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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
0208-8916
2353-0960
Pojawia się w:
Didactica Mathematicae
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
The Relationship between Mathematics Anxiety and Learning Styles of High School Students
Autorzy:
Tatar, Enver
Powiązania:
https://bibliotekanauki.pl/articles/48525156.pdf
Data publikacji:
2012-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
mathematics education
mathematics anxiety
learning styles
collaborative learning
Opis:
The presented study examines the relationship between high school students’ mathematics anxiety and learning styles. Subjects were 441 eleventh grade students enrolled in six different high schools. The data were obtained primarily from two scales, namely “Mathematics Anxiety Scale” and “Learning Style Inventory”. Quantitative research approach was used in analyzing and collecting the data. Results revealed a significantly positive relation between mathematics anxiety and an avoidant learning style. In addition, there was a significant negative correlation between anxiety and collaborative learning. Results also revealed that avoidant learning style was the strongest predictor of mathematics anxiety
Źródło:
The New Educational Review; 2012, 28; 94-101
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Geometria kół Otta Reichela jako przykład pracy z uczniem zdolnym na lekcjach matematyki w II połowie XIX wieku
The Otto Reichels geometry of circles as an example of work with a gifted student in mathematics lessons in the second half of the 19th century
Autorzy:
Karpińska, Karolina
Klemp-Dyczek, Bogumiła
Powiązania:
https://bibliotekanauki.pl/articles/1789261.pdf
Data publikacji:
2020-12-24
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
history of mathematics education
mathematics education on the Polish
territories in the 19th c.
geometry
geometric constructions
gifted education
Otto Reichel
Opis:
Niniejszy artykuł jest poswiecony omówieniu zadan zwiazanych ze znajdowaniem miejsca geometrycznego punktów, które zostały umieszczone w artykule Beiträge für den Unterricht in der Geometrie („Przyczynki do nauczania geometrii”) Otta Reichela (Thorn, 1866), nauczyciela gimnazjum w Toruniu w latach 60. XIX wieku. Rozwiazanie wiekszosci tych zadan wykraczało poza ramy programowe wyznaczone przez ówczesne władze oswiatowe. Jest to przykład samodzielnego rozszerzenia programu nauczania matematyki przez nauczyciela w szkole dla uczniów zdolnych, w celu lepszego przygotowania młodziezy do egzaminów maturalnych, studiow uniwersyteckich oraz pózniejszej pracy zawodowej.
The paper is devoted to the discussion of the tasks related to finding the geometric locus of points. These tasks were included in the article Beiträage fäar den Unterricht in der Geometrie (“Contribution to the teaching of geometry”) by Otto Reichel (Thorn, 1866), a teacher of Torun gymnasium in the 1860s. The solution of most of these tasks went beyond the curricula determined by the then educational authorities. It is an example of self-extension of the mathematics curriculum by a teacher in a school for gifted students in order to better prepare young people for matriculation examinations, university studies, and later professional careers.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2020, 12; 173-196
2080-9751
2450-341X
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mathematics education published in the “Wychowanie Przedszkolne” [in English: Preschool Education] journal (1925–1939)
Autorzy:
Feliniak, Aleksandra Anna
Powiązania:
https://bibliotekanauki.pl/articles/951104.pdf
Data publikacji:
2019
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
preschool education
Maria Weryho-Radziwiłłowiczowa mathematics education
pedagogical journals
interwar period
Opis:
Objectives: In the interwar period, educational magazines played a huge role in popularizing the latest concepts and didactic solutions. In the years 1918-1939, several titles were addressed to pre-school educators. In this group, "Preschool Education" can be considered as one of the most important magazines. His main tasks included improving teachers' professional competences and disseminating the achievements of Polish and world pedagogical thought. On the pages of the magazine, much attention was paid to the issue of mathematical education of a small child. These publications were substantive support for pre-school educators at the time. Material and methods: analysis of source texts Results: On the pages of the "Preschool Education" (1925-1939) magazine, many articles can be found in the field of mathematical education of a small child, constituting significant substantive support for pre-school educators in the interwar period. Conclusions: The text is a short presentation of articles in the field of mathematics education published in the journal "Preschool Education" (1925-1939).
