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The article is devoted to teaching of future teachers of Mathematics and contains some topics suitable for deepening and enlarging of their knowledge. The article deals with two problems from the international Mathematics competition Putnam Exam (the problem of harmonious triads and the Josephus problem). While solving these problems the binary number system is used among others.
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Tourist race, organized by the Club of Czech Tourists, is annually attended by several hundred children and adults. Although it is based on cross-country running, a significant role is played by other competitive tasks, such as recognizing of shrubs and trees, recognizing of tourist signs, topographical signs, cultural-cognitive activity, work with a map and compass or outdoors estimating of distance. The temper of racing is very strongly motivating to cope with these tasks. The paper discusses the success of competitors in children’s categories in solving chosen biological and geographical tasks in Czech Cup of Tourist race in the years 2008-2016. Decreasing level of knowledge and skills of pupils is observed also in their leisure time activities.
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This article discusses teaching texts, their elements and their layout. Based on the collection of secondary data and the use of previous researches as well as teacher´s practice, the article provides a proposal for a better structure of textbooks. The part of the article is a description of the eye tracking method, which is currently the most sophisticated method for evaluating the layout used not only the textbooks.
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Many researches show that pupils prefer learning how to solve the math problems by heart even in learning mathematics. It is necessary to look for ways of teaching mathematics leading to a departure from such a trend. One of the options is the frequent assignment of substitution-related tasks. This method develops pupils’ creativity. Many tasks offer several possible substitutions. Pupils learn to create a substitute expression. The substitution method allows the task to be transformed, thus creat connections between the different areas of mathematics and offer pupils new insights into the use of already acquired knowledge.
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The process of basic identification and sorting of planar geometric figures is a prerequisite for the further development of pupils in the process of acquiring additional knowledge about them and their properties (see Musser, Burger, Peterson, 2001). The aim of this article is based on research within the VEGA project no. 1/0440/15 point to misconceptions about the circle, square, triangle and rectangle of preschool and pupils in the last grade of primary school. We try to identify the causes and formulate recommendations for teachers.
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Among the new trends in developing financial literacy in economic subjects, we include activating forms of teaching. These stimulate interest, support pupils’ learning experience, develop autonomy, flexibility and creative thinking. By applying activation methods, we teach the learner to understand the problem solved more clearly and require students to apply problem solving, analysis, synthesis, and creative thinking.
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In the contribution we discuss the significance of Mathematics teacher’s personality, their relationship with students and the impact of positive Maths teacher relationship with their students on their success in learning mathematics. In this short article, we attempted to integrate our personal experience with the latest principals in pedagogy and teaching mathematics, as well as to offer a complex overview of the presented topic.
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There are common accepted idea in focus on education of pupils in the field of economic subject and their importance and influence in the context of general education and general literacy of the population. However, the more important question is the methods of this education and its implementation to the education process, especially in the primary and secondary level of education. Those didactical problems are consequences of the methodological approach of the economics as a science itself, especially in comparison with the nature sciences. In this context, there are roots of this problems as the methodological problems of the economics itself analysed in the article.
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Contemporary physics and its terminology is based on efforts of many generations of scientists seeking the essence of natural processes. Although physics concepts form a consistent system, current terminology is sometimes misleading and evoke wrong ideas. The paper deals with the development of terms WORK, ENERGY and HEAT in relation to physics education and improvement of students’ physics thinking.
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The contribution is devoted to the issue of community practice in teaching technical subjects at secondary schools. The solved issue is of interest to the project “Community Practice as a Means of Development of Key Competencies”, which is solved at MU Faculty of Education since January 1, 2017. In the first part we focused on the project objectives in the field of technical subjects. In the next part, attention is devoted to the research aimed at improving the quality of teaching of technical subjects through developing hospitals and the application of teaching activation methods.
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Despite long-standing efforts of the stable fixing of subject / didactics as scientific disciplines this fact is not always accepted among academicians and experts in disciplines of relevant subjects (not just mathematics, natural sciences and engineering). Last but not least, there is a dilemma about who is good subject didactician. The contribution raises some questions that are not yet sufficiently answered.
