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Teaching talented students in mathematics.
LOJÍKOVÁ, Barbora
The aim of this thesis is to elaborate a set of tasks that will have increasing difficulty and will lead pupils to the skill of solving problems designed for gifted students. The action research will focus on the student's work with the proposed tasks. In the theoretical part, attention will be paid to the available literature on the teaching of mathematics to exceptionally gifted pupils.
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Development of teachers' professional competence
Tichá, Marie
The dynamic transformation of education puts great demands on teachers' professional knowledge, their subject-didactic competence (knowledge of the topic and didactic approaches to it, knowledge of curriculum and applying this knowledge in practice), mathematical literacy and mathematical culture. An example of the conceptual field of regularity - dependence - proportion is used to illustrate M. Koman's and my approach to the development of the initial ideas of the concept of function.
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Problem posing as a way to mathematical literacy
Tichá, Marie ; Hošpesová, A.
In our work we search for ways of development of students' mathematical literacy. We aim at students' ability to utilize mathematics as a suitable tool for understanding of the world. Our aim is that students will be able to develop their knowledge. We stress not only solving of various problems. Also problem posing gets in the centre of our considerations on mathematical education. We believe that problem posing should be one of central topics of teaching of mathematics. It could be understand as aim as well as means of education and in addition also as diagnostic and motivating tool.
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Problem posing as one of the ways developing teachers´professional competence
Tichá, Marie
The need to acquire mathematical literacy grows. This puts great demands on teachers´professional competence. In this contribution, problem posing is outlined as one of the ways of empowering subject-didactical competence of primary school teachers, i.e. how to deepen the knowledge of subject and its didactical elaboration as well as application of this knowledge in school practice. This paper starts with examples of problems posed by concrete respondents (teacher-students and primary school teachers).
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