Źródło:
Journal of Modern Science; 2019, 42, 3; 83-93
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Framework for Transformation of the Mathematics Education into Education for Sustainable Development
Autorzy:
Vintere, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1390993.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education for sustainable development
engineering education
mathematics education
stakeholders’ cooperation
sustainable development
Opis:
A good quality education is an essential tool for achieving a more sustainable world. According to the UNESCO, mathematics is an instrument for sustainable development and particular attention should be paid to mathematics education. For that reason, the objective of this study was to create a framework for transforming mathematics studies at the university into education for sustainable development and describe a change project which includes three steps: assessment of existing practice, how university is meeting demands of sustainable development as well as description of the change project idea. The article describes factors influencing the development of maths education at Latvia University of Life Sciences and Technologies, compliance of maths education with the demands of sustainable challenges, as well as initiatives to transform maths education into education for sustainable development which is based on UNECE Strategy for ESD.
Źródło:
Studia Periegetica; 2018, 23(3); 57-67
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is education in Poland really effective?
Autorzy:
Biernacki, Marek
Czesak-Woytala, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/421348.pdf
Data publikacji:
2013
Wydawca:
Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:
effectiveness of mathematics education
PISA – Programme for International
Student Assessment
Opis:
This paper discusses the results of the Programme for International Student Assessment and the results obtained by students of the Wroclaw University of Economics. Special emphasis was placed on mathematics. Polish students obtained much better results in the latest PISA edition in maths, science and reading when compared to previous editions and to the average results calculated for the OECD countries. Despite this fact the scores of Polish students in the Creative Problem Solving test were much worse than the average for the OECD countries. It is worth noting that the Polish education system has been undergoing dynamic changes which are correlated with political changes and with the increase of social need for participating in decision-making in the education of the young generations. Unfortunately, the pressure to achieve good results in exams means that teachers have started to teach test solving instead of problem solving. This was also shown in the edition of the PISA exam. The authors of the article propose to change the structure of the didactic process, especially at universities, in a way that would make it possible to increase the number of exercises and laboratory hours.
Źródło:
Didactics of Mathematics; 2013, 10(14); 5-18
1733-7941
Pojawia się w:
Didactics of Mathematics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Math Support Centre at Technical University Ostrava
Math Support Centre na Vysoké Škole Bánské - Technické Universitě Ostrava
Autorzy:
Hamríková, R.
Kotulek, J.
Žídek, A.
Powiązania:
https://bibliotekanauki.pl/articles/113175.pdf
Data publikacji:
2017
Wydawca:
STE GROUP
Tematy:
mathematics education
Math Support Centre
nauczanie matematyki
wspieranie nauczania matematyki
Opis:
The Math Support Centre was established at Technical University of Ostrava in 2016. Its goal is to help students to better understand mathematics in an unformal study atmosphere. The main task of the Support Centre is to overcome gaps between their knowledge from different types of secondary schools and level of mathematics needed for successful study at our Technical University. We also help students with their problems of any type arising within their studies of mathematical subjects.
Na VŠB-TU Ostrava vzniklo v roce 2016 centrum podpory výuky matematiky, jehož cílem je pomáhat studentum matematice hloubeji porozumet, a to v neformálním studijním prostredí. Hlavním úkolem centra je preklenout rozdíly mezi úrovní znalostí z ruzných typu stredních škol a úrovní, kterou požaduje technická vysoká škola. Pomáháme také studentum všech rocníku s vysvetlením problému, které pri studiu matematických predmetu vznikají.
Źródło:
Systemy Wspomagania w Inżynierii Produkcji; 2017, 6, 4; 257-262
2391-9361
Pojawia się w:
Systemy Wspomagania w Inżynierii Produkcji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Badania stanu i potrzeb informatyzacji edukacji matematycznej uczniów niewidomych i słabowidzących w Polsce
The study on the conditions and needs for computerization of mathematics education of visually impaired students in Poland
Autorzy:
Rubin, Małgorzata
Faderewski, Marek
Mikułowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/425914.pdf
Data publikacji:
2015
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
mathematics education
education of the visually impaired people
computerization of education
platform PlatMat
Opis:
Effective mathematics education of the visually impaired people and full accomplishment of the core curricular of this course is challenging, especially due to the current obligation of passing mathematics on a school-leaving examination. The transfer of knowledge in this field is primarily based on visual and spatial communication, which is a major barrier in the process of teaching/learning of the blind and visually impaired pupils. Research presented in this article was conducted in order to collect the specifics of teaching mathematics in Polish schools attended by visually disabled students as well as the opinions of teachers, students and their parents regarding their needs in this respect. The results confirmed the lack of friendly technologies tailored to identified needs, supporting the teaching process, including effective communication between the teacher (parent) and a student in the class (at home). Respondents' answers showed a high level of informatic culture - all use the computer, and 71% of teachers and 64% of students use it on daily basis. 90% of teachers were interested in learning about new technologies that are useful in teaching mathematics, and 79% of the students would like to use a computer, tablet or any other device to learn mathematics if properly adapted. This is a friendly environment for the development of the new assistive technologies in the field of mathematics education. One of them is an innovative educational platform PlatMat whose functional adaptation to the needs of users was obtained, among others, based on the results of this research.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 1 (58); 34-40
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation for the Use of Content and Language Integrated Learning (CLIL) at the Slovak Minority School in Hungary
Autorzy:
Gunčaga, Ján
Powiązania:
https://bibliotekanauki.pl/articles/507069.pdf
Data publikacji:
2012
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Content and Language Integrated Learning (CLIL)
Slovak minority school / primary education
mathematics education
Opis:
Content and Language Integrated Learning (CLIL) can support the use of a minority language in different subjects. In our paper we present this method in the case of school mathematics. First, we describe the process of gaining knowledge in teaching mathematics. We will then present some students’ work who will be future Slovak minority teachers.
