Temat: mathematics education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: A response to Pawlaks article
Autorzy:: Tatsis, Konstantinos
Powiązania:: https://bibliotekanauki.pl/articles/749422.pdf
Data publikacji:: 2019
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: mathematics education, holistic approach, motivation
mathematics education, holistic approach, motivation.
Opis:: One of the main views which appears throughout prof. Pawlak's paper is one initially expressed by Anna Zofia Krygowska, the most influential researcher of mathematics education in Poland. According to this view - the teacher and his preparation, and thus the problems of teaching mathematics, are never "ahistorical" (Krygowska, 1981, as quoted by Pawlak, 2019). In other words, the problems of mathematics education cannot be viewed outside of their historical and cultural contexts. Practically, this means that when we design our teacher training courses, we cannot, e.g., ignore the current scientifc and societal developments and especially the increased use of mobile technologies even for everyday purposes. Prof. Pawlak recognizes this issue and suggests using technology as an aid to motivate students. This brings us to the second overarching view of the paper, namely the importance of motivating students to be involved in mathematics.
Źródło:: Didactica Mathematicae; 2019, 41
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Does math education in Poland teach creative thinking?
Autorzy:: Biernacki, Marek
Powiązania:: https://bibliotekanauki.pl/articles/421280.pdf
Data publikacji:: 2014
Wydawca:: Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:: effectiveness of mathematics education
Opis:: This work is a continuation of the article (Biernacki, Czesak 2013), which examined the most recent results (2012) of the Program for International Student Assessment. It turned out that Polish students have significantly improved their results in general subjects, but have great difficulties with creative thinking (the results are below the median). Analysis of the results of examinations in mathematics for students of the first year of two departments confirmed that students have great difficulty with problem solving. The author proposes to encourage students through the use of exercises and labs to take more time to solve tasks that require creative thinking, especially those relating to real-world problems of physics and economics.
Źródło:: Didactics of Mathematics; 2014, 11(15); 5-12
1733-7941
Pojawia się w:: Didactics of Mathematics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: O liczbach ujemnych z perspektywy historycznej i dydaktycznej
On the Negative Numbers from the Historical and Educational Perspective
Autorzy:: Błaszczyk, Piotr
Sajka, Mirosława
Powiązania:: https://bibliotekanauki.pl/articles/1791026.pdf
Data publikacji:: 2018-06-01
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: Negative numbers
History of mathematics
Mathematics education
Opis:: We identify two ways of introducing negative numbers. In the first one, a totally ordered set (L, $\prec $) is presupposed, an element 0 in L is arbitrarily taken, and a number a is negative when a 0. In the second one, a negative number is defined by the formula a + (−a) = 0. From a mathematical perspective, the first method involves the idea of a totally ordered group (G,+, 0,<), while the second one considers the idea of the algebraic group (G,+, 0) alone. Through the analysis of source texts, we show that the first model originates in John Wallis’ 1685 Treatise of Algebra, while the second one comes form the theory of polynomials, as developed by Descartesin his 1637 La Géométrie. In mathematical education, the first model is applied in the overwhelming majority. Still, we identify a theory that applies to the second model. We show how to develop it further and simplify the representation of the operation a + (−a) = 0 by turning the second modelin to a tablet game.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2017, 9; 5-36
2080-9751
2450-341X
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Geometria w pierwszych latach szkolnej edukacji w świetle wybranych programów nauczania i poradników metodycznych dla nauczycieli z lat 1773 – 2020
Geometry in the first years of school education in the context of selected curricula and methodological guides for teachers in the years 1773 – 2020
Autorzy:: Zambrowska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/1789257.pdf
Data publikacji:: 2020-12-31
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: the history of teaching
geometry
mathematics education
Opis:: Currently there is little geometry content in the early years of school. In my doctoral thesis Geometry in teaching children since the times of the Commission of National Education until today. Analysis of the succession of education concepts, supervised by Prof. Edyta Gruszczyk-Kolczynska, I examined how the teaching of geometry to younger children has changed since the time of KEN. In the article, I discuss curricula and methodological guide books for teachers in terms of the geometric content they cover in the first years of school education. I focus on three periods: the second half of the 19th century, the 1920s and the 1970s. These periods stand out from the others I studied n that there was a lot of geometric content in the first years of school. However, in the first one of these, the content was mainly included in the subject “drawings”, while in the others the main aim of teaching was to develop pupils’ computational skills. To a large extent, geometry has also served this purpose.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2020, 12; 250-259
2080-9751
2450-341X
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Mathematics yesterday and today on VSB-TU Ostrava
Matematika včera a dnes na VŠB-TU Ostrava
Autorzy:: Boháč, Z.
