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Critical parts in solving constructive tasks by pupils-refugees from Ukraine
Kukhtenko, Anna ; Zamboj, Michal (advisor) ; Janda, David (referee)
Title: Critical parts in solving constructive tasks by pupils-refugees from Ukraine Author: Bc. Anna Kukhtenko Supervisor: Mgr. Michal Zamboj, Ph.D. Abstract: Construction problems are considered to be one of the most difficult problems in mathematics education, as they are the connection of the space of geometric objects and relations (theoretical) with the space of pro-spatial graphical entities (representational). For pupil refugees from Ukraine, who have gone through the traumatic experience of emigration and adjusting to a new environment, these tasks may present additional specific challenges. The thesis analyses Czech and Ukrainian textbooks, examines differences in procedures and solution methods, individual experience and readiness of pupil-applicants going to Czech schools. The methodology is based on qualitative research, which includes working with a group of pupils from Ukraine with a worksheet and interviews with the pupils themselves to better evaluate the results. Based on these findings, appropriate pedagogical strategies and approaches can be further designed and refined to better support the success and adaptation of these pupils in the school environment. Keywords: Construction tasks, pupils-refugees, pupils with different mother language, critical places in mathematics.
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Mechanical knowledge in mathematical cognition of an A student
Friesingerová, Tereza ; Vondrová, Naďa (advisor) ; Kvasz, Ladislav (referee)
Mechanical knowledge is presently considered to be the major problem in di- dactics of mathematics. The aim of this diploma thesis is first, to diagnose possible instances of mechanical knowledge in cognition of an A student, i.e. a student with excellent results in mathematics, and second, to provide a dis- cussion of their probable causes. The thesis consists of two parts. In the first part, i.e. the theoretical one, the concepts which are essential for the empirical part are introduced. The pivotal sections of the theoretical part of this thesis are therefore devoted to the introduction to the theory of generic models and mechanical knowledge. In case of mechanical knowledge, the emphasis is put on a discussion of its possible causes, as well as ways of their diagnostics, reeducation and prevention. The empirical part of the thesis is dedicated to a case study which was conducted. In this study, a number of examples of mechanical knowledge in va- rious branches of mathematics were identified in cognition of a lower-secondary student, based on the analysis of in-depth interviews and teaching materials. It is concluded that the most probable cause of the identified instances of me- chanical knowledge is the transmissive education style, in which the priority is placed on remembering definitions...
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