On the way to develop open approach to mathematics in future primary school teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F16%3A43890446" target="_blank" >RIV/60076658:12410/16:43890446 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/67985840:_____/16:00462743

Výsledek na webu

<a href="http://www.eriesjournal.com/_papers/article_290.pdf" target="_blank" >http://www.eriesjournal.com/_papers/article_290.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2016.090202" target="_blank" >10.7160/eriesj.2016.090202</a>

Jazyk výsledku

angličtina

Název v původním jazyce

On the way to develop open approach to mathematics in future primary school teachers

Popis výsledku v původním jazyce

In the article we focus on the possibility to develop open approach to mathematics in future primary school teachers during a university course on mathematics conducted in inquiry-based manner. In the first part of the research we analyse data obtained in the beginning and in the end of the mathematics course with respect to two aspects: searching for all solutions of a task, and acceptance of different forms of notation of a given solution. Data analysis revealed in the participants three different shifts towards open approach to mathematics, and showed that after the active participation in the course each of the participants improved at least in one of the monitored aspects and none got worse. In the second part of the research we analyse problems posed by participants several months after the end of the course, again with respect to two aspects related to open approach to mathematics. As a special diagnostic instrument we use an educational tool called Concept Cartoons.

Název v anglickém jazyce

On the way to develop open approach to mathematics in future primary school teachers

Popis výsledku anglicky

In the article we focus on the possibility to develop open approach to mathematics in future primary school teachers during a university course on mathematics conducted in inquiry-based manner. In the first part of the research we analyse data obtained in the beginning and in the end of the mathematics course with respect to two aspects: searching for all solutions of a task, and acceptance of different forms of notation of a given solution. Data analysis revealed in the participants three different shifts towards open approach to mathematics, and showed that after the active participation in the course each of the participants improved at least in one of the monitored aspects and none got worse. In the second part of the research we analyse problems posed by participants several months after the end of the course, again with respect to two aspects related to open approach to mathematics. As a special diagnostic instrument we use an educational tool called Concept Cartoons.

Druh

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

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA14-01417S" target="_blank" >GA14-01417S: Zkvalitňování znalostí matematického obsahu u budoucích učitelů 1. stupně prostřednictvím badatelsky orientované výuky</a><br>

Návaznosti

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

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

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Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

8

Strana od-do

37-44

Kód UT WoS článku

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EID výsledku v databázi Scopus

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