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    Wyświetlanie 1-9 z 9
    Tytuł:
    Matematyczna socjalizacja poznawcza a kulturowe funkcjonowanie jednostki
    Autorzy:
    Alina, Kalinowska,
    Powiązania:
    https://bibliotekanauki.pl/articles/892357.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    mathematics
    teaching of mathematics
    socialisation
    Opis:
    In the era of universal mathematics education in the civilised world and a general ability to perform calculations, the size of social awkwardness in maths is surprising. Despite the fact that mathematics is considered a vital part of the “rational man power”, a lot of people have a kind of “mathemaphobia” – mainly developed by the school. The specificity of each area of knowledge is the source of the impact of hidden content in different but intersecting areas of an individual. In the social sciences they are more associated with the filtering of information on the wider social relations, while science is an area of cognitive interactions directed towards nature. The teaching of mathematics, as well as other subjects at school, brings a certain message as part of the hidden curriculum.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(3 (237)); 53-73
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic
    Autorzy:
    Dorota, Turska,
    Urszula, Oszwa,
    Powiązania:
    https://bibliotekanauki.pl/articles/892303.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    education
    mathematics
    gender stereotype
    ability attributions
    Opis:
    The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(2 (244)); 25-40
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kripkenstein from the mathematical point of view: a preliminary survey
    Autorzy:
    Janik, Bartosz
    Powiązania:
    https://bibliotekanauki.pl/articles/600535.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Kripke
    philosophy of mathematics
    non-factualism
    Opis:
    This paper deals with the problem of the impact of Kripke’s skeptical paradox on the philosophy of mathematics. By perceiving mathematics as a huge rule-following discipline, one could argue that the Kripkean nonfactualist thesis should be adopted within the philosophy of mathematics en bloc to imply a refutation of objectivity and an enforcement of a particular view on the nature of mathematics. In this paper I will discuss this claim. According to Kripke’s skeptical solution we should reject the notion of fact and adopt the use theory of meaning that could be stated as follows: ’One understands the concepts embodied in a language to the extent that one knows how to use the language correctly.’ [Shapiro 1991, 211] [Kripke 1982]. Focusing on mathematical discourse, we should ask: what are the implications of the use theory of meaning for the philosophy of mathematics? Furthermore, is the answer to the skeptical paradox consistent with selected views in philosophy of mathematics? The supposed answer to the first question is that it demands the view that mathematics should be perceived as a strictly pragmatic discipline and the rules of mathematical discourse are mere conventions. But this is too simplistic a view and the matter at hand is far more complicated.
    Źródło:
    Internetowy Magazyn Filozoficzny Hybris; 2016, 34 (3)
    1689-4286
    Pojawia się w:
    Internetowy Magazyn Filozoficzny Hybris
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela
    Autorzy:
    Dorota, Turska,
    Urszula, Oszwa,
    Powiązania:
    https://bibliotekanauki.pl/articles/892246.pdf
    Data publikacji:
    2018-11-15
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    educational psychology
    mathematics
    teacher
    gender stereotype
    learning
    Opis:
    The importance of the stereotypes and teachers’ beliefs about mathematics as the male domain, for the students’ perception of their competences and achievements is the subject of extensive research. It is generally assumed that teachers – as guardians of socialisation – replicate this stereotype. An attempt to measure the stereotypical teachers’ assumptions has been offered only by J. Tiedemann (2002). It has become an inspiration to design the authors’ own research programme in which the relationship between increased stereotype beliefs and teachers’ asymmetry of female and male students’ abilities is sought. The paper presents the results of the study of the Polish version of the Gender Stereotypes Scale among 120 mathematics teachers (95 female, 25 male) from junior high schools. It has been shown that a) the stereotype is irrespective of the teacher’s gender, b) its profile is different in the sample of male and female respondents, c) the length of employment does not differentiate it. The educational implications of the obtained data have been presented in the paper.