Źródło:
Journal of Preschool and Elementary School Education; 2012, 1; 107-118
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Solving Problems on the Blackboard in Slovenian High Education Mathematics Classrooms
Autorzy:
Lipovec, Alenka
Antolin, Darja
Powiązania:
https://bibliotekanauki.pl/articles/45882090.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
higher education
mathematics education
elementary pre-service
teachers
anxiety
pedagogical experiment
teaching techniques
Opis:
Students solving mathematical problems on the blackboard are an everyday routine in Slovenian classrooms. On the other hand, it is commonly known that students often consider this situation as threatening. In order to highlight this phenomenon, Slovenian elementary pre-service teachers (N=242) filled out an Internet questionnaire about preferred teaching techniques. Only a third of the participants saw this teaching technique as an effective method for learning. In a pedagogical experiment, three teaching techniques were probed in a problem solving based mathematics course with combinatorial and probability topics. Empirical results showed no significant differences in knowledge according to experimental groups.
Źródło:
The New Educational Review; 2012, 30; 45-55
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Cultural overview on the concept of infinity
Autorzy:
Di Sia, Paolo
Powiązania:
https://bibliotekanauki.pl/articles/628618.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
infinity, mathematics, culture, education, school, research, mystery.
Opis:
Abstract: The human being meets the idea of infinity very early, still a child, when he  realises that he can go on counting using  natural numbers until it is impossible to continue to count. The idea of infinity attracts and rejects, sometimes becomes an  object of desire and sometimes of study and systematic research. Infinity is the testimony that intellect, even starting from experience, can overcome limits and boundaries. Our own limited experience on the Earth suggests the existence of something beyond it. Scientists, artists, philosophers, musicians, writers, mathematicians have often assumed towards this concept positions and opinions sensitively different. Infinity would be, by its etymology and nature, what escapes all possible classification and measurement, while mathematics tends to classify and measure every object it examines, and  has been able to measure it. Infinity follows us from primary school until university, but often remains a misunderstood concept in the mathematical sense.
Źródło:
Journal of Education Culture and Society; 2019, 10, 1; 17-38
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problem Solving in Mathematics and Scientific Reasoning
Autorzy:
Cihlář, Jiří
Eisenmann, Petr
Hejnová, Eva
Přibyl, Jiří
Powiązania:
https://bibliotekanauki.pl/articles/1963616.pdf
Data publikacji:
2020-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Culture of problem solving
Scientifi c reasoning
mathematics education
lower secondary school
Opis:
The paper describes the results of a study whose aim was to explore correlations among the components of the construct Culture of problem solving (mathematical intelligence, reading comprehension, creativity and ability to use existing knowledge) and six dimensions of Scientific reasoning, which was tested by the Lawson’s Classroom Test. The total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that the dimensions proportional reasoning, control of variables and probability reasoning strongly correlate with the components mathematical intelligence, reading comprehension and ability to use existing knowledge.
