and practices around the world. It is mainly because the development of 21st century learning skills and core competencies requires multi-modal flexibility that connects formal and informal environments of education and involves several variables of the learning process. PISA, TIMSS and other surveys are providing a shocking evidence of mathematics learning is facing with severe challenges in students’ engagement, motivation, and attitudes and in gender-related problems. All these tendencies prompt us to enlarge the set of educational tools, materials and approaches of mathematics education with active, creative, playful, hands-on and digital components. Complementing STEM with artistic contents, aesthetics and cultural aspects, therefore changing STEM to STE-A-M can support students in recognizing mathematics as a structural component of our culture.