Contents Preface .................................................................................................................................................... 5 Location and site map............................................................................................................................. 6 Conference Overview ............................................................................................................................. 7 Organisational structure of the conference........................................................................................... 8 Keynotes.................................................................................................................................................. 9 Keynote 1: Specifying and centering equity-specific learning demands in the improvement of mathematics teaching at scale ............................................................................................................ 9 Keynote 2: Policy to support teacher engagement with education research knowledge: Implications for scaling up professional development ....................................................................... 9 Keynote 3: Towards a research-base for supporting and Educating the Educators ......................... 10 Workshops ............................................................................................................................................ 11 Increasing the engagement of STEM Educators through theatre methods – Personal Dimension . 11 Classroom and PD materials for dealing with diversity in STEM classrooms – Material Dimension 12 A European reference framework for STEM Education .................................................................... 14 Professional development materials for preschool teachers – Material Dimension ........................ 15 Mathematics B-day: Promoting students’ and teachers’ inquiry and creativity – Material Dimension ........................................................................................................................................................... 17 From PD to Classroom Instruction: The Journey of Innovative Curricular Materials – Material Dimension .......................................................................................................................................... 18 The language of graphs and tables. Language-oriented mathematics teaching in professionally oriented contexts – Material Dimension .......................................................................................... 20 SIA - student - engineer – academy – Personal Dimension .............................................................. 21 Transforming Traditional Classroom into an Escape Room Classroom – Material Dimension ......... 23 No escape: the basics and the possibilities for educators of the bottom-up phenomenon ‘escape rooms’ in education – Material Dimension ....................................................................................... 25 Discussion Group .................................................................................................................................. 28 Exploring Issues Related to Increasing CPD Leaders’ Responsibility for Professional Learning – Personal Dimension ........................................................................................................................... 28 Paper Presentations ............................................................................................................................. 30 Changes in educational science research competencies among teachers in further education – Personal Dimension ........................................................................................................................... 30 Structures for the professional development of mathematics teachers in English vocational education – Structural Dimension ..................................................................................................... 32 PHABLABS 4.0 - How to make science, and in particularly Photonics, understandable? – Material Dimension .......................................................................................................................................... 34 Characteristics and Impacts of Two Large-Scale PD Programs: Elaborating on Core Critical Features of Teacher PD – Structural Dimension .............................................................................................. 36 A model for educating educators in Suriname is adapted by making the education partly blended – Structural Dimension ......................................................................................................................... 38 2 Educating the Educators III Training prospective Primary teachers in Biology teaching through inquiry based: role of positive emotions anticipating learning – Personal Dimension ...................................................................... 39 Memory of Biology Secondary knowledge can condition current negative emotions of prospective Primary teachers towards Biology Education – Personal Dimension ............................................... 41 Professional development – a program for mathematics teachers – Structural Dimension ............ 43 Use of Lesson Study in Mathematics Teacher Education as a means to encourage professional development – Material Dimension .................................................................................................. 45 Algorithms without a computer – Material Dimension .................................................................... 47 PD for Language-Responsive Mathematics – What teachers need to learn to implement a language-responsive learning trajectory on proportionality – Material Dimension ........................ 49 Influence of the implementation of STEM workshops on the learning and emotions of primary school pupils – Structural Dimension ................................................................................................ 51 Cognitive, affective, competential and didactic analysis of the development of STEM projects in the primary education teacher training stage – Structural Dimension ................................................... 53 Study about self-efficacy of teachers in training in their performance as science teachers – Personal Dimension ........................................................................................................................... 55 Preparing to lead a learning community: A study of mathematics and science CPD leaders in Malta – Personal Dimension ........................................................................................................................ 57 Scientix portal: An educational community of learning and practice – Material Dimension ........... 59 Teachers' knowledge for teaching mathematics to braille readers – Personal Dimension .............. 59 Multi-professional - description of professionalization processes of facilitators in mathematical education – Personal Dimension ....................................................................................................... 61 Prospective mathematics teachers’ pedagogical approaches in dealing with diverse classrooms – Material Dimension ........................................................................................................................... 63 Math for All: Scaling-Up and Evaluating A Teacher Professional Development Program for Personalizing Mathematics Instruction in Grades K–5 – Structural Dimension ................................ 64 How do the 5E-model and the Nysgjerrigper method support or not support the implementation of inquiry-based learning at lower primary? – Material Dimension ..................................................... 66 What should facilitators know about teachers’ use of differentiating tasks for teaching mathematics? .................................................................................................................................... 68 Policy shifts in primary mathematics professional development in England: hybrid roles and system leadership – Personal Dimension ...................................................................................................... 70 Outdoor science learning in a multicultural classroom: Students’ perspectives – Material Dimension .......................................................................................................................................... 72 Investigating STEM Teachers’ Initial Beliefs Entering a Professional Development Programme Addressing Diversity – Structural Dimension .................................................................................... 74 Utilizing Data from International Achievement Studies in Teacher Professional Development in Science – Personal Dimension ........................................................................................................... 76 Mathematics & Inclusion – a Professional Development Program on Inclusive Maths Classes in Rhineland-Palatinate (Germany) – Structural Dimension ................................................................. 78 Developing a Module on Copyright for Applied Science Students in Canada – Material Dimension 80 Coping with teachers' contributions in discussions – A case study on facilitators’ practices in PD courses on language-responsive mathematics teaching – Personal Dimension .............................. 82 3 Educating