Erasmus KA2 Partnership for Learning and Teaching in University Mathematics (PLATINUM)

Start: 01-09-2018 - End: 31-08-2021
Project Reference: 2018-1-NO01-KA203-038887
Context of the project is the teaching and learning of mathematics at university level in seven countries: the Czech Republic, Germany, Netherlands, Norway, Spain, the UK and Ukraine. Evidence shows that students’ learning is often of a procedural nature: students do not develop in-depth conceptual understandings through which they can relate mathematics to other disciplines and the world around them. Traditional forms of teaching reinforce this status quo. We seek to improve teaching through inquiry-based approaches that allow students to achieve a more conceptually-based understanding of mathematics, more appropriate for solving problems in engineering, science, and in the labour market.
This should be achieved through
• clear principles of inquiry-based teaching-learning and associated models of practice;
• teaching innovation in which lecturers engage in inquiry into their teaching practice and
learn from critical reflection and feedback;
• observation and analysis of teaching events to provide evidence of outcomes for students;
• design of mathematical units and inquiry-based tasks for use by lecturers and their students in face to face or blended learning settings;
• induction workshops and other meetings to professionalize lecturers to apply and promote inquiry-based teaching and learning in face to face and blended learning settings;
• synthesis of models of inquiry-based practice that can be used to promote students’ conceptual of mathematics in STEM education.
In all partner universities, project participants teach mathematics or statistics and seek to innovate in their practice. The partners are members of national and international consortia, through which practices are shared and innovations discussed, analysed, challenged and critiqued. Some have experience of mathematical unit and task design and blended learning approaches using IT and digital media. Some have experience of providing workshops and seminars to induct new lecturers into effective teaching practices. Some are familiar with inquiry-based practices, having used them in their own developmental activity with their students. All partners are passionately committed to innovation and creativity in enhancing teaching practices for the benefit of students who learn mathematics conceptually, relationally and applicably.
Project coordinator: professor Natalia Morze, Vice-Rector for ICT of Borys Grinchenko Kyiv University. 

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