National Repository of Grey Literature 166 records found  beginprevious92 - 101nextend  jump to record: Search took 0.00 seconds. 
Argumentation in mathematics teachers' beliefs and practices in the context of the Czech Republic
Žalská, Jana ; Vondrová, Naďa (advisor) ; Hejný, Milan (referee) ; Kaenders, Rainer (referee)
I aim to describe how teachers' beliefs and practices influence the way mathematical argumentation is conducted in lower secondary mathematics classroom within the Czech curricular context. I present results of two studies: the first one characterises the Czech curricular context, namely, the national curricular document and aspects of justification of mathematical statements in selected series of mathematics textbooks. The second study reports on characteristics of teachers' beliefs and practices as related to argumentation on an example of six purposefully selected teachers, via interviews and observations of their lessons. Finally, I select three teachers with differing approaches to teaching and describe specific observed instances in their practices in relation to classroom norms regarding argumentation, justification of general mathematical truths, and aspects of arguments. I show how teachers' beliefs, a textbook and pupils may influence the observed arguments. The studies show that a teachers' emphasis on efficiency (fulfilling school curriculum demands) on one hand and on sense-making on the other lead to distinct implemented curricula. The curricular context and teachers' practice analysis suggest that justification of general truths is generally seen as important but without clear cognitive aims...
Conceptions of area and volume of pupils at the elementary school
Tůmová, Veronika ; Vondrová, Naďa (advisor) ; Coufalová, Jana (referee) ; Kubáček, Zbyněk (referee)
Conceptions of area and volume of pupils at the elementary school Veronika Tůmová ABSTRACT: The aim of my thesis is to investigate how the conceptions of area and volume are built, what the major pitfalls and problems are, what skills and strategies are helpful for solving problems and what are the frequent unsuccessful strategies and pupils' misconceptions. I used the concept of the hypothetical learning trajectory as a tool to describe this process. Based on existing research review, I compiled two hypothetical learning trajectories - one for area and one for volume. The crucial building blocks that were identified based on these trajectories are: space abilities, structuration of space into arrays of units and multiplicative thinking. A test was designed to measure these factors and the correlation of these factors with success in volume and area problems ranged from week (multiplicative thinking) to very strong (spatial abilities). These findings confirm that these factors constitute an important part of the hypothetical learning trajectory for both concepts. Several structuration tasks were selected to investigate pupils' structuration skills and mistakes in more detail. Three main categories of problems were identified in the pupils' solutions: incorrect space structuration, disconnection between...
Expressions with variables in primary mathematics
Pokorný, Antonín ; Vondrová, Naďa (advisor) ; Pilous, Derek (referee)
The thesis is focused on the teaching of variable expressions at the eighth grade of elementary school and is divided into the theoretical, preparatory and experimental part. The theoretical part contains a short description of the objectives of the teaching of variable expressions. This section is complemented by the selected results of international comparative research and the classification of mistakes which pupils make in connection with the topic. An important part is the analysis of selected textbooks according them the teaching of variable expressions at the primary schools takes place. In the preparatory part there are presented the selected tasks of generalization which are recommended by the curriculum materials, but are not included in the textbooks. Component of the preparatory part is the presentation of algebra tiles environment. The core of the thesis is the experimental part aiming to compare the results of teaching of variable expressions in two differently taught groups. The first group was taught according to the textbook. In the second group the teaching was based on patterns of algebra tiles. The research of teaching results is focused on pupils' difficulties and the most frequent mistakes. The results indicated that the environment of algebra tiles helps to reduce number of...
Symmetric and asymmetric context of word problems and its influence on the success of pupils' and on the types of their mistakes
Matějková, Klára ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
The thesis deals with the connection between the way the mathematical word problems are formulated and their being understood correctly by the pupils. The main focus is on the semantic cues present in the assignment of the word problem. The thesis can be divided into two parts. The first part, which provides the theoretical framework for the whole thesis, contains the definition of a word problem. The phases of word problems solving and the possible classification of word problems are mentioned. More attention is paid to the problems with translation cues; new concepts of asymmetric context and symmetric context, called semantic cues, are introduced. An overview of several related research studies from abroad follows. The core of the thesis lies in its second part, containing a study that examines whether the pupils would be more successful in solving problems with asymmetric contexts than in solving problems with symmetric contexts. The influence had been examined on two types of problems and four age categories of pupils and students. The research was carried out through the short tests and it was attended by the total of 503 pupils of selected elementary schools and grammar schools in Prague and students of the Faculty of Education of Charles University. A higher success rate for the asymmetric...