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The introduction of information technologies in schools brought not only new dimensions for acquiring information and expanding horizons, but also certain pitfalls that may surprise students. It is rather hard to say whether the use of information technologies in teaching and in daily life has more positives or negatives. This article discusses nnegative aspects of the use of communication technologies in teaching of mathematics at universities.
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The paper deals with integrated thematic education at primary school. It can be inspiration for teachers and pupils of the second grade primary school. It points out that an important element in education is motivation. Important aspects of motivation are research, exploration and experimentation. The paper contains the structure of project day "Great Egg Robbery" at primary school. Topic of integrated thematic education is current theme. The research focuses on the use of integrated thematic education at primary schools.
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The new career charter of the teaching profession in the Czech Republic will be implemented from September 2017. The paper describes the portfolio as a tool for professional and personal growth of the teacher, but also as a source for the evaluation of teaching work. The authors point out possible risks in the processing of the portfolio. The features and goals of the portfolio are further characterized in the text. The authors present the individual phases of the portfolio and describe how it is possible to work with the material included in the portfolio. Systematically arranged material in the portfolio should help the teacher to better present his work. The teacher will be able to return back to his / her present activities in his / her portfolio. The portfolio should not only be about the knowledge and skills, but also the developing attitudes of the teacher. An example of pedagogical practice is the possibility of presenting the teacher’s work. This is mainly about the inclusion of examples of typological or extraordinary practices in the portfolio.
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The motivational role of school experiments in science education is still growing. Motivation in education is realized using cognitive motivational teaching techniques. Several cognitive motivational teaching techniques are based on observation and experimentation. From the pedagogical constructivist point of view it is important to develop appropriate school experiments for school practice. Presented cognitive motivational teaching techniques are based on special kinds of simple experiments such as: experiments of everyday life, entertainment-edutainment experiments, problem experiments, experiments supported by ICT etc. All presented simple experiments are developed by a use of design-based research including action research in school practice at primary and lower secondary schools.
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An obligatory curriculum document, the Framework Education Program (FEP), is constantly under criticism of the extent to which the level of knowledge, cognition and skills of students in each school is shattered at the same level of education. Although the FEP is upgraded, this situation does not improve. Upgrading leads to extensions of expected outputs and curriculum, but there is no reduction in unnecessary content. Changes in linkages between disciplines if they are, are only minimal. Through a metaresearch survey, we summarize the data that can shed light on the Framework Education Program.
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This article is about the role of games in the popularization of mathematics. It deals with actual examples of mathematical concepts that appear in popular games. The paper focuses on the task of mathematics in escape room games, computer, and console games.
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K zamyšlení nad tím, proč mají někteří žáci v matematice problémy, vyjděme ze dvou citátů Jana Amose Komenského: • Není zrcadla tak zdrásaného, aby se vypulírovati nedalo, proto raději začněme stokrát znovu, než se jednou vzdát. • Nad zlato dražší klenot je dítě, ale nad sklo křehčí. Snadno se může ublížiti a škoda odtud nesmírná.
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Letos jsem se stala poprvé třídní učitelkou. Ve své třídě mám kluka s autismem, budu ho v celém dokumentu jmenovat Honzou, aby se z něj stal konkrétní kluk, a nejen fiktivní postava. Honzovi je 11 let, diagnózy střídá po celou dobu školní docházky. Momentálně jsme u jeho čtvrté, která je rysy dětského autismu. Přestoupil na druhý stupeň se svými spolužáky, ti s ním chodí všech pět let studia, já ho znám pouze tři měsíce. Jeho hlavní projev je, že nemluví. Na otázku spíš něco ukáže, než že by slovně odpověděl. A velice se usmívá. Takže neustále vypadá, že je vše v pořádku.
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Umět upravit výraz s proměnnou častokrát potřebujeme dříve, než se žáci s tou kterou konkrétní úpravou seznámí.2 Například občas potřebujeme umět roznásobit závorku s proměnnou nebo naopak vytknout před závorku. V podstatě celý šestý ročník a většinu ročníku sedmého používáme proměnnou v konkrétních případech požadovaným způsobem, který však ještě žáci neznají, ale na který je potřeba žáky navést.
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