On the Analysis of Mathematics Content in Czech Upper Secondary School Education from the Perspective of Types of Geometric Tasks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F21%3A10433213" target="_blank" >RIV/00216208:11320/21:10433213 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/inted.2021.2107" target="_blank" >http://dx.doi.org/10.21125/inted.2021.2107</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2021.2107" target="_blank" >10.21125/inted.2021.2107</a>

Jazyk výsledku

angličtina

Název v původním jazyce

On the Analysis of Mathematics Content in Czech Upper Secondary School Education from the Perspective of Types of Geometric Tasks

Popis výsledku v původním jazyce

My experiences gained from teaching planar and spatial geometry at grammar school and Euclidean, descriptive, and computational geometry at the Faculty of Mathematics and Physics in the Czech Republic show serious gaps in students&apos; understanding of geometry and in students&apos; spatial abilities. This brings me to the idea to analyze the current content of mathematics with respect to geometric tasks. Firstly, I focus on upper secondary school education namely on grammar schools because geometry which is taught there represents the basics for university studies too. The analysis is done with the intention of identifying what spatial abilities are required to solve certain types of geometric tasks. Furthermore, my aim is to investigate concrete students&apos; problems in geometry and introduce several approaches, new types of geometric exercises, and activities which could help students to achieve better results in understanding of geometry. The research on geometric content in Czech upper secondary school education is conducted in two steps: - The search and the collection of learning outcomes in the national curriculum documents for Czech upper secondary school education. - The search and the collection of geometric content in Czech textbooks for upper secondary school education. Afterwards, the geometric content is analyzed according to types of spatial abilities which are required for finding the solution. This means that I am examining and discussing standard solving methods which are introduced to student. The basic two categories of spatial abilities what I consider are spatial visualization and spatial orientation. Students&apos; results are continuously measured in my instructions and I am comparing their success in these different types of geometric exercises. I am dealing with these explorations at the present time and gathering the results to answer following research questions: - What is the geometric content in Czech upper secondary school education? - What types of spatial abilities are mostly used in Czech mathematics textbook in solutions of geometric exercises? - Is there any difference in students&apos; success rate if they solve spatial visualization or spatial orientation tasks? On the ground of my research I am determining innovative training methods and new geometric tasks which can improve students&apos; spatial abilities. Spatial abilities on a good level are very important to succeed in solving of various geometric problems and even to orient ourselves in the environment and to solve everyday tasks. I will summarize some results in the paper. Regarding the future work, I plan to extend my research to international level and compare educational content of geometry in several countries.

Název v anglickém jazyce

On the Analysis of Mathematics Content in Czech Upper Secondary School Education from the Perspective of Types of Geometric Tasks

Popis výsledku anglicky

My experiences gained from teaching planar and spatial geometry at grammar school and Euclidean, descriptive, and computational geometry at the Faculty of Mathematics and Physics in the Czech Republic show serious gaps in students&apos; understanding of geometry and in students&apos; spatial abilities. This brings me to the idea to analyze the current content of mathematics with respect to geometric tasks. Firstly, I focus on upper secondary school education namely on grammar schools because geometry which is taught there represents the basics for university studies too. The analysis is done with the intention of identifying what spatial abilities are required to solve certain types of geometric tasks. Furthermore, my aim is to investigate concrete students&apos; problems in geometry and introduce several approaches, new types of geometric exercises, and activities which could help students to achieve better results in understanding of geometry. The research on geometric content in Czech upper secondary school education is conducted in two steps: - The search and the collection of learning outcomes in the national curriculum documents for Czech upper secondary school education. - The search and the collection of geometric content in Czech textbooks for upper secondary school education. Afterwards, the geometric content is analyzed according to types of spatial abilities which are required for finding the solution. This means that I am examining and discussing standard solving methods which are introduced to student. The basic two categories of spatial abilities what I consider are spatial visualization and spatial orientation. Students&apos; results are continuously measured in my instructions and I am comparing their success in these different types of geometric exercises. I am dealing with these explorations at the present time and gathering the results to answer following research questions: - What is the geometric content in Czech upper secondary school education? - What types of spatial abilities are mostly used in Czech mathematics textbook in solutions of geometric exercises? - Is there any difference in students&apos; success rate if they solve spatial visualization or spatial orientation tasks? On the ground of my research I am determining innovative training methods and new geometric tasks which can improve students&apos; spatial abilities. Spatial abilities on a good level are very important to succeed in solving of various geometric problems and even to orient ourselves in the environment and to solve everyday tasks. I will summarize some results in the paper. Regarding the future work, I plan to extend my research to international level and compare educational content of geometry in several countries.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

15TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2021)

ISBN

978-84-09-27666-0

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

6

Strana od-do

10083-10088

Název nakladatele

IATED-INT ASSOC TECHNOLOGY EDUCATION &amp; DEVELOPMENT

Místo vydání

VALENCIA

Místo konání akce

Online Conference

Datum konání akce

8. 3. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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