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* IncluSMe (dutch)





  • Germany: University of Freiburg
  • Netherlands:
    • Utrecht University
    • Utrecht University of Applied Sciences, 'Hogeschool Utrecht'
  • other European countries: Spain, Slowakia, Lituania, Sweden, Czech Republic


Our project, therefore, aims to improve the relevance of higher education curricula for prospective maths and science teachers by linking maths/science pedagogy with intercultural learning - and thereby strengthening students' social, civic and intercultural competences.

Core to the project is the design and implementation of related open access teaching modules, to facilitate intercultural learning for prospective maths and science teachers. These modules will be purposefully designed (flexible structure, modular, user guidance) so that they can be easily used in existing university courses and curricula. Thus, the connectivity of the developed materials is ensured and will pave the way for updated curricula in maths and science initial teacher education.


  • Erasmus+
  • ICSE
  • MaSDIV
  • Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19, 179-191.
  • Katz, E. A., & Jin, B.-Y. (2016). Fullerenes, Polyhedra, and Chinese Guardian Lions. The Mathematical Intelligencer, 38(3), 61-68. doi: 10.1007/s00283-016-9663-0
  • Nelson, D., Gheverghese Joseph, G., & Williams, J. (1990). Multicultural Mathematics. Teaching Mathematics from a Global Perspective. Oxford: Oxford University Press.
  • Van den Brink, J. (1993). Different aspects in designing mathematics education. Educational Studies in Mathematics, 24(1), 35-64. doi: 10.1007/BF01273294
  • Van den Brok, P., Van Eerde, D., & Hajer, M. (2010). Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes. Teachers and Teaching, 16(6), 717 — 733.

Versions of this document

  • 20161017, starting up the project
  • 20160210, wikiteam
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