keywords:"future primary school teachers" - Výsledky hledání - Digitální repozitář

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	Observing how future primary school teachers reason and generalize: the case of number triangles and Concept Cartoons Samková, L. ; Tichá, Marie The contribution focuses on the possibility to use an educational tool called Concept Cartoons as a diagnostic instrument in problem solving and problem posing activities of future primary school teachers. The aim of the presented study is to observe which aspects of future primary school teachers' knowledge related to reasoning and generalization could be investigated through Concept Cartoons that are based on a substantial learning environment called "Number triangles". Úplný záznam
	Observing how future primary school teachers reason about fractions Samková, L. ; Tichá, Marie The contribution focuses on the possibility to use an educational tool called Concept Cartoons in future primary school teachers' education, especially as an instrument for observing how future primary school teachers reason about fractions. The task which we adapted to the Concept Cartoons form belongs to primary school mathematics, i.e. it focuses on the concept of a fraction per se, in particular on the parts-and-whole decision and on comparison of two pre-partitioned models with diverse wholes. Using Concept Cartoons, we observe which statements about the issue our respondents consider as correct, and which kinds of reasoning they use in their justifications. We also mention other related concepts (percentages), and related tasks from entrance exams to lower-secondary selective schools. Úplný záznam
	Developing open approach to mathematics in future primary school teachers Samková, L. ; Tichá, Marie In our contribution we focus on the possibility to develop open approach to mathematics in future primary school teachers during a university course on mathematics conducted in inquiry-based manner. We analyse data obtained in the beginning and in the end of the course with respect to two main aspects related to open approach to mathematics: searching for all solutions of a task, and acceptance of different forms of notation of a given solution. Data analysis revealed in the participants three different shifts towards open approach to mathematics, and showed that after the active participation in the course each of the participants improved at least in one of the monitored aspects, and that none of the participants got worse in any of the aspects. Úplný záznam

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