Nonverbal Elements in the Context of Didactic Transposition

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12510%2F17%3A43895423" target="_blank" >RIV/60076658:12510/17:43895423 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1564/tme_v24.3.05" target="_blank" >http://dx.doi.org/10.1564/tme_v24.3.05</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1564/tme_v24.3.05" target="_blank" >10.1564/tme_v24.3.05</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Nonverbal Elements in the Context of Didactic Transposition

Popis výsledku v původním jazyce

In this paper, the authors present results of their pilot research on nonverbal elements