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Hodnocení vzdělávacích systémů v EU prostřednictvím studií o mzdách a úrovni vzdělávání.
Kukačková, Kamila
This bachelor thesis deals with the quality of education and teachers salaries in countries of the European Union. The aim of the thesis is to identify the relationship between teachers salaries and level of education. The literature review summarizes the main finding of the international comparative studies of education, teachers salaries and selected economic factors affecting the quality of education. At the conclusion of this work are proposed recommendations for economy policy makers in the Czech Republic.
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Why should we like math
BENÍŠKOVÁ, Zuzana
This work deals with math as a subject and its popularity among students. The work includes the results of international surveys in the field of math, creative teaching methods and the design of mathematical games and projects that will make it easier for students to understand and master selected terms. The diploma thesis thus presents math in a playful form and can serve not only students of the second grade of primary schools and lower grammar schools, but also teachers of math.
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Pupils' Problems and Mistakes when Manipulating Algebraic Expressions
Bílek, Vladimír ; Vondrová, Naďa (advisor) ; Žalská, Jana (referee)
The thesis focuses on mistakes and problems in manipulations with the algebraic expressions occurring to pupils at the second level of Elementary school. The thesis is divided into a theoretical and experimental part. The theoretical part contains description of manipulations with algebraic expressions, selected results of international comparative surveys, and an analysis of related foreign research. Analysis of three series of textbooks, according to which pupils involved in the experimental project are taught, is essential for understanding of possible origins of their mistakes. The classification of mistakes in manipulations with algebraic expressions is included. At the core of the work is the experimental part aiming to identify problems and mistakes of pupils when manipulating and working with algebraic expressions. The participants of the research consisted of six third-grade pupils of an eight-year Grammar school (13-14 years old) and eight ninth-grade pupils of an Elementary school (14-15 years old). Test used for my experiment came from the GA ČR project Critical parts of mathematics in primary school. The investigation was carried out individually with each pupil by the method of monitoring clinical interviews over the solution of the test tasks. The obtained data was qualitatively...
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Transfer between verbal and algebraic descriptions. Pupils' strategies and problems
Novotná, Anežka ; Vondrová, Naďa (advisor) ; Roubíček, Filip (referee)
The aim of this thesis is to gain insight into the problems that pupils have when switching between verbal and algebraic expressions, through the analysis of their problem-solving processes. The work is divided into theoretical and experimental parts. The theoretical part of the paper contains three sections. The first describes the analysis of three selected Czech textbooks series for primary schools in terms of teaching the concept of variables and algebraic expressions. The next section deals with international comparative research TIMSS and the success of Czech pupils of year 8 in algebra. In the third section, results of international research concerning the issue of transition between verbal and algebraic expressions are described. The main part of the work is the experimental part, it aims to describe the difficulties encountered by pupils in algebra and to identify their likely sources. The basis for the own research was a set of 9 problems based on released TIMSS problems. The target group of pupils was year 9 of primary school, with whom the investigation was carried out via think-aloud interviews. First, a pilot study was conducted on a sample of 3 pupils, during which a set of test problems was checked. The main study involved 8 pupils. The think-aloud interviews were recorded and later...
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Pupils' difficulties in solving selected word problems from TIMSS research
Matěka, Petr ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
Pupils' difficulties in solving selected word problems from TIMSS research. (Diploma Thesis.) Abstract The theoretical part of the diploma thesis describes international comparative surveys, namely PISA and TIMSS, and analyses results of Czech pupils. Some areas are distinguished in which our pupils were unsuccessful and from them, the area of word problems and their mathematisation was selected for further work. Next, a solving strategy is characterised and some relevant research from this area is given. The core of the work lies in the experimental part whose goal was to find out what strategies pupils use when solving selected problems from TIMSS research and why they fail in them, via the analysis of pupils' written solutions complemented by interviews with them. Causes of failure of our pupils in these problems in TIMSS 2007 are looked for in mistakes pupils make, while it is also followed in what phase of the solving process they appear. The participants of research were pupils of Grade 9 of a primary school who solved three selected word problems from TIMSS research. Their written solutions were complemented by interviews with the experimenter focused on their mistakes and lack of clarity of the solutions. Four pupils participated in a pilot study. The atomic analysis of their solutions confirmed...