The influence of playing Abaku game on pupils' numerical skills and their understanding of mathematical operations
Pelcová, Karolina ; Vondrová, Naďa (advisor) ; Jančařík, Antonín (referee)
This thesis focuses on the Abaku game. Abaku is a game with numbers similar to Scrabble. The aim of the thesis was to find out whether there is a relation between playing the Abaku game and pupils' numerical skills and their understanding of mathematical operations. 843 pupils (401 players and 442 non-players) from 10 schools were tested in total. Data were collected through questionnaires and 2 tests. The questionnaire surveyed the popularity of and success in mathematics and whether the pupil was a player. In such a case, the questionnaire looked at how often a player plays and how many years he has been playing. The first test focused on the relation between playing Abaku and numerical skills and the second between Abaku playing and understanding of additive and multiplicative operations. The statistical survey was used to verify the validity of the established hypotheses. I filled the data into Excel and Minitab, where I used analytical tools. I searched for the relation between being a player, the liking of mathematics, the success in mathematics, the number of test points earned, the test completion speed, the playing frequency and the number of years played. Most of the results are sorted by grades. The research did not show any significant influence of playing Abaku on the numerical...
Understanding the part to whole relationship within primary school pupils of the sixth to ninth grade
Sojková, Tereza ; Novotná, Jarmila (advisor) ; Vondrová, Naďa (referee)
This master thesis deals with middle school pupils and their comprehension of Part-whole theory within the area of Mathematics. The theory section is divided into five parts. The first part presents sets of knowledge and skills of lower-secondary school pupils that are essential for completing a particular time period in selected thematic areas of mathematics at primary schools. In the second part, individual stages and mechanisms of cognitive processes needed in Mathematics are determined, and the third part focuses on teaching methods of Mathematics. Among the issues mentioned in this part are for example the difference between formal and informal knowledge or transmissive and constructivist way of teaching. Lastly, the fourth and fifth parts specify various expressions of wholes and their parts. The research part of this paper provides an analysis of interviews with certain teachers that are employing different teaching methods, testing applied on their pupils and also an analysis of the textbooks that are being used by these teachers. The other part of the thesis is the evaluation of the interviews with the selected teachers, what gives us the information about the relationship of the teachers to particular didactic approaches, and the evaluation of the tests taken by pupils including standard...
Didactic approaches to the teaching of some mathematical topics at the primary school in teachers ́ diskurse
Vencovská, Jaroslava ; Vondrová, Naďa (advisor) ; Kvasz, Ladislav (referee)
The aim of the thesis was through a new analysis of interviews with teachers of mathematics, to describe didactic practices used by teachers while teaching selected topics (namely, proportions, linear equations, divisibility, percent, symmetry, Pythagorean theorem ) and compare them with the practices reported in textbooks and other literature. First, teaching methods, teaching forms and the mechanism of concept development by M. Hejný are given. Based on the analysis of more than thirty interview, it was found that teachers use the usual didactic practices but also create their own methods and procedures. These methods and techniques are provided for each critical issue separately in the fourth chapter of the thesis. Furthermore, the content analysis of selected textbooks is given for each topic. Identified practices of teachers which they use in their teaching practice, form the result of my work.
Number Line and its Understanding by Primary School Pupils
Špačková, Klára ; Vondrová, Naďa (advisor) ; Kvasz, Ladislav (referee)
This diploma thesis deals with the number line as a tool to improve pupil's understanding of various mathematical concepts, structures, properties and algorithms. The aim of the thesis is to determine how are lower secondary pupils able to use the number line and to connect findings with the content of their textbooks. The thesis consists of a theoretical and a practical part. The theoretical part introduces the topic of number line, deals with the problems used for testing in the Czech Republic and presents several researches on this topic. The theoretical part, together with the analysis of current state of the number line usage in teaching, serves as a basis for an experimental investigation that is covered in the practical part. After a pilot testing with 19 pupils, the main testing was conducted in 7 classes of two Prague primary schools. The total of 156 pupils participated in the main testing and 8 of the pupils were later interviewed about their tests. The results are presented in the practical part. It turned out that there is a correspondence between textbook content and pupils' errors while working with number line and that pupils struggle with representing of fractions on the number line. In the conclusion some recommendation for teachers were put forward concerning the usage of the...
Pupils ' interpretation of graphic representations of statistical results
Krištof, Radim ; Vondrová, Naďa (advisor) ; Jančařík, Antonín (referee)
This thesis discusses the charts and their teaching. I study in it how graphs are introduced at Czech schools, ie how graphical outputs of statistical survey (graph types, their relevance, their description, etc.) are presented in textbooks. Then I analyze examples from international research TIMSS and PISA engaged in graphs depending on the success of results of Czech pupils. It turned out that pupils have no problem with reading values from graph, while their creation or solving nonstandard given exercises makes large difficulties to pupils. Last but not least I test the ability of students correctly but also critically interpret graphs, ie whether pupils can consider if graphs present actual data or are deliberately distorted and modified. For this purpose I create questionnaire where I test through three exercises pupils of graduation classes from grammar school and vocational school and pupils of study with vocational certificate. Results of graduates from both schools were comparable. Grammar school pupils succeeded especially in solving complicated or complex tasks, vocational school pupils got better results at solving tasks that require only orientation in graph and reading values. Pupils of vocational programs reached approximately half worse results. Powered by TCPDF (www.tcpdf.org)

National Repository of Grey Literature : 166 records found   beginprevious92 - 101nextend  jump to record:
Interested in being notified about new results for this query?
Subscribe to the RSS feed.