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| Name: CHRISTINE
KEITEL
Position: Professor, Department of Education
and Psychology
LPS Team Leader in Germany
Contact details:
Fachbereich Erziehungswissenschaft und Psychologie,
Freie Universität Berlin
Habelschwerdter Allee 45
14195 Berlin,
Germany
Phone: +49 30 838 55975
Fax: +49 30 838 55918
E-mail: keitel@zedat.fu-berlin.de |
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Recent and
current professional activities:
Christine Keitel is Professor of Mathematics Education at the Free University
of Berlin. Recently she was appointed Commissioner of the Free University
for cultivating contacts and collaboration with the Australia Centre Berlin,
as well as organising partnerships and exchange programmes with the universities
in Melbourne, Australia. She has been involved in several comparative studies
as investigator, consultant and co-ordinator. Her work on the history and
current state of mathematics education in various European and Non-European
countries, in particular in the USA, the former USSR, China, Indonesia,
Japan, and South Africa, has been widely recognised. In 1999, she received
an Honorary Doctorate in Sciences (Dr.h.c.sc.) from the University of Southampton/
UK and the Alexander-von-Humboldt/South-African-Scholarship Award for research
undertaken in South Africa. She has been involved in many research associations
and journal editorial boards in a variety of roles, including European
Editor of the "Journal for Curriculum Studies" (1994-2000), Convenor
of the International Organization of Women in Mathematics Education (IOWME)
(1992-1996), and President of the Commission Internationale pour L'Etude
et l'Amélioration de l'Enseignement des Mathématiques (CIEAEM)
since 1996. Her research areas include studies on the relationship between
mathematics and its social practice, on mathematical modelling, on attitudes
and beliefs of teachers and students, on "mathematical literacy" and "numeracy",
on equity and social justice, on learners' perspectives on classroom practice,
and on the challenges of internationalisation and globalisation for mathematics
education. Christine Keitel is one of the chief investigators of the Learner’s
Perspective Study.
Selected publications:
Keitel, C. & Kilpatrick, J. (forthcoming) Mathematics education and
Common Sense. In C. Hoyles, J. Kilpatrick, & O. Skovsmose (Eds.) Meaning
and Communication in Mathematics Education. Dordrecht: Kluwer Academic
Publishers.
Bishop, A., Clements, K., Keitel, C., & Leung, F. (Eds.) (forthcoming) Second
International Handbook of Mathematics Education. Dordrecht: Kluwer
Academic Publishers.
Gellert, U., Jablonka, E., & Keitel, C. (2001). Mathematical Literacy
and Common Sense in Mathematics Education. In B. Atweh .et al. (Eds.) Sociocultural
Aspects of Mathematics Education, New York: Lawrence Erlbaum.
Keitel, C. (2000). Cultural diversity, internationalisation and globalisation:
challenges and perils for mathematics education. In A. Ahmed, J.M. Kraemer, & H.
Williams (Eds.) Cultural diversity in mathematics education. Chichester:
Ellis Horwood.
Keitel, C. & Kilpatrick, J. (1999). Rationality and irrationality of
international comparative studies. In G. Kaiser, I. Huntley, E. Luna (Eds.) International
comparative studies in mathematics education. London: Falmer Press,
pp. 241-257.
Keitel, C. (1999). Teaching and Learning Mathematics. In L. Burton (Ed.) Learning
Mathematics: From hierarchies to networks. London: Falmer Press, pp.
246-253.
Keitel, C. (Ed.) (1998). Social Justice and Mathematics Education: Gender,
class, ethnicity and the politics of schooling. Berlin: IOWME and Freie
Universität Berlin.
Keitel, C. (1997). Numeracy and scientific and technological literacy.
In W.E. Jenkins (Ed.) Innovations in Science and Technology, Volume
VI. Paris: UNESCO.
Bishop, A., Clements, M., Keitel, C., Kilpatrick, J., Laborde, C. (Eds.)
(1996). International Handbook of Mathematics Education, Dordrecht:
Kluwer Academic Publishers.
Keitel, C. (1993), Implicit Mathematical Models in Social Practice and
Explicit Mathematics Teaching by Application. In:
Huntley, I., Keitel, C., de Lange, J., Niss, M. (Eds.) New Trends in
Teaching Mathematics by Modelling and Applications. Ellis Horwood:
Chichester.
Keitel, C. (1995). Different means for common ends? The challenge of different
social views and experiences for collaboration in mathematics education.
In R.
Hunting et al. (Eds.) Regional Collaboration in Mathematics Education.
Melbourne: Monash University.
Keitel. C., Kotzmann, E., Skovsmose, O. (1993). Beyond the Tunnel-Vision:
Analysing the Relationship between Mathematics Education, Technology and
Society. In:
Keitel, C., Ruthven, K. (Eds.) Learning from the Computer - Mathematics
Education and Technology. Springer: Heidelberg, pp. 243-279.
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Name: Dr.