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Pupils' problems when solving problems requiring substitution
Schánělec, Jan ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
Title: Pupils' problems when solving problems requiring substitution Abstract: The work focuses on 8th and 9th graders' difficulties and mistakes when solving problems using substitution. The theoretical part defines the used concepts and discusses selected results from international comparative studies and studies focusing on substitution. The main goal of the work is to identify pupils' difficulties and mistakes they make when solving problems using substitution and to discover their origin or cause. To achieve this goal the empirical part begins with an analysis of three sets of textbooks used by pupils involved in this research study. This is followed by a description of conducting and subsequent analysis of fifteen clinical interviews on problems with substitution with 14 to 15 year old pupils (9th graders from elementary schools and 3rd graders from lower secondary grammar schools). In the final part the most common mistakes are summarised and relations to their possible origin in the set of textbooks used looked for. The conclusion is that pupils do not have problems with substitution as such when substituting natural numbers into first power variables. However, this does not hold for substitution of variable in the second power. Pupils have problems when substituting for a variable with a negative...
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Grade 7 and 8 Pupils' Problems with Negative Numbers
Bejčková, Lucie ; Vondrová, Naďa (advisor) ; Kvasz, Ladislav (referee)
This diploma thesis deals with the topic negative numbers, especially with strategies and difficulties of 7th and 8th grade primary school pupils when solving selected tasks with negative numbers. This thesis is divided into theoretical and experimental parts. The theoretical part deals with negative numbers, their development, didactic difficulty and work with them. The thesis deals with selected international comparative and foreign researches with the focus on negative numbers. The most extensive part of the thesis contains an analysis of mathematics textbooks used in schools in the Czech Republic with the focus on negative numbers. The experimental part, which aim is the identification of pupils' difficulties and the analysis of mistakes they make when working with negative numbers, is the key part of the thesis. 185 pupils of 7th and 8th grade from three different schools took part in the research. The methodology consisted of the preparation of a didactic test on negative numbers and assigning it to the pupils. After completing the test, selected pupils were asked to explain their written solutions. The didactic test was prepared on the basis of mentioned research results and the analysis of mathematics textbooks. The data were analysed in terms of pupils' strategies and mistakes. The thesis...
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How pupils solve generalising tasks
Nováková, Aneta ; Vondrová, Naďa (advisor) ; Novotná, Jarmila (referee)
The diploma thesis focuses on generalization tasks. Its aim is to gain insight into the solving strategies that pupils use and to determine whether the chosen approach depends on the acquired knowledge about the variable. The work is divided into theoretical and research part. The theoretical chapter contains three parts. The first is devoted to letters in mathematics and generalization problems as one of the ways of introducing a variable. The next part presents the results of Czech pupils in the international comparative research TIMSS in the problems on generalisation. The last part is devoted to curricular documents and the analysis of selected textbooks in terms of the occurrence of generalization problems. More attention was devoted to the only textbook series which includes generalization tasks. The research part is the core of the work. Its aim is to describe the solution strategies of selected pupils. Four tasks were the basis of the research. They were selected by the author from various research sources and graded according to their difficulty. Pupils who had already encountered the term variable were the target group as well as pupils for whom it was a new term. Eight pupils participated in the research. They were interviewed about their solutions of the assigned tasks. Next, the...
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Chemistry as the Part of Lower Secondary Science Education - The Comparison of Integrated and Subject Separated Approches
Heřmanová, Nikola ; Bílek, Martin (advisor) ; Rusek, Martin (referee)
Integrated science education on lower secondary school is a widely discussed topic and a possible solution for the future in many countries. This type of education is in line with increasing science knowledge and it minimizes repetition of topics during lessons, reducing both the burden on teachers and the pressure on pupils. The bachelor's thesis deals in the theoretical part with a comparison of teaching systems of several selected countries with a focus on teaching science subjects on lower secondary school, especially on the position of chemistry. The practical part is focused on the comparison of these countries according to their results in the international survey TIMSS and PISA, taking into account impact of an integrated or subject-separated approach to science teaching. There was no clear difference in the impact of an integrated or separate approach to science teaching in the results of the participating countries in the international comparative survey TIMSS and PISA. It is only possible to see better motivation of pupils to learn these subjects in the case of an integrated approach, as can be seen from the results in Singapore, the United Kingdom or Turkey.
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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)
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