Nowoczesne nauczanie matematyki z użyciem zadań w wersji komputerowej – prawda czy mit?
Modern mathematics teaching with the use of computer-based tasks - reality or myth?

Summary/Abstract: In this article, I present partial results of my research, conducted as part of the project entitled Introducing students aged 12-17 to solving computer-based tasks.Research shows that the vast majority of teachers are merely pretending to conduct modern teaching when making use of computer-based tasks during mathematics lessons. In reality, their lessons are typical and conservative, dominated by frontal work and methods based on knowledge transfer. Most often, lessons feature selected-response questions used to verify the student's knowledge, rarely implementing tasks which require the student to experiment by making use of a computer screen. This situation is caused by multiple factors, including: teachers' views on the place and role of using IT resources for teaching mathematics, insufficient number of computers, tablets, and smartphones in schools, not enough computer-based mathematical tasks with a significant didactic value, insufficient competence of teachers, outdated external exam system, incorrect teacher evaluation system.

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