THE HOMEWORK IN DIFFERENT APPROACHES - SCHEMEORIENTED, MONTESSORI AND UNDESIGNATED APPROACH IN THE CZECH REPUBLIC
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10404019" target="_blank" >RIV/00216208:11410/19:10404019 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.semt.cz/proceedings-19.pdf" target="_blank" >https://www.semt.cz/proceedings-19.pdf</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
THE HOMEWORK IN DIFFERENT APPROACHES - SCHEMEORIENTED, MONTESSORI AND UNDESIGNATED APPROACH IN THE CZECH REPUBLIC
Popis výsledku v původním jazyce
This article reports on assigning homework in three different elementary level teaching methods for mathematics in the Czech Republic: the Scheme-oriented approach, the Montessori method, and the undesignated mainstream approach. The aim of this study was to find out if the teachers, using the different teaching methods, assign homework in teaching mathematics; for what purposes they as-sign it; and if they find it effective. Analysis of interviews with six teachers showed that assigning homework partly depends on the teaching method. With the undesignated mainstream approach, homework is assigned daily. In the Montessori method and Scheme oriented approach teachers see them as the op-portunity for children to finish their work or to look back and correct their own mistakes.
Název v anglickém jazyce
THE HOMEWORK IN DIFFERENT APPROACHES - SCHEMEORIENTED, MONTESSORI AND UNDESIGNATED APPROACH IN THE CZECH REPUBLIC
Popis výsledku anglicky
This article reports on assigning homework in three different elementary level teaching methods for mathematics in the Czech Republic: the Scheme-oriented approach, the Montessori method, and the undesignated mainstream approach. The aim of this study was to find out if the teachers, using the different teaching methods, assign homework in teaching mathematics; for what purposes they as-sign it; and if they find it effective. Analysis of interviews with six teachers showed that assigning homework partly depends on the teaching method. With the undesignated mainstream approach, homework is assigned daily. In the Montessori method and Scheme oriented approach teachers see them as the op-portunity for children to finish their work or to look back and correct their own mistakes.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
OPPORTUNITIES IN LEARNING AND TEACHING ELEMENTARY MATHEMATICS
ISBN
978-80-7603-069-5
ISSN
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e-ISSN
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Počet stran výsledku
11
Strana od-do
88-98
Název nakladatele
Charles University, Faculty of Education, Prague
Místo vydání
Prague
Místo konání akce
Prague
Datum konání akce
18. 8. 2019
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000505160800007