The Context of Mathematical tasks as an Assumption of their Successful Solution.
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73605484" target="_blank" >RIV/61989592:15410/20:73605484 - isvavai.cz</a>
Result on the web
<a href="https://obd.upol.cz/id_publ/333185370" target="_blank" >https://obd.upol.cz/id_publ/333185370</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2020.0959" target="_blank" >10.21125/edulearn.2020.0959</a>
Alternative languages
Result language
angličtina
Original language name
The Context of Mathematical tasks as an Assumption of their Successful Solution.
Original language description
The assignment of mathematical tasks has a great influence on the effectiveness of their solution by pupils. Especially in primary education of pupils aged 6 - 10 years, teachers should present such tasks in the classroom, whose assignment is suitable for pupils. The context of the task should, therefore, be appropriate to their cognitive level and age. Nowadays, it is customary to use ICT technology and electronic resources to teach mathematics. However, when teachers seek inspiration from foreign sources, it is often necessary not only to translate the given tasks into their mother tongue but also to adapt their context to a form appropriate to the pupils' cultural practices. The paper aims to analyze the context of three tasks developing financial literacy after their translation into the mother tongue of pupils. The empirical part presents the results from the on-line questionnaire, which consists of 7 scale items and 1 open item. The research sample consisted of mathematics teachers of varying lengths of practice and future mathematics teachers who were asked to comment on items such as whether they used or plan to use similar tasks in their mathematics teaching, or to what extent the context of the task needs to be changed to was graspable for students. The results obtained by the questionnaire helped to better reflect the work of future teachers (as well as practitioners) with tasks and to identify assigning tasks to financial literacy in mathematics education.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
EDULEARN20 Proceedings
ISBN
978-84-09-17979-4
ISSN
2340-1117
e-ISSN
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Number of pages
5
Pages from-to
3374-3378
Publisher name
International Association of Technology, Education and Development (IATED)
Place of publication
Madrid
Event location
Palma de Mallorca
Event date
Jul 6, 2020
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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