|
|
Posing problems with a given structure
Tichá, Marie ; Hošpesová, A.
In the contribution we present ongoing research findings concerning benefits of the activities connected with problem posing in education of teachers and student teachers as a way improving their professional skills. We remind (recall, commemorate) diagnostic, educational and motivational benefits of these activities. We justify (substantiate) the need to consciously pay attention to the structure of posed problems.
|
|
|
Posing problems with a given structure by pre-service teachers
Hošpesová, A. ; Tichá, Marie
Posing problems of given structure is considered as a way of fostering teachers’ competence. We work with schemas from two perspectives: (a) schema as visualization of process of problem solving, (b) schema as representation of the structure of problem. We focused on the question: What problems do students pose if they are given a branched chain which represents the structure problem or solving procedure? Findings of ongoing research from work with teacher students are given.
|
|
|
Regularities and dependences as an environment for inquiry based education
Hošpesová, A. ; Tichá, Marie
Requirements for teacher professional competence grow. It turns out that for deepening and improving the knowledge of future primary schools teachers occupy an important role the experience with inquiry based education. Therefore, we are trying to find and design learning environments and implement them in the preparation of teacher students so that they have the possibility to experience yourself inquiry based education from the position of the pupil and realize its benefits.
|
|
|
Development of natural differentiation in mathematics classroom
Hošpesová, A. ; Tichá, Marie
The need that pupils achieve functional mathematical literacy grows. It makes considerable demands on teachers' professional competences, including their ability to react on heterogeneity and to create conditions for developmnet of all pupils' educational prerequisites. Heterogeneity is not grasped as a problem but as something natural and in some aspects challenging.
|
|
|
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.
|
|
|
Problem Posing, a Way to Teachers' Change
Hošpesová, A. ; Tichá, Marie
Problem posing is an important component of a teacher's everyday activity. This contribution wants to show how problem posing may be used as a way to an increase in teachers' professionalism, to improvement of their subject didactic competence and also as a diagnostic and motivational tool.
|
|
|
Přirozená diferenciace v matematice
Dolk, M. ; Hošpesová, A. ; Krauthausen, G. ; Roubíček, Filip ; Scherer, P. ; Selle, A. ; Swoboda, E. ; Tichá, Marie
Coping with heterogeneity and motivation of all students independent from their capabilities, is one of the great challenges in primary school, especially for teaching and learning mathematics. In the project NaDiMa several substantial learning environments enabling "natural differentiation" were designed, tested in the classroom and will be analysed.
|
|
|
Společná reflexe ve vzdělávání učitelů
Tichá, Marie ; Hošpesová, A. ; Macháčková, Jana
In the center of attention will be realization of individual and joint reflection as one of possible ways of increasing professional competences of primary school teachers. Activities of workshop´s participants should contribute to answering the question under which circumstances is carrying out reflection of teaching episodes (on the basis of video recordings and transcripts) a qualified activity and under which circumstances poses the reflection a benefit for the development of teachers´knowledge base.
|
|
|
Společná reflexe jako cesta ke spolupráci výzkumníků a učitelů
Hošpesová, A. ; Macháčková, Jana ; Tichá, Marie
The contribution reports on a case study in which a group of teachers shifted from reflective practitioners to the teacher-researcher via qualified (joint) pedagogical reflection with researchers. Qualified pedagogical reflection includes observation, contemplation and consideration, description and analysis of key elements, evaluation or revaluation, ways of explanation, accepting decisions and determining a new strategy. It creates space for the transition from an intuitive to a conscious and justified teachers´action in mathematics lessons.
|
|
|
Vyučování matematice a kolektivní reflexe
Tichá, Marie ; Macháčková, Jana ; Hošpesová, A.
The core of the paper is an example of the cooperation between two researchers (teacher educators) and one practicing teacher on a teaching experiment (via individual and collective reflections) to illustrate how collective reflection helps to understand the environment of mathematics classroom and thus, in our opinion, to improve teacher´s professionality and the teaching/learning process and also research in didactics of mathematics
|
guest ::
