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Teaching mathematics in Italian
Basile, Marco ; Novotná, Jarmila (advisor) ; Moraová, Hana (referee)
This diploma thesis deals with the teaching of mathematics in Italian language in the bilingual Italian-Czech section of Grammar School Ústavní in Prague, the Czech Republic, where I have been teaching since 2012. The main aim of this work is to analyse and systematize the positives and negatives of the bilingual teaching of mathematics in this environment. The most important problems and challenges, a teacher has to deal with while teaching mathematics in Italian, the language different from pupils' mother tongue, are introduced in this work. All the used and illustrating examples are based on my own practical training of an Italian Math teacher and are taken within one school year. Moreover, these examples are supported by my own problem solving options. The thesis also contains reflections about results of the bilingual teaching of mathematics both in mathematical and linguistic terms. Theoretical part deals with a general description of bilingualism, bilingual teaching of mathematics, and bilingual Grammar School Ústavní. Practical part describes not only the main differences between curriculums, textbooks, and mathematical assessments in Italy and the Czech Republic but also the course of school year 2016/2017 in classes 3.C and 4.C. The description is based on both the analysis of lessons of...
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The influence of the order of information in word problems on their difficulty for lower secondary pupils
Hennlich, David ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
TITLE: The influence of the order of information in word problems on their difficulty for lower secondary pupils AUTHOR: Bc. David Hennlich DEPARTMENT: Department of Mathematics and Mathematical Education SUPERVISOR: doc. RNDr. Naďa Vondrová, Ph.D. ABSTRACT: Research has shown an influence of various parameters of word problems on their success rate and solving strategies that are used by pupils. In case of the order of information variable, most of research has focused on word problems, in which the order of information corresponds, or not, with the order of events described in the problem statement. This thesis differs from them by aiming at word problems without the sequence of this kind in their situational models. Two sets of problems solved by ninth grade pupils of four secondary schools situated in Prague were analysed. In order to recognize the influence of the analysed parameter, the combination of qualitative and quantitative approach was used. Item Response Theory (IRT) was used to analyse the parameter from the quantitative point of view. The written solutions of pupils were also analysed in a qualitative way and later amended by additional interviews with pupils. No influence of the parameter was found on either success rate or solving strategies in any of the analysed word problems. There was...
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Solving strategies of word problems depending on the context topicality
Hejdrychová, Kateřina ; Novotná, Jarmila (advisor) ; Vondrová, Naďa (referee)
1 Solving strategies of word problems depending on the context topicality ABSTRACT The thesis deals with word problems solvable by linear equations. The aim of the work is to show if the context, on which the word problem depends, influences how pupils participating in the research solve it and verify if word problem phrasing and modern language usage help pupils solve the word problem. It is accomplished by assigning pupils a set of varied word problems and assessing their solutions. More results were gained by assessing questionnaires related to the context of the word problems being calculated. The second aim of the thesis is to explain various definitions of word problems, putting the term into the context of school mathematics and a brief summary of the historical development of mathematics focusing on word problems. The work consists of three parts. In the first part, problems and word problems are defined and it is shown how word problems are included in the Framework educational programme. Word problems are put into historical context. The second part shows the conception of motion word problems, word problems on joint work and word problems on dividing a whole into parts in the present-day mathematical textbooks in the second stage of elementary schools and in the lower classes of secondary grammar...
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Transfer from the lower to upper secondary school from the point of view of teaching mathematics
Rašovský, Matěj ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
This thesis is aimed on transfer of pupils from lower to upper secondary school from the point of view of mathematics. It was chosen three pupils which attended the same lower secondary school and transfer to the same upper secondary school. Using questionnaires and mathematical test, which were given in September 2014 and January 2015, was reviewed their transfer from the point of view pedagogical-psychical and mathematical. These questionnaires were given to the teachers also. This transfer was mostly negative for pupils. The level of knowledge of mathematics was the same or even worse. It is caused by different teacher's access to teaching mathematics. We could hope that this situation will be changed in a couple months. KEYWORDS: Education, transfer, learning, school educational program, personality, behavior
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Pupils' problem solving strategies at lower and upper secondary level
Hoffmann, Jan ; Novotná, Jarmila (advisor) ; Mošna, František (referee)
This thesis Pupils' problem solving strategies at lower and upper secondary level brings a focus on the issue outlined by the name. At the same time, it focuses on pupils' strategies to solve problems that are closely related to information literacy. At first I define basic terms for the area of word problems. Consecutively I focus on the theoretical knowledge from the area of problem solving strategies themselves. The content of the experimental part of the thesis is the survey of pupils' solutions of eight selected tasks, by which I was looking for an answer of the three basic questions of this thesis. My experiment is divided into two branches. The first branch of the experiment took place at the lower level of the multi-year grammar schools. The second branch of the experiment took place at the higher grade of the multi-year grammar schools and, to a small extent, at the secondary school. The theoretical part contains views of various authors on issue of problems and word problems. I present and compare these individual approaches. The result is the demarcation of the terms needed for the experimental part of the work. The main aim of the experimental part of the thesis is to find the answers of three basic questions of this thesis, where I was using data from lower and higher grades of...
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