Project Mathe-Meister
A mathematical self assessment centre with diagnostic feedback
for vocational traineesKathrin Winter
finanziert durch das
2
Motivation
„Meisterhaft“ berechnet … oder?!
finanziert durch das
3
Abstract
“Mathe-Meister” is a project in the field of research on vocational education and web based self assessments. The project is funded by the Ministry of Education and Research (bmbf, Germany) and the European Social Fund and is located at the Institute for Didactics of Mathematics and of Computer Science at the University of Münster, Germany. Target of the project is the development of a web based self assessment centre for vocational education – especially for soon-coming-students in training-courses for becoming a master in industrial or trading business such as master of merchandising, of carpentry or electronic technology. [5]
finanziert durch das
4
values
Vocational trainingMaster educationSchool
Geselle MeisterLehrling
finanziert durch das
5
Einordnung: use & exchange value
Vocational trainingMaster educationSchool
Geselle MeisterLehrling
exchange value
use value
(vgl. u. a. Coben, Diana 2002; O‘Donoghue, John 2004; Taylor, Janet 2006)
finanziert durch das
6
Einordnung: Projektteile
Vocational TrainingMaster educationSchool
Geselle MeisterLehrling
exchange value
use value
Self assessment centre
finanziert durch das
7
Einordnung: Projektteile
Vocational TrainingMaster educationSchool
Geselle MeisterLehrling
exchange value
use value
Self assessment centre
Empirical research
finanziert durch das
8
Initial Points
What’s the problem – the boundary to be crossed?!
There have been many statements of teachers in vocational education that their students may not knowthat they need mathematics in all vocational training,how much or which mathematical competences they need to be successful,to appreciate their mathematical competences.
finanziert durch das
9
Initial Points
One of the main problems in advanced vocational education in Germany is the abolition of mathematic lessons since 2005 for the benefit of situated learning: According to vocational curricula, Mathematical competences shall now be learned embedded in the context, in which it will be needed and will not longer be picked out as a explicit and isolated topic. As a consequence, the students have to check out and train their mathematical competences on their own.
That’s what we want, or?!
finanziert durch das
10
Initial Points
Additionally, many trainers miss special mathematical didactical education in the academic studies for vocational teachers. For example study lessons in the field of mathematical diagnostics or bug analysing do not exist. As a consequence they notice missing mathematical competences of the students but they can’t diagnose the mistakes and problems in detail.Based on these facts Prof. M. Stein (University of Münster, Germany) initiated the project ‘Mathe-Meister’, starting up in October 2007.
finanziert durch das
11
Identify the problem in detail
Existing deficits of potantial students of master courses
Electrican, age 21
finanziert durch das
12
Identify the problem in detail
Existing deficits of ongoing students of master courses
Electrician, age 27
finanziert durch das
13
Conditions and aims
The self-assessment-centre is meant to help future students of advanced vocational courses toappreciate their own mathematical competences in view of their chosen business,detect their individual mathematical deficits by using the tests andrealise the possible negative effects of their deficits to their future master education.
finanziert durch das
14
Aims
Attendants with deficits in mathematical knowledge or competences getinformation and hints for getting the correct answers to each item,advice to helpful textbooks, educational computer programs and lections at vocational training places, especially at the “Industrie- und Handelskammer” (chamber of industry and commerce) or “Handwerkskammer” (chamber of handicrafts) andan individual diagnostic report to each individual wrong chosen answer to the test items.
finanziert durch das
15
How – or „The way of looking at the problem
Using the World Wide Web for realising the project suggests itself. Realising such a web based test including a real-time analysis report with individual diagnostic information to every user represents an actual and yet not solved problem in an interrelated field of computer science, didactics of information technologies, didactics of mathematics and vocational training.
finanziert durch das
16
Consequences
As a consequence, it is necessary to check out the basic mathematic themes and competences for each embedded occupational area, which are required to work successfully. With regard to every mathematical theme and competence we developed diagnostically significant test items.
finanziert durch das
17
How to get detailed information?!
Which mathematical competences are needing in the several jobs?To identify the required basic mathematical themes and competences we analysed training books and interviewed teachers. The disappearance of mathematic lessons in advanced vocational training also implies a lack of mathematical textbooks in this field. So we had to analyse training books of each job field to extract the mathematical items.We give an example of an exercise for Electrical Engineers. In this exercise the students have to calculate different data in an engineering drawing. Figure 1 shows the engineering drawing and the given data. Figure 2 shows one of the calculations based on this exercise.
finanziert durch das
18
Strukturen
Projektstart 2007/2008Projektabschluss (2010/2011)Gesamtkosten: ca. 600.000,- €Hauptfinanzierung durch das BMBF mit 418.000,- €Enge Zusammenarbeit mit bundesweit verteilten Handwerks- sowie Industrie- und Handelskammern
Einbindung vonAusbildernMeisterschülern undMeistern im Beruf
finanziert durch das
19
Analysing mathematical basics
Introductory example for masters in electronic Engineering. Exercise: Calculation of different data in an engineering Drawing .
finanziert durch das
20
Analysing mathematical basics
To check out the needed basic mathematical competences to solve this exercise we analysed the exercises of different jobs. Figure 2 demonstrates the extraction of basic mathematical competences and themes in one example of calculation:
finanziert durch das
21
Analysing mathematical basics
finanziert durch das
22
Or shall it goes on like this … ?!
Thank you for your attention!
http://www.mathe-meister.de