Data Science in Mathematics Education (DASME)

The research project DASME explores which elements of data science make sense to introduce at the upper secondary level and how they can meaningfully become a part of upper secondary mathematics.

What does big data, machine learning, network theory mean to most upper secondary students? Not much. They may know the acronym of AI, as a new tutor, but what is it made of? How does it work? How are data science tools used for political decision making?

Data science is mentioned on the news linked to climate changes or health care decisions during the pandemic and beyond. But for most people, how the world is modelled, and decisions are made, is “black boxed”. So, who are to teach students to become engaged and critically thinking citizens on this matter? This project will explore the potentials of teaching upper secondary students, basic elements of data science as part of mathematics education within existing framing of the discipline avoiding overcrowded curriculum for teachers and students.

Other countries are struggling how to deal with data science at secondary education. Some countries have created additional disciplines as informatics, others offer “data science weeks” or computing projects as out of school activities. Some changed existing curricula to prepare for data science education at tertiary level, ending up preventing students to enter those programs due to their lack of e.g. calculus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Project members

Britta Eyrich Jessen PI of the project and associate professor in didactics of mathematics at Department of Science Education, UCPH. Her research has evolved around upper secondary matheamtics education on mathematical modelling and interdisciplinary teaching. Her research is mainly drawing on the Anthropologgical Theory of the Didactic (ATD) and how practices from scholarly domains can be transposed into relevant teaching for upper secondary mathematics. Digital techologies has transformed and opened a variety of new possibilities for how to teach and learn mathematics. Her research explore how digital technologies can support inquiry processes and students’ learning. Britta has been involved in pre- and in-service education of teachers from primary to tertiary level both nationally and internationally. She is an appointed expert in the national center for development of mathematics education. More.

Louise Meier Carlsen Co-applicant and assistant professor at Center for Computing Education Research.  Her research interests, spanning both matheamtics and computing education, evolves around implementing technology as a tool for learning. Her research initially centered on supporting lower secondary school teachers in adopting computer algebra systems (CAS) into their mathematics teaching. Her research include teacher education, task design, teachers learning from classrooms, and curriculum considerations. Since joining ITU, her work has focused on introductory programming courses with respect to task design creating strong connections between practice and theory. More recently she has been studying how generative AI and dynamic media can support undergraduate students learning data science. Louise is co-head-of-education for the BA program on Software Development. More.

Supported by

DASME has received a three year grant from the Novo Nordisk Foundation. 

Projekt: DASME - Data Science in Mathematics Education - (0095280)  
Period:  2025 to 2028.

Contact

Britta Eyrich Jessen
Asscociate Professor, Department of Science Education
E-mail: britta.jessen@ind.ku.dk
Phone: +4535320363

Louise Meier Carlsen
Assistant Professor, IT University of Copenhagen
E-mail: loca@itu.dk

Eksterne forskere:

Navn	Titel	E-mail
Louise Meier Carlsen	Adjunkt	loca@itu.dk