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Absoption in mathematics and orientation towards mathematics
Kmínková, Eliška ; Rendl, Miroslav (referee) ; Pavelková, Isabella (advisor)
In the beginning of my dissertation me and my supervisor set out several objectives. We concerned ourselves on incentives factores acting prejudice in favour of mathematics and incite orientations for mathematics as well. Various kinds of interests (individual, situational, actual, special-interest), achievement motivation, flow experience and perceived capability for mathematics. We prepared two various lessons of mathematics for the students in graduation class of gymnasium - the first one conventional, the second one experimental, alternative method. We concerned ourselves in students' preferences - which classwork is convenient to successful 1 sudents in mathematics and which one to students which go badly in maths. Next objectiv was observing the group of students "orientated on mathematis", preparing themselves for leaving examination in mathematics and preparing themselves for study in faculties where is this subject is one of the major. What influences the love for mathematics? Situation interest - we took of both from lessons comparison by the students and of their flow experience during lessons. Students' flow experience was almost similar in both lessons, though a little bit better flow experience had students in conventional lesson. The students has been enquired which kind of lesson was better...
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Learnability principles of progressive matrices: a comparison of Czech and Roma children
Páchová, Anna ; Seidlová Málková, Gabriela (referee) ; Rendl, Miroslav (advisor)
The aim of the graduation theses was to describe and explain the differences between Czech and Roma children in the scope of cognitive modifiability. The second aim was to consider the progressive matrices as tools for measurement of intelligence. To evaluate the cognitive modifiability I used the pretest and retest sets of matrices chosen from the Raven's Standard Progressive Matrices and Raven's Advanced Progressive Matrices. In addition, I also designed three separate sets of matrices that were used for explanation of matrix task principles. I confirmed the learnability of these principles, i.e. the matrix task results are influenced not only by the biological factors but primarily by the cultural background. It means that matrices cannot be considered as a culture free test. The results of Czech children in pretest and retest were significantly higher than the results of Roma children (however, the differences in the retest reached the borderline of statistic significance). On the other hand, the level of improvement (defined as retest minus pretest) was higher in the group of Roma children. So, the worse results of Roma children cannot be explain due to cognitive inferiority. They seem to be associated with the socio-cultural background and with the absence of Mediated Learning Experience. The...
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Understanding the Word problems on Motion
Schöffelová, Miroslava ; Rendl, Miroslav (advisor)
The topic of the thesis was selected based on the long term interests shown by the author in course of her studies. The thesis is a follow up of previous research activities that focused on word problems and the use of experience gathered from them. The whole issue of word problems on motion was selected as the example of typical problems, which children have to face at school, and therefore, they acquire more or less a specific procedure of solving them (as established in prior research). They provide option to draw comparison of their type resemblance and comprehensive variants and of the pupils' capability to implement the acquired procedures when the problem is getting more difficult. This was one of the objectives of the thesis. Another objective was to monitor the specifics of this type of word problems and also the related specific solutions including specific errors the pupils make when solving these types of problems. Furthermore, the objectives include monitoring and analyzing the different pupils' procedures from the qualitative point of view and the efforts to describe their mental representations of the problems and train of thoughts when solving them. The work is divided in two basic parts. The first part is mostly theoretical, containing quotations and theoretical basics excerpted during the...
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Sibling relationship in middle chilhood
Pacnerová, Helena ; Viktorová, Ida (advisor) ; Rendl, Miroslav (referee)
In my rigorous thesis 1 focus at describing sibling relationship in middle childhood. I have an aim of finding those specific themes that emerge in this relationship in middle childhood. I search for answers in literature as well as in qualitative research. The purpose of this research is to make an insight into the ways this relationship is experienced by eight to ten-year-old children. On the basis of outcomes of this research I then focus on a detailed analysis of two crucial themes, namely the playing activities and conflict situations of children. In the analysis of these themes a concrete way is reflected of experiencing the sibling relationship in childhood. I provide information on how children in middle childhood perceive and reflect their siblings, the sibling relationship, and themselves in this relationship. This thesis captures both common as well as different aspects of this relationship with children of the same and opposite sex; it examines this relationship through the eyes of children in two basic sibling positions, and it highlights a picture of this relationship typical for various sibling constellations. Thanks to findings of several authors who have dealt with sibling relationships, the outcomes of my research are explained in connection to dynamic aspects of this relationship such as...
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The Understanding of Fractions by Children of the 7th and 8th Grades
Sedláková, Jitka ; Rendl, Miroslav (advisor) ; Klusák, Miroslav (referee)
Submitted work deals with an analysis of children's ways of solving mathematical problem situations in the domain of fractions and further with an effort to recognize mechanisms that stands behind these ways of solving. The problem situations (mathematical tasks) which the children have to solve are chosen in order to cover five interpretations of fractions (part-whole comparison, quotient, operator, measure and ratio) specified by Lamon (1999). A set of tasks is given to the children from the sixth and seventh grades. Data obtaining methods used in this work are as follows: observation of the children during the task solving; discussion with them about their strategies for solving and work paper analysis. The different children strategies are shown herein by means of qualitative analysis of obtaining data. The solution strategies of individual tasks are categorized according to way of solving and way of thinking. In the work it is pointed out many connections between strategies in individual tasks which were solved. It is furthermore shown, how big problem the linguistic acquirement of mathematical terms can be. Due to this problem it is necessary to learn to understand task assignments according to mathematical context requirements. It is pointed out a possible diffusion of individual fraction...
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