Eva Jablonka
Position:
LPS
Data Co-ordinator for Germany
Contact details:
Freie Universitaet Berlin
Fachbereich Erziehungswissenschaft und Psychologie
Habelschwerdter Allee 45
14195 Berlin
Germany
Ph.: +49 30 838 55980
Fax: +49 30 838 55918
E-mail: jablonka@zedat.fu-berlin.de |
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Recent and current professional activities:
My professional activities are focused in two main areas:
The study of processes of reasoning, justifying, explaining
and arguing in mathematics classrooms;
The analysis of the use of contexts in mathematics textbooks, test items
and classroom discourse.
These two areas are linked by my interest in understanding what types of
mathematical knowledge students and teachers are likely to construct and
how these ways of knowing are linked to the aims and purposes of mathematics
education.
As co-ordinator of the Berlin data collection for The Learner's Perspective
Study I have subjected the German data to a preliminary analysis and seized
the potentially eye-opening opportunity of applying this analysis to data
from schools in culturally different environments. The substantial data
set generated by the LPS is highly appropriate for this type of cross-cultural
analysis.
Selected publications:
Jablonka, E. (in press). Mathematical Literacy. In A. J. Bishop, M. A.
Clements, C. Keitel & F. K. S. Leung (Eds.), Second International
Handbook of Mathematics Education, Dordrecht, Kluwer.
Jablonka, E. & Gellert, U. (in press). Defining Mathematical Literacy
for International Student Assessment. In Bazzini, L. (Ed.), Proceedings
of the 53 rd Conference of CIEAEM Commission Internationale pour l‘Etude
et l‘Amélioration de l‘Enseignement des Mathématiques
(CIEAEM), July 21-27, 2001, Verbania, Italy.
Jablonka, E. (2002). On the role of ’context’ in school mathematics.
In Malcolm, C., & Lubisi, C. (Eds.), Proceedings of the tenth annual
meeting of the Southern African Association for Research in Mathematics,
Science and Technololgy Education. Durban, University of Natal, III,
135-140.
Jablonka, E. (2001). Modelling: Good Problems - not only a Question of
(Good) Taste. In J.F. Matos, W. Blum, S. Carreira & K. Houston (Eds.), Modelling,
Applications and Mathematics Education: Trends and Issues, Chichester,
Ellis Horwood, 305-316.
Jablonka, E. (2001). Anwendungsorientierung im Mathematikunterricht. Didaktische
Moeglichkeiten - verpasste Chancen. In K. Lengnink & F. Siebel, S.
Prediger (Eds.), Mathematik und Mensch: Sichtweisen der Allgemeinen
Mathematik, Muehltal, Verlag Allgemeine Wissenschaft, 83-98.
Jablonka, E., Gellert, U., & Keitel, C. (2001). Numeracy and Common
Sense in Mathematics Education. In B. Atweh, H. Forgasz & B. Nebres
(Eds.), Sociocultural Research on Mathematics Education, Boston,
Lawrence Erlbaum Associates, 57-73.
Jablonka, E. (2000). Alltagsvorstellungen zum Mathematikunterricht in der
Lehrerausbildung. In O. Jaumann-Graumann & W. Koehnlein (Eds.), Jahrbuch
Grundschulforschung, Band 3, Bad Heilbrunn/Obb., Klinkhardt, 275-282.
Jablonka, E. (2000). Perceptions of mathematics and reality in TIMSS mathematics
items. In A. Ahmed, J.-M. Kraemer & H. Williams (Eds.), Cultural
Diversity in Mathematics (Education), Chichester, Ellis Horwood, 127-132.
Jablonka, E. (1997). What Makes a Model Effective and Useful (or not)?
In S.K. Houston et al. (Eds.), Teaching and Learning Mathematical Modelling:
Innovation, Investigation and Applications, Chichester, Albion Publishing,
39-50.
Jablonka, E. (1996). Meta-Analyse von Zugaengen zur mathematischen Modellbildung
und Konsequenzen fuer den Unterricht, doctoral theses (University of
Technology Berlin), Berlin, transparent verlag.
Keitel, C., Gellert, U., Jablonka, E., & Müller, M. (Eds.). (1996). Mathematics
(Education) and Common Sense - The Challenge of Social Change and Technological
Development, Proceedings of the 47th Conference of the Commission Internationale
pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques (CIEAEM),
Berlin, Freie Universitaet Berlin.
Jablonka, E. (1996). Sinn und Bewertung mathematischer Modellbildung im
Unterricht. In G. Kadunz et al. (Eds.), Trends und Perspektiven,
Wien, Hoelder-Pichler-Tempsky, 145-150.
Acknowledgements: Much of the work done in the LPS study depends on
people who contribute their expertise as transcribers, coders, technical
assistants, and translators. As co-ordinatior of the Berlin data collection
I would like to thank Birgit Abel, Astrid Begehr, Birgit Brandt, Isabella
Hense, Andrea De la Motte, Charles Judd, Miriam Rehfeld, and Martin Schuster.
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Name:
ASTRID BEGEHR
Position: LPS Data Co-ordinator for Germany
Contact details:
Freie Universität Berlin
Fachbereich Erziehungswissenschaft und Psychologie
Habelschwerdter Allee 45
14195 Berlin
Phone: +49 30 838 55975
Fax: +49 30 838 55918
E-mail: begehr@zedat.fu-berlin.de |
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