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Interdisciplinary relation between cartography and mathematics in the teaching at high school
Leipertová, Gabriela ; Netrdová, Pavlína (advisor) ; Marada, Miroslav (referee)
LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...
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Interdisciplinary relation between cartography and mathematics in the teaching at high school
Leipertová, Gabriela ; Netrdová, Pavlína (advisor) ; Marada, Miroslav (referee)
LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...
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