Applied problems in teaching mathematics at high schools – new challenges

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12310%2F19%3A43900769" target="_blank" >RIV/60076658:12310/19:43900769 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2019.0763" target="_blank" >http://dx.doi.org/10.21125/iceri.2019.0763</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2019.0763" target="_blank" >10.21125/iceri.2019.0763</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Applied problems in teaching mathematics at high schools – new challenges

Popis výsledku v původním jazyce

Importance and efficiency of including applied problems in teaching mathematics at high schools is quite often discussed. This article tries to prove that it is necessary to classify the types of applied problems and to use mainly illustrative and motivational problems. It is supposed that the main objective of mathematics’ curriculum for the majority of students at high schools is to teach the students to think abstractly and to cope with mathematical techniques. When teaching complicated application problems, it is necessary to use mathematical modelling methods. That demands highly proficient teachers cooperating across the different fields and also coordination of contents of all the involved subjects. And last but not least also the adequate teaching time in all the subjects. Interestingly, the overuse of “the everyday problems” in normal mathematics lessons might be counterproductive as some recent studies show.

Název v anglickém jazyce

Applied problems in teaching mathematics at high schools – new challenges

Popis výsledku anglicky

Importance and efficiency of including applied problems in teaching mathematics at high schools is quite often discussed. This article tries to prove that it is necessary to classify the types of applied problems and to use mainly illustrative and motivational problems. It is supposed that the main objective of mathematics’ curriculum for the majority of students at high schools is to teach the students to think abstractly and to cope with mathematical techniques. When teaching complicated application problems, it is necessary to use mathematical modelling methods. That demands highly proficient teachers cooperating across the different fields and also coordination of contents of all the involved subjects. And last but not least also the adequate teaching time in all the subjects. Interestingly, the overuse of “the everyday problems” in normal mathematics lessons might be counterproductive as some recent studies show.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2019 Proceedings

ISBN

978-84-09-14755-7

ISSN

—

e-ISSN

—

Počet stran výsledku

12

Strana od-do

2986-2990

Název nakladatele

IATED

Místo vydání

Seville, Spain

Místo konání akce

Seville, Spain

Datum konání akce

11. 11. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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