NON-MATHEMATICAL CONTENT OF MATHEMATICS WORD PROBLEMS POSED BY TEACHER TRAINEES

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

NON-MATHEMATICAL CONTENT OF MATHEMATICS WORD PROBLEMS POSED BY TEACHER TRAINEES

Popis výsledku v původním jazyce

The paper presents analysis of a total of 219 word problems with fractions posed by 60 teacher trainees (36 pre-service primary teachers and 24 in-service teachers studying to extend their qualification for teaching at primary school level). The study was carried out within the frame of research focusing on the potential of problem posing in teacher training and of research focusing of on non-mathematical content of mathematics textbooks, their impact on formation of mental schemas and pupils' everydaypractices. Preliminary analysis of mathematics textbooks used in the Czech Republic shows that many word problems used are stereotypical and reinforce conservative values. However, teachers do not rely only on textbook problems and if needed they supplement lessons by problems they pose themselves. How stereotypical or conservative are these problems? Do they offer a wider range of contexts? These are the key questions the here presented paper is trying to tackle.

Název v anglickém jazyce

NON-MATHEMATICAL CONTENT OF MATHEMATICS WORD PROBLEMS POSED BY TEACHER TRAINEES

Popis výsledku anglicky

The paper presents analysis of a total of 219 word problems with fractions posed by 60 teacher trainees (36 pre-service primary teachers and 24 in-service teachers studying to extend their qualification for teaching at primary school level). The study was carried out within the frame of research focusing on the potential of problem posing in teacher training and of research focusing of on non-mathematical content of mathematics textbooks, their impact on formation of mental schemas and pupils' everydaypractices. Preliminary analysis of mathematics textbooks used in the Czech Republic shows that many word problems used are stereotypical and reinforce conservative values. However, teachers do not rely only on textbook problems and if needed they supplement lessons by problems they pose themselves. How stereotypical or conservative are these problems? Do they offer a wider range of contexts? These are the key questions the here presented paper is trying to tackle.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 11th International Conference on Efficiency and Responsibility in Education

ISBN

978-80-213-2468-8

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

463-470

Název nakladatele

CULS

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

5. 6. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000351960900061