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Indirect Proportion - Pupils' Strategies, Textbook Analysis and Teachers' Didactic Practices
Reichmann, David ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
1 Abstract The goal of the diploma thesis was to identify and describe didactic practices of selected experienced mathematics teachers, used in the teaching of indirect proportion, to make an analysis of the most used textbooks from the point of view of teaching indirect proportion, to select suitable problems which diagnose pupils' knowledge of indirect proportion and to identify pupils' strategies and their mistakes in solving them. Indirect proportion is first described from the point of view of curricular documents and of Czech pupils' results in this area in both national and international surveys. The pupil's knowledge gaining process is characterised from the point of view of didactic constructivism. Next, ways and conceptions of teaching indirect proportion as provided by selected primary textbooks are given. The content analysis of textbooks was made and compared to results of similar studies. Next, the thesis deals with some results of international research on proportional thinking and solving strategies for problems on proportion which are then used as a starting point of my own research on pupils' strategies for problems on indirect proportion. The next part of research consists of semi-structured interviews with experienced teachers, observations of their lessons and analysis of their pupils'...
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Use of e-learning materials for the theme Functions for the 9th grade
Kamená, Martina ; Novotná, Jarmila (advisor) ; Jančařík, Antonín (referee)
The aim of the diploma theses is to find out if the study in a form of an e-learning course is more beneficial to the student than the isolated study text. To find the benefits, the research among nineth grade students from two different schools was done. A study text called Functions for the nineth grade was prepared together with a collection of solved and unsolved problems. Based on this text an e-learning course called Functions for the nineth grade was prepared. The e-learning course was placed on the website linked http://funkcepro9r.maweb.eu/. For the communication of the students and the tutor of the course, for the completion of the compulsory tasks and for the carrying out the study agenda, the modul iTřída on the web link itrida.dumy.cz was selected. Both forms of the study materials were tested by the nineth grade students on two selected schools. The efectivity of both of the forms was tested by the written test. The evaluation of the both forms was done by the electronic questionnaire. According to the results of the written test, the students which used the isolated study text were more succesful than the students studying the e-learning course. The results of the questionnaire verified that the study text was more acceptable for the students. The e-learning course did not suit the...
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The use of history of mathematics in teaching of fractions
Chytil, Jan ; Kvasz, Ladislav (advisor) ; Vondrová, Naďa (referee)
This master thesis is focused on fractions as a problematic area of mathematics education. The goal of the thesis is to find out which mistakes students make and which wrong strategies they adopt in dealing with fractions. Another aim is to study how the historical ways of dealing with fractions could help the students nowadays. The thesis consists of a theoretical part introduces the matematical thinking of the Ancient Mesopotomia and Egypt periods, as well as present day teaching of fractions, using analysis of the textbooks and a brief glimpse into Czech as well as international researches. The practical part is based on an investigation in three different seventh grade classes in two primary schools and one high school class of the prima grade. In total 73 students participated in the research which cotains a diagnostic test, a series of individual interviews and an educational experiment with historical tasks. The result of this thesis is the finding that most of the mistaken strategies are not connected with only one particular school, because they appear in all of the schools and the Ancient Egyptian methods could be helpful in teaching fractions today as well. For this reason I recommend to spend more time in the educational proces with unit fractions (fractions of the form 1 n ), which are...
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Gesture. Significance of an object in grey zone of public space
Sedlák, Michal ; Hůla, Zdenek (advisor) ; Hazuková, Helena (referee) ; Hlaváček, Ludvík (referee)
The dissertation thesis deals with the relation of a person towards the physical public space from the point of view of an artist/teacher in the academic milieu. The frequently discussed subject of public space is not limited to purely artistic sphere or artistic gesture. It also implies a simple transgression to everyday life related to education and cultivation. An essential part of the research is the case study at the Department of Art Education of the Faculty of Education of the Charles University, which inquires into the perception of the future pedagogues of the physical public space and how they gtranslate it into the art language. The cornerstone stimulus for the research lies in the premise that future teachers will, through the prism of their view of the worl and by their vocation influence the education of the young generation. This fact of transgression is given by the existence of the subject of Art Education where the 3D design itself plays a certain role. The research is focused on what lies behind the phenomena in the process of the creation and inception of "something new" in the physical public space. The concept of a gesture represents a metaphor of material introduction into a space that, at some point, becomes a part o it .The integration is called actualization and the issue of the...
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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.
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Indirect Proportion - Pupils' Strategies, Textbook Analysis and Teachers' Didactic Practices
Reichmann, David ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
1 Abstract The goal of the diploma thesis was to identify and describe didactic practices of selected experienced mathematics teachers, used in the teaching of indirect proportion, to make an analysis of the most used textbooks from the point of view of teaching indirect proportion, to select suitable problems which diagnose pupils' knowledge of indirect proportion and to identify pupils' strategies and their mistakes in solving them. Indirect proportion is first described from the point of view of curricular documents and of Czech pupils' results in this area in both national and international surveys. The pupil's knowledge gaining process is characterised from the point of view of didactic constructivism. Next, ways and conceptions of teaching indirect proportion as provided by selected primary textbooks are given. The content analysis of textbooks was made and compared to results of similar studies. Next, the thesis deals with some results of international research on proportional thinking and solving strategies for problems on proportion which are then used as a starting point of my own research on pupils' strategies for problems on indirect proportion. The next part of research consists of semi-structured interviews with experienced teachers, observations of their lessons and analysis of their pupils'...
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