|
|
Individualization, differentiation, and personalization in mathematics in the Czech Republic through three different approaches: Scheme-oriented, Child-centred, and Undesignated
Brožová, Miroslava ; Coufalová, Jana (advisor) ; Vondrová, Naďa (referee) ; Rowland, Tim (referee)
The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers' beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching- Scheme oriented approach, child-centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child-centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of...
|
guest ::
RSS feed.