Teacher Training on Mathematical Literacy
Description
Total Duration
48 hours (12 hours synchronous and 36 hours asynchronous)
Implementation Method
Remote
Subject Area
Mathematical literacy
Information
The goal of the program is to support mathematics teachers in:
1. gaining an in-depth understanding of the PISA framework for mathematical literacy and being able to create and utilize PISA-style items in targeted teaching practices, so that students can develop the ability to use mathematical reasoning and to formulate, apply, and interpret mathematical knowledge to solve problems in a variety of real-world situations,
2. to be able to utilize PISA research findings and data in investigating phenomena and issues related to the teaching and learning of mathematics
3. be able to present PISA in general, and specific topics related to it, to the educational community and the broader public.
Participants will be able to:
• define what the PISA program is and describe its objectives and methodology
• define the concept of mathematical literacy as defined by PISA.
• distinguish the three basic mathematical processes that are incorporated into problem-solving activities (formulation, application, interpretation).
• identify and explain the four categories of mathematical content in the assessment framework (Quantity, Change & Relationships, Space & Shape, Uncertainty & Data) as they relate to everyday life.
• recognize and explain the four contexts in which the problems are set (personal, social, professional, scientific)
• recognize the PISA levels of mathematical proficiency and identify their requirements for designing projects of corresponding difficulty.
• design projects that align with the PISA assessment framework
• describe the main trends in Greece’s performance in mathematics on PISA
• describe students’ weaknesses in mathematical content and in aspects of mathematical reasoning and problem-solving.
• describe the impact of socioeconomic background (ESCS), self-efficacy, and anxiety on math performance.
• reflect on how teaching contributes to the development of mathematical literacy
• select PISA-style topics for instruction that introduce concepts, involve students in group work, and promote inquiry-based and discovery-based learning.
• design and implement instructional interventions that foster the skills promoted by the PISA assessment framework.
• describe the purpose and philosophy behind the tools that have been developed (Skills4Life Question Bank, Skills4Life simulation, pisa4u website) and incorporate them into their teaching.
• develop original topics, lesson plans, and presentations that incorporate the key features of PISA and the professional development learning outcomes
The Training Program is organized into modules, with a total training duration of 48 hours. The modules that make up the program are as follows:
1. PISA [Programme for International Student Assessment]
2. Mathematical Literacy: Concepts and Theoretical Framework
3. Mathematical Literacy: The Assessment Framework
4. Mathematical Literacy: Research Materials, Data, and Results from the PISA Study
5. Educational and Instructional Applications of the PISA Study
6. Utilization of the PISA Research Findings
7. Public Understanding and Communication of the PISA Study
8. Final Project—Submission of a Lesson Plan and Development of PISA-Style Questions
The training program is intended for secondary school teachers in the following subject areas: PE03
Participants who complete the entire Training Program (both synchronous and asynchronous formats) are required to complete all self-assessment exercises, as well as the final project. Participants who complete the Training Program in full will receive a Certificate of Successful Completion from the Center for Lifelong Learning (KEDIVIM) of the University of Ioannina, which will specify the duration of the program and the number of ECTS credits.
Please note that in order to progress from one module to the next, full-time participants must achieve a 75% passing score on the Self-Assessment Exercise. To successfully complete the Training Program, the final project must receive a positive evaluation.
Dimitris Diamantidis
Secondary school mathematics teacher; holder of a Ph.D. in Mathematics Education from the National and Kapodistrian University of Athens (EKPA). He holds a corresponding master’s degree from the National and Kapodistrian University of Athens, as well as a master’s degree in Applied Mathematics from the National Technical University of Athens. He is the author of school and extracurricular mathematics textbooks.
Amalia Babili
She holds a Bachelor’s degree in Mathematics from the Department of Mathematics in the School of Sciences at the National and Kapodistrian University of Athens. She has worked as a teacher in public secondary education, initially as a substitute teacher and, since 2002, as a tenured teacher. She holds a Master’s Degree in Mathematics Education and Methodology from the National and Kapodistrian University of Athens (NKUA). She has participated in various conferences, presenting research papers orally, as well as in the European OLA program (1st Model Junior High School of Athens) as the creator of a lesson plan titled “The Women Behind Maths” and in the research project titled “Lesson Study as a Vehicle for Improving Achievement in Mathematics” (LESSAM) as a research staff member (researcher). She holds a Level B certification in ICT.
Katerina Bogiatzi
Graduate of the Department of Mathematics at the National and Kapodistrian University of Athens. She completed her master’s degree in the same department, specializing in Mathematics Education and Methodology, and is currently a Ph.D. candidate in the department, with her dissertation focusing on the collaboration of teachers from different academic disciplines to design STEM projects for the classroom. She has worked as a substitute teacher in the public school system since 2018 and, as of 2024, has been appointed to and is serving at a General High School.
Giannis Stambolas
He holds a Ph.D. and master’s degrees in Applied Mathematics and Mathematics Education. He has taught at the higher education level and has served as a high school mathematics teacher since 2006. Since 2023, he has held the position of Education Advisor. He has served on committees tasked with developing curriculum frameworks and producing educational materials for the National Institute of Educational Policy (IEP).
Kostas Stouraitis
He holds a bachelor’s degree from the Department of Mathematics at the University of Ioannina. He completed his master’s degree in Mathematics Education and Methodology at the National and Kapodistrian University of Athens (NKUA) and holds a Ph.D. in Mathematics Education from the Department of Mathematics at NKUA. She is a secondary school teacher and has been involved in the development of mathematics curricula for the past 15 years.
Eleni Nolka
Ph.D. from Harokopio University of Athens, Department of Informatics and Telematics, with a dissertation titled “Mathematical Literacy in Compulsory Education. An investigation of mathematical literacy competencies and the factors associated with them.” She is a graduate of the Department of Mathematics at the University of Crete and holds a Master’s Degree in “Educational Sciences” with a specialization in “Natural Sciences and New Technologies” at the School of Education of the University of Western Macedonia. Since 2007, she has been a tenured secondary school teacher. She has published in academic journals, at international conferences, and in anthologies on topics related to mathematical literacy and the PISA program.