    Źródło:
    Kwartalnik Pedagogiczny; 2018, 63(3 (249)); 57-73
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stosowanie pomocy dydaktycznych a kreatywne naucznie matematyki
    The application of didatic help and the creative teaching of mathematics
    Autorzy:
    Jantos, Ewelina
    Powiązania:
    https://bibliotekanauki.pl/articles/460295.pdf
    Data publikacji:
    2016
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    nauczanie matematyki, kreatywność, twórczość, innowacja, pomoce dydaktyczne
    teaching mathematics, creativity, innovation, teaching aids
    Opis:
    Purpose of research. The aim of the study has been to examine the extent to which teaching aids are being used in the classroom during mathematics lessons. They are supposed to diversify math lessons, encourage and arouse the curiosity of students, as well as assist in crossing the degree of difficulty of mathematical thinking. The usage of teaching aids is one of the most important ways to diversify and spice up classes for students. Furthermore students have been asked about their participation during mathematics lessons. Methodology. The research has been conducted among secondary school students. They have been asked about the degree of attractiveness of math classes, the usage of teaching aids and games during class. Research has also been conducted among primary and secondary school math teachers. They spoke about the usage of teaching aids during the process of teaching mathematics. The study has been performed using questionnaires, observation and interviews. Test results. The students are reporting that math lessons are boring and stressful, but at the same time interesting. They give examples how to solve this particular problem, demanding games and practical teaching. Teachers declare the usage of teaching aids, but they rather use devices instead of everyday objects. Conclusions. Promotion of creative teaching methods during math lessons, which surprise, entertain, explain and at the same time demand. Extend the knowledge of teachers about the correct usage of teaching aids as well as offer the opportunity and need to introduce pedagogical innovations. Indicate the possibility of using teaching and logical games in the teaching of mathematics at different educational levels.
    Cel badań. Celem badania było sprawdzenie, w jakim stopniu wykorzystywane są pomoce dydaktyczne na lekcjach matematyki. To one mają urozmaicać lekcje matematyki, zachęcać i zaciekawiać uczniów do pracy oraz pomagać im w przekraczaniu kolejnych stopni trudności myślenia matematycznego. Zastosowanie środków dydaktycznych w procesie nauczania jest jednym z ważniejszych sposobów urozmaicenia i uatrakcyjnienia zajęć dla uczniów. Zadano uczniom pytania na temat sposobu prowadzenia lekcji matematyki. Metodologia. Przeprowadzono badania wśród uczniów gimnazjum. Populacja badanych liczyła 200 osób. Pytano o stopień atrakcyjności lekcji matematyki, o wykorzystanie pomocy dydaktycznych oraz gier i zabaw na tym przedmiocie. Badania przeprowadzono również wśród nauczycieli matematyki szkół podstawowych i gimnazjalnych. Grupa badanych liczyła 50 osób. Opowiedzieli oni o stosowanych pomocach dydaktycznych w procesie nauczania matematyki. Badania wykonano techniką ankiety oraz obserwacji i wywiadów. Wyniki badań. Uczniowie uważają, że niektóre lekcje matematyki są nudne. Zdarzają się jednak i ciekawe i stresujące. Jednocześnie wymieniają przykłady, które mogłyby urozmaicić lekcje matematyki, domagając się gier, zabaw i nauczania praktycznego. Nauczyciele natomiast deklarują wykorzystywanie pomocy dydaktycznych, ale raczej preferują użytkowanie środków audiowizualnych, a nie zwykłych przedmiotów codziennego użytku, które bezpośrednio obrazują zastosowanie matematyki. Wnioski. Na podstawie przeprowadzonych badań stwierdzono niski poziom wykorzystania pomocy dydaktycznych w nauczaniu matematyki. Należy zatem propagować kreatywne nauczanie matematyki, które zadziwia, bawi i motywuje, a jednocześnie obliguje do myślenia. Trzeba by poszerzyć szkolenia nauczycieli o poprawne zastosowanie pomocy dydaktycznych oraz o perspektywę i potrzebę wprowadzania innowacji pedagogicznych; wskazywać sposoby zastosowania gier dydaktycznych i logicznych w nauczaniu matematyki na różnych poziomach kształcenia.