Źródło:
The New Educational Review; 2020, 61; 97-108
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beyond communication: using language for researching curriculum, pedagogy and policy in mathematics education
Autorzy:
Morgan, Candia
Powiązania:
https://bibliotekanauki.pl/articles/749148.pdf
Data publikacji:
2014
Wydawca:
Polskie Towarzystwo Matematyczne
Tematy:
communication in mathematics education
discourse
textbooks
test papers
a social semiotic approach
Opis:
The language and other media used in educational practices do not simply transmit the ideas and intentions of speakers and writers. The practices themselves shape and are shaped by what is said. The texts produced by speakers and writers in a practice such as mathematics education thus draw on ways of construing the world that are legitimate within the practice and also constrain the ways in which listeners and readers may respond.Discourse analytic methods drawing on Halliday’s systemic functional linguistics provide means of describing the world of mathematics education through analysis of its spoken and written texts. This allows us to address questions about the nature of mathematics and mathematical activity and about the nature of teaching and learning, of teachers and of students as these are produced in the texts of a given practice.This article is based on a plenary lecture presented at the Children’s Mathematical Education conference held in Poznań, Poland in July 2014. In it, I discuss a discourse analytic theoretical and methodological approach to researching mathematics education and illustrate this with examples drawn from investigations of curriculum and classroom practice.
Źródło:
Didactica Mathematicae; 2014, 36
2353-0960
Pojawia się w:
Didactica Mathematicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The power of dialogue and discovery
Autorzy:
Jastrzębowska, Kalina
Powiązania:
https://bibliotekanauki.pl/articles/1387870.pdf
Data publikacji:
2018-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
dialogic teaching
growth mindset
modern practices in early childhood mathematics education
students’ voices
Opis:
Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.
Źródło:
Problemy Wczesnej Edukacji; 2018, 42, 3; 113-122
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zawód – nauczyciel. Silne i słabe strony programów kształcenia nauczycieli
Occupation Teacher. Strengths and Weaknesses of Teacher eEducation Programs
Autorzy:
KANDZIA, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/455926.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
dydaktyka matematyki
edukacja matematyczna
matematyka
szkolna
metody nauczania
nauczyciel matematyki
wykształcenie
zawód
teaching of mathematics
mathematics education
mathematics
school
teaching methods
teacher of mathematics
education
profession
Opis:
Na podstawie Raportu Liczą się nauczyciele o stanie edukacji 2013 opublikowanego przez Instytut Badań Edukacyjnych przedstawiono zarys drogi, jaką pokonują adepci, aby zdobyć zawód nauczyciela. W artykule wskazano na niski poziom przygotowania merytorycznego i pedagogicznego nauczycieli do tego zawodu pomimo „dobrego” (czytaj: wyższego) wykształcenia. Podkreślono słabe strony organizacji i zakresu studiów nauczycielskich. Zaproponowano możliwości poprawy aspektu dydaktycznego oraz organizacyjnego kształcenia nauczycieli.
The Institute for Educational Research published report about the state of education in 2013 – named Teachers are important. Article outlines the path that adepts must overcome to become teachers. There is pointed low level of preparation both substantial and pedagogical of teachers to the profession despite academic degree education. There are outlined weaknesses of organization and scope of the studies. It was offered opportunities to improve the educational aspect of teacher’s training and organizational solutions.
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 2; 18-23
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Realizacja edukacji przyrodniczej i matematycznej - kilka spostrzeżeń
Implementation of natural and mathematical education – a client of observations
Autorzy:
Królikowski, Tomasz
Mikołajczyk, Joanna
Mikulski, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/1832925.pdf
Data publikacji:
2021
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
edukacja przyrodnicza
matematyczna
kompetencje kluczowe
przedszkolak
działanie
science and mathematics education
key competences
preschooler
action
Opis:
Niniejszy artykuł zawiera rozważania na temat tego, czy można realizować zagadnienie dotyczące przyrody i matematyki w edukacji, czy realizacja ta może mieć miejsce już w wieku przedszkolnym oraz jak realizować zajęcia przyrodnicze i matematyczne, korzystając z dostępnych pomocy dydaktycznych. Autorzy stawiają następującą hipotezę: realizację edukacji przyrodniczej w połączeniu z edukacją matematyczną można rozpocząć u dzieci przedszkolnych (3–4 lata), wykorzystując dostępne środki dydaktyczne w postaci zabaw lub gier oraz innych elementów technicznych. W treści artykułu podawane są argumenty na popieracie tej hipotezy oraz przykłady środków dydaktycznych do jej realizacji.
Is it possible to implement the issue of nature and mathematics in education? An interesting question is the time to start this education. Can you start pre-school education in these areas? How to carry out these activities using the available teaching aids? Authors make a hypothesis: science education combined with mathematical education can be started with preschool children (3–4 years old), using the available didactic resources in the form of games or games, and other technical elements. The content provides examples supporting the hypothesis and examples of didactic measures for its implementation.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo; 2021, 6; 73-89
2450-9760
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 95

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