Human-AI Interaction in Learning Environments 1 1 1 Full-time

Mohammed VI Polytechnic University is an institution dedicated to research and innovation in Africa and aims to position itself among world-renowned universities in its fields

The University is engaged in economic and human development and puts research and innovation at the forefront of African development. A mechanism that enables it to consolidate Morocco’s frontline position in these fields, in a unique partnership-based approach and boosting skills training relevant for the future of Africa.

Located in the municipality of Benguerir, in the very heart of the Green City, Mohammed VI Polytechnic University aspires to leave its mark nationally, continentally, and globally.

CEDoc

UM6P – Institute of Education Sciences

Thesis Subject Title:

The Role of Algorithmic Thinking in the Training of Mathematics Teachers at CRMEF

Job Description:

1. Introduction ISE :

The Institute of Educational Sciences (ISE) of the Mohammed VI Polytechnic University is driven by the desire to develop the sciences of education and training through educational innovation, research, improvement of teaching-learning and continuing professional development.

Our institute thus wishes to contribute to the mission of excellence and public utility of the UM6P, by setting up research/training-action projects in Moroccan and African territory. To do this, we rely on a solid team as well as local and international strategic alliances with renowned universities and researchers.

1. Area of research: Didactics & Pedagogy

The research field of “Didactics and Pedagogy” explores theories, methods, and practices related to teaching and learning. This domain encompasses several aspects, such as learning theories, innovative practices (STEM), teacher training, and pedagogical assessment. Ultimately, the goal of research in pedagogy and didactics is to improve the quality of teaching and learning by providing evidence-based knowledge, developing effective practices, and supporting teachers in their professional development.

1. Context & Research Objectives:

Teaching and learning become more complex as education evolves in the twenty-first century to adapt to the advancements of the information age and modern technologies. In this context, new concepts emerge, including algorithmic thinking (CT), defined by Yadav et al. (2018) as the patterns of thinking used by computer scientists, which can potentially benefit scientific and mathematical fields. Some authors characterize algorithmic thinking with five fundamental concepts in problem-solving: decomposition, pattern recognition, abstraction, algorithm design, and automation (ISTE & CSTA, 2011; Kalelioglu et al., 2016; Yadav et al., 2018). Wing (2008) extends this notion by asserting that algorithmic thinking encompasses analytical and design strategies applicable to all disciplines, especially in STEM, to foster conceptual learning and problem-solving. Integrating these elements into STEM subjects is crucial to support education in these areas. Consequently, it is essential for teachers to be aware of these advancements to achieve high educational goals, as they are key leaders in the educational process.

This study focuses on analyzing the place given to algorithmic thinking in the teacher training system in Morocco. It aims at three main objectives. First, it seeks to evaluate the presence of the five fundamental concepts of algorithmic thinking (CT) in existing curricula. This step allows for identifying gaps and strengths in the current curriculum, with the goal of improving the concepts already integrated and considering the addition of those that are absent. Second, the study examines how teachers trained at CRMEF put into practice the knowledge acquired during their training. This evaluation is essential to understand if the training provided is effective and if it adequately prepares teachers to integrate algorithmic thinking into their daily teaching. Third, the study evaluates the impact of applying these algorithmic thinking concepts on student learning. It aims to determine if the integration of algorithmic thinking improves students’ problem-solving skills, logic, and understanding of mathematical and scientific concepts.

The results of this research will provide information to improve teacher training and strengthen the educational curriculum, with the objective of better preparing students for the challenges of the 21st century, where algorithmic thinking plays an increasingly crucial role.

1. Admission Criteria:

Applicants are evaluated on past academic and professional performance and written and oral communication skills.

Complete applications include:

• Transcript (official) of bachelors degree in applicable field
  • High GPA is required
  • Undergraduate coursework addressing the program’s required pre-requisite areas of study.
• Transcript (official) of master’s degree in applicable field
  • High GPA is required
  • Graduate coursework addressing the program’s required pre-requisite areas of study
• Resume
  • Three years related professional experience is encouraged but not required.
• One letters of recommendation from a current or former professor or advisor is encouraged to enrich your application.
• Writing samples which include two essays:
  • A personal statement of goals for the program
  • A research essay discussing areas of intended inquiry for dissertation.

UM6P.