    Źródło:
    Ogrody Nauk i Sztuk; 2017, 7; 222-236
    2084-1426
    Pojawia się w:
    Ogrody Nauk i Sztuk
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategies of solving tasks while using the multimedia computer program by 7-year-old students
    Autorzy:
    Amos, Jelinek, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/890397.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    learning mathematics
    children aged 7 years
    the effectiveness of educational
    computer software
    multimedia software
    Opis:
    Both in the classroom as well as on the computer screen pupils can apply similar strategies of dealing with tasks (with difficult situation). For this reason multimedia programs for learning mathematics treated are as educational alternative manner of the forming amongst children abilities of solving problems. Domain of computer programs is better adapting the level of difficulty of tasks to individual possibilities of each of users. It seems that contemporary multimedia programs are effective (Kaczmarek, 2003; Watoła, 2006; Raszka, 2008). However from conducted research which are taking into account behavior of pupils while using the computer is pointing out to the uncertainty in this belief. It turns out that abilities acquired while using the multimedia program of children aren't transferring for solving problems in tasks of the paper-pencil type (Kengfeng, 2008).
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 38-46
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
    Autorzy:
    Barbara, Ciżkowicz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892053.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    achievement in mathematics
    motivation
    anxiety
    self-esteem
    the impact of family and school
    structural equation modelling
    Opis:
    The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 172-190
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What strategies are used by middle school students while solving mathematical tasks in a digital form
    Autorzy:
    Monika, Czajkowska,
    Powiązania:
    https://bibliotekanauki.pl/articles/890515.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    learning mathematics
    mathematical tasks in a digital form
    students at the age of 12-17
    students’ strategies
    Opis:
    Mathematical problems are the source of mathematical and logical experience, in which student’s mind builds its mathematical competences. The sort of mathematical problems that are given to students and its form are not of no importance. Herein focus will be put on certain issues resulting from the usage of mathematical tasks presented to students in a digital form. The author, based on her own study, characterizes the strategies that were used by the middle school students while solving interactive mathematical tasks. She states that no intervention from teacher’s side, thus letting students use a free method for solving tasks, does not positively influence the mathematical competences to be acquired. With this, she questions the thesis that the middle school students grew up in the world of multimedia where the work with such mathematical task solving comes in a natural way. To the author’s way of thinking, it is necessary to work out a methodology that will be aiming at introducing students to solving mathematical tasks in a digital form.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 102-109
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Inclination for mathematical giftedness in children: Research results, analysis, conclusions and pedagogical implications
    Autorzy:
    Edyta, Gruszczyk-Kolczyńska,
    Powiązania:
    https://bibliotekanauki.pl/articles/890327.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    Children with an inclination for mathematical giftedness
    mental traits of children with an inclination for mathematical giftedness
    wasting the intellectual potential of children with an inclination for mathematical giftedness
    school mechanisms for wasting the aptitude for mathematics in children
    sensitive periods for the development of aptitude in children
    Opis:
    The present paper discusses the outcomes of research realised as part of the ‘Recognising and encouraging the development of aptitude for learning mathematics in older kindergartners and primary school pupils’ project. To start with, data concerning the occurrence of mathematical giftedness in older pupils is offered together with an explanation of the reasons for the previous lack of interest in the issue of inclinations for mathematical giftedness in children. Subsequently, I present a description of the mental traits of older kindergarteners which indicate their inclination for mathematical giftedness. I also go on to outline the research programme on the basis of which I managed to: (a) develop diagnostic methods for determining the inclination for mathematical giftedness in children, (b) estimate the number of children manifesting an inclination for mathematical giftedness and children endowed with an inclination for outstanding mathematical giftedness, (c) determine the reasons why groups of children manifesting their mathematical giftedness become significantly reduced after the first months of education. Finally, I discuss the critical periods crucial for developing inclinations for mathematical giftedness in children. I additionally provide an explanation of why it is impossible to fix the neglected cultivation of an inclination for an aptitude in mathematics in the subsequent years of school education.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(2); 2-10
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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