Holmboesymposiet 23. mai 2022

Matematikklærere og alle andre som har interesse for matematikkundervisning i skolen inviteres til Holmboesymposiet som avholdes i Oslo katedralskoles lokaler etter utdeling av Holmboeprisen. Påmelding til symposiet koster
120,- kr (uten lunsj) / 200,- kr (med enkel lunsj)  pluss billettgebyr. 

Påmeldingsfrist: 18. mai

Årets hovedforedragsholder er Peter Liljedahl,

Program (tentativt -- små endringer kan skje):

11:00-11:45 Utdeling av Holmboeprisen 2022 (åpen for alle - denne delen av eventen er gratis)

11:45 - 12:30 Pause. Registrering Holmboesymposiet 

12:30 - 13:00 Lunsj
13:00 - 13:45 Årets Holmboeprisvinner Tor Espen Kristensen: Når det blir gøy å utfordres på matematisk tenkning og problemløsning
13:50 - 14:40 Peter Liljedahl Building Thinking Classrooms (del I)

14:40 - 15:10 Kaffepause

15:10 - 15:50 Peter Liljedahl Building Thinking Classrooms (del II)

15:50-16:00 Avslutning Holmboesymposiet

Building Thinking Classrooms
Much of how classrooms look and much of what happens in them today is guided by institutional norms laid down at the inception of an industrial-age model of public education. These norms have enabled a culture of teaching and learning that is often devoid of student thinking. In this two-part set of session participants will experience and learn about some of the results of over 15 years of research into how teachers can transform their classrooms from a space where students mimic to where students think. 

Bio
Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University and author of the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. He is the former president of the International Group for the Psychology of Mathematics Education (PME) and the current president of the Canadian Mathematics Education Study Group (CMESG). Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, problem solving, assessment, and numeracy.