Students today need to be taught not only the real life context of their mathematics lessons but also the historical context of the theory behind their mathematics lessons. Using history to teach mathematics, makes your lessons not only interesting but more meaningful to a large percentage of your students as they are interested in knowing the who, how and why about certain rules, theorems, formulas that they use everyday in class. Students are captivated by learning the history behind mathematicians, rules, etc. and therefore can link the lesson to something in history and a concept. Even learning the mathematics behind historical events motivates and interests them. They cannot get enough!

Children between the age of 10 to 14 increasingl.y use their bik.e as a means of transport. Unfortunately, they still show deficits in competencies needed for safe traffic participation ( e.g. erratic attention or self-awareness ). This is reflected in an increase in the risk of accidents involving bicylces for 10-to 14-year-olds: 56.8% of 10- to 14-year-old children who have bad road traffic accidents in 2020, had bicycle accidents. In Germany, there are various programs to improve bicycle safety for children. In contrast to the ,,Fahrradführerschein' (bicycle driving license which usually takes place in fourth grade), programs for 10 to 14 year-olds are less standardized and various offers exist. There has been no evaluation on the quality of these programs yet. Therefore, we developed an evaluation standard for programs that aim to improve cycling safety for 10-to 14- year-olds. To do so, a catalogue of criteria was developed which helps describe and evaluate cycling projects for children in this age group. We then evaluated existing projects and collected them in a web-based database. Our aim is to provide a gu.ideline to evaluating cycling safety programs for 10-to 14-year-olds and to offer an overview about various existing programs.

Students today need to be taught not only the real life context of their mathematics lessons but also the historical context of the theory behind their mathematics lessons. Using history to teach mathematics, makes your lessons not only interesting but more meaningful to a large percentage of your students as they are interested in knowing the who, how and why about certain rules, theorems, formulas that they use everyday in class. Students are captivated by learning the history behind mathematicians, rules, etc. and therefore can link the lesson to something in history and a concept. Even learning the mathematics behind historical events motivates and interests them. They cannot get enough!

Schulbibliothekare sollen mit Lehrern zusammenarbeiten, um die Informationskompetenz (IK) der Schüler zu fördern, aber Informationswissenschaftler berichten international über mangelnde und oberflächliche Zusammenarbeit. Die Sicht der Lehrer auf die Förderung von IK und die Zusammenarbeit mit der Schulbibliothek wurde in der Forschung bisher kaum berücksichtigt. Basierend auf einem qualitativen Design beschreibt diese Studie den Prozess der Förderung von IK in einem ganzen Lehrerkollegium in einer US-amerikanischen Privatschule in einer detaillierten Theorie. Daten über Lehrer wurden in teilstrukturierten Interviews mit der Schulleitung und Schülern erhoben, Daten von Lehrern in einem Fragebogen und teilstrukturierten Interviews. Die Lehrer identifizierten sieben Bereiche von IK. Die Ergebnisse zeigten zudem, dass die Mehrzahl der Lehrer IK unterrichtete, vor allem mit Hilfe von Rechercheaufgaben, und dabei mit der Schulbibliothek zusammenarbeitete, und dass sowohl Schulbibliothekare als auch Lehrer didaktische Maßnahmen ergriffen. Der Prozess der IK-Förderung wurde beeinflusst durch die Fachgebiete und den Umfang der Rechercheaufgaben. Beispielsweise wurden in kleineren Projekten in erster Linie Quellen aus dem Internet genutzt, in größeren hingegen Quellen aus der Schulbibliothek; auch unterrichteten die Schulbibliothekare im Rahmen von kleineren Rechercheaufgaben vorrangig Aspekte zum Auffinden von Informationen, in größeren Arbeiten hingegen Aspekte zur Mehrzahl der sieben IK-Bereiche. Die Förderung von IK in der formalen Bildung ist ein komplexes Unterfangen. Schlussfolgerungen für die Praxis sind, dass die Schulbibliothekare dieser Komplexität Rechnung tragen und sich mit den Lehrern über gemeinsame Begriffe von IK sowie Ziele, Gelegenheiten und Verantwortlichkeiten bei der Förderung von IK verständigen sollten. In Schulen ohne Bibliothekare sollten Lehrer besonders gut vorbereitet sein, um die erforderlichen didaktischen Interventionen alleine zu leisten. / School librarians are expected to interact with teachers for enhancing student information literacy (IL); however, information scientists report low numbers and levels of collaboration internationally. The teachers’ perspective on both IL teaching and collaboration with the school library has been neglected in research. Hence, a qualitative case study approach was chosen for gaining an in-depth understanding and developing a theory about the process of IL teaching in an entire faculty in a US independent high school. Data were collected about teachers in interviews with administrators, the head school librarian, and students, and from teachers in a questionnaire and semi-structured interviews. IL emerged out of the study in the form of seven concepts with major findings exhibiting that the majority of teachers do teach IL, especially through the assignment of research tasks, and collaborate with the school library, and that school librarians as well as teachers provide pedagogical interventions. IL competencies covered in research tasks, pedagogical interventions, and collaborative interactions were partly shaped by disciplines and the scope of research tasks. For example, web sources were prevalent in small-scale projects and library sources in extended projects; moreover, school librarians provided pedagogical interventions predominantly about information finding when students undertook small-scale research projects and about the majority of IL competencies when students undertook extended projects. IL teaching in formal education is a highly complex endeavor. Implications for practice include that school librarians need to take into account this complexity and agree with teachers on common understandings of IL and negotiate objectives, opportunities, and responsibilities with them for providing pedagogical interventions; where librarians are missing within schools, teachers need to be particularly well prepared for providing these interventions alone.