Should Learning (Mathematics) at School Aim at Knowledge or at Competences?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F12%3A10128093" target="_blank" >RIV/00216208:11410/12:10128093 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Should Learning (Mathematics) at School Aim at Knowledge or at Competences?

Popis výsledku v původním jazyce

The Czech school reform tends to aim at competences rather than at knowledge. We attempt to bring some evidence that the mathematics competences is a vague term without precise scientific as well as practically useful contents. Based on the analysis of the Czech data from PISA 2003, we could not substantiate the differences in teaching practices referred by students with different mathematics test results, i. e. allegedly with different levels of math competences. Thus, any more or less effective competence-teaching practices could not be identified. Similarly, in TIMSS 2007, we did not find any differences in teaching practices between the Czech "pro-reform" and "antireform" teachers. We further investigated the reformists' requirement to set up the real life, on the one hand, a starting point of the school teaching/learning, and, on the other hand, its ultimate goal. In the studies exploring the issue, we found no definite results in favour of the use of real-world problems in school

Název v anglickém jazyce

Should Learning (Mathematics) at School Aim at Knowledge or at Competences?

Popis výsledku anglicky

The Czech school reform tends to aim at competences rather than at knowledge. We attempt to bring some evidence that the mathematics competences is a vague term without precise scientific as well as practically useful contents. Based on the analysis of the Czech data from PISA 2003, we could not substantiate the differences in teaching practices referred by students with different mathematics test results, i. e. allegedly with different levels of math competences. Thus, any more or less effective competence-teaching practices could not be identified. Similarly, in TIMSS 2007, we did not find any differences in teaching practices between the Czech "pro-reform" and "antireform" teachers. We further investigated the reformists' requirement to set up the real life, on the one hand, a starting point of the school teaching/learning, and, on the other hand, its ultimate goal. In the studies exploring the issue, we found no definite results in favour of the use of real-world problems in school

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

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

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2012

Kód důvěrnosti údajů

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

Název periodika

Orbis scholae

ISSN

1802-4637

e-ISSN

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Svazek periodika

6

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

22-39

Kód UT WoS článku

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EID výsledku v databázi Scopus

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