Doležalová, J.
Kreml, P.
Powiązania:: https://bibliotekanauki.pl/articles/113037.pdf
Data publikacji:: 2017
Wydawca:: STE GROUP
Tematy:: SEFI
mathematics curriculum
mathematics education
program nauczania matematyki
nauczanie matematyki
Opis:: The authors compare mathematics curricula at VŠB - Technical University of Ostrava in the year 1979 and at present. They compare the extents and the contents of the curriculum, numbers of lessons and above all the preparedness of students for applications in engineering practice. Reality is compared with the requirements of the European Society for Engineering Education (SEFI) in the material A Framework for Mathematics Curricula in Engineering Education.
Autoři srovnávají osnovy předmětu matematika na VŠB TU Ostrava v roce 1979 a v době současné. Porovnávají rozsah a obsah učiva, hodinové dotace a hlavně připravenost posluchačů pro aplikace v technické praxi. Skutečnost je srovnávána s požadavky Evropské společnosti pro inženýrské vzdělávání v materiálu Základní curriculum z matematiky pro evropského inženýra.
Źródło:: Systemy Wspomagania w Inżynierii Produkcji; 2017, 6, 4; 222-229
2391-9361
Pojawia się w:: Systemy Wspomagania w Inżynierii Produkcji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Leonardo Pisano called Fibonacci, between advanced mathematics, history of mathematics and mathematics education: three examples drawn from Liber Quadratorum
Od matematyki wyzszej, przez historie do dydaktyki. Trzy przykłady zaczerpniete z Liber Quadratorum Leonarda z Pizy zwanego Fibonaccim
Autorzy:: Bussotti, Paolo
Powiązania:: https://bibliotekanauki.pl/articles/1791019.pdf
Data publikacji:: 2017-07-04
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: Fibonacci
Enriques
Liber Quadratorum
Paradigmatic examples
Medieval mathematics
Diophantine analysis
Lagrange
Genochhi
Number theory and mathematics education
Relation history of mathematics-mathematics education
Opis:: In this research, three problems faced by Leonardo Pisano, called Fibonacci,are dealt with. The main purpose is to show that history of mathematics can offerinteresting material for mathematics education. The approach to the use of history ofmathematics in mathematics education cannot be merely historical, but adapted to theneeds of the explanations in a classroom. In the course of this paper, the meaning ofsuch assertion will be clarified. A further purpose is a trying to explore the relationshistory of mathematics-mathematics education-advanced mathematics. Last, but notthe least, a further aim is to offer a specific series of interesting material to the teacherin order to develop stimulating lessons. The material here expounded is conceived forpupils frequenting the third and the fourth years of the high school, but, with minormodifications, it can be adapted to the fifth year of the high school and to the initialyears of the scientific faculties at the university.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2015, 7; 5-25
2080-9751
2450-341X
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: On the importance of affective dimensions of mathematics education
Autorzy:: Pieronkiewicz, Barbara
Powiązania:: https://bibliotekanauki.pl/articles/421352.pdf
Data publikacji:: 2014
Wydawca:: Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:: affect in mathematics education
math anxiety
underachievement syndrome
Opis:: In one of his latest articles, Fortus (2014), points out that “when one considers the centrality of affect to teaching and learning and the broad range of topics that are related to affect, it is concerning that it has received relatively so little attention” (Fortus 2014, p. 821). In order to support his position, he provides an overview of the research on affect in science education that has been published in several journals (JRST, SciEd, and IJSE) between 2001 and 2011. The author also hypothesizes why affect has been under-attended to by the science education research community so far. And the conclusion he arrives at is that affect remains in the shadow of researchers’ attention partly due to the existing “international trend towards standardization of schooling and high-stakes testing” (p. 822). The main purpose of this article is to emphasize that affect does play an important role also in learning mathematics and for this reason it should be considered as one of the core dimensions of mathematics education. The first part of this article provides examples of two phenomena: math anxiety and the underachievement syndrome in learning mathematics, where affective determinants are unquestionable. Subsequently, we shift the focus from these particular issues to the general description of what affect is, what meaningful concepts it contributes in the field of research on mathematics education, and how the research community can benefit from the approach it promotes. Finally, we present some new directions for researchers and teachers that may result in an increase of the quality and efficiency of both teaching and learning mathematics.
Źródło:: Didactics of Mathematics; 2014, 11(15); 13-24
1733-7941
Pojawia się w:: Didactics of Mathematics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Emma Castelnuovo: three key ideas
Autorzy:: Valenti, Daniela
Powiązania:: https://bibliotekanauki.pl/articles/749164.pdf
Data publikacji:: 2014
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: teacher-researcher
dynamic geometry
real-world mathematics education
Opis:: This paper focuses on three key ideas that underpinned the pedagogical research and teaching activity of Emma Castelnuovo over a period going from 1944 to 2014:1. teacher-researcher;2. dynamic geometry;3. real-world mathematics education.The paper will seek to find answers to various questions about previous ideas, among which: Where do these ideas come from? How, when and where are they implemented in secondary school teaching? Can we envisage their future development?
Źródło:: Didactica Mathematicae; 2014, 36
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Inspiring pre-service teachers of early years education to create an inquiry environment for children to learn mathematics
Autorzy:: Bojarska-Sokołowska, Agnieszka
Powiązania:: https://bibliotekanauki.pl/articles/32443987.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet Komisji Edukacji Narodowej w Krakowie
Tematy:: Mathematics education
early years mathematics
motivation of pre-
service teachers
interactive education
Opis:: The paper presents a~teaching proposal for the Mathematics Education course for university students of Education with a specialisation in Early Childhood Education, in order to motivate pre-service teachers to self-discovery and to encourage individual mathematical problem solving. The proposal was pre-tested in practice. Interactive activities were carried out in which pre-service teachers individually solved mathematical problems at thematic stations and had the opportunity to learn by manipulating objects and discovering solutions to problems. The study was conducted using an action research approach. The results of the study are described in four areas of the researcher's activity: preparing the learning environment (organising the research), observing the subjects, communicating with the subjects (interviewing the pre-service teachers) and using the results.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2023, 14; 159-171
2080-9751
2450-341X
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Using AI Chatbot for Math Tutoring
Autorzy:: Jančařík, Antonín
Michal, Jakub
Novotná, Jarmila
Powiązania:: https://bibliotekanauki.pl/articles/18770350.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: artificial intelligence
tutoring
mathematics education
time analysis
chatbots
Opis:: Aim. The aim of this paper is to present the results of a pilot validation of an artificial intelligence chatbot for mathematics tutoring. The subject of the analysis is the behaviour of the students in the course, in particular their approach to solving problems without external motivation through scoring or other assessment. Methods. The analysis of student behaviour was carried out on the basis of records in the application database. The subject of the analysis was not only the pupils' responses, but also the time taken to produce them and the overall trajectory through the course. Results. The results of the analysis show that students who choose to join the course, work intensively in the lessons. Most pupils solve more than one basic task. A significant proportion of pupils also use the prepared help and instructional videos. The analysis of the solution time allowed identification of a group of pupils who do not even read the problems and only confirm the results. Conclusion. The pilot validation confirmed that the chat-bot format is close to the learners, and they are able to use the courses created in this environment. Solution time analysis suggests that this parameter can be used to analyse learner behaviour and system control. Further analyses in this area are needed.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 285-296
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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