STUDENT TEACHERS' ABILITY TO INTERPRET NUMERICAL RESULTS IN GEOGEBRA

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F15%3A10315901" target="_blank" >RIV/00216208:11320/15:10315901 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/15:10315901

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

STUDENT TEACHERS' ABILITY TO INTERPRET NUMERICAL RESULTS IN GEOGEBRA

Popis výsledku v původním jazyce

The article presents a part of design experiment aimed at devising a way to develop Specific Skills needed to work with GeoGebra in future mathematics teachers. The focus is on the skill to interpret numerical results. The research questions are: Are future teachers aware of the way GeoGebra works with irrational numbers? Do they interpret numerical results when solving and posing tasks in GeoGebra? Are they able to recognise decimal expansions of common rational and irrational numbers? The data consistof solutions to a carefully devised worksheet tasks and proposals for teaching with the help of dynamic geometry. The data were analysed in a qualitative way. A substantial number of preservice teachers do not use the skill to interpret numerical results properly. Examples of such (mis)use are provided as well as possible causes for the lack of attention to the interpretation of numerical results and pedagogical implications.

Název v anglickém jazyce

STUDENT TEACHERS' ABILITY TO INTERPRET NUMERICAL RESULTS IN GEOGEBRA

Popis výsledku anglicky

The article presents a part of design experiment aimed at devising a way to develop Specific Skills needed to work with GeoGebra in future mathematics teachers. The focus is on the skill to interpret numerical results. The research questions are: Are future teachers aware of the way GeoGebra works with irrational numbers? Do they interpret numerical results when solving and posing tasks in GeoGebra? Are they able to recognise decimal expansions of common rational and irrational numbers? The data consistof solutions to a carefully devised worksheet tasks and proposals for teaching with the help of dynamic geometry. The data were analysed in a qualitative way. A substantial number of preservice teachers do not use the skill to interpret numerical results properly. Examples of such (mis)use are provided as well as possible causes for the lack of attention to the interpretation of numerical results and pedagogical implications.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F11%2F1740" target="_blank" >GAP407/11/1740: Kritická místa matematiky na základní škole - analýza didaktických praktik učitelů</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2015

ISBN

978-80-213-2560-9

ISSN

2336-744X

e-ISSN

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Počet stran výsledku

9

Strana od-do

468-476

Název nakladatele

Czech University of Life Sciences Prague

Místo vydání

Prague

Místo konání akce

Prague

Datum konání akce

4. 6. 2015

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000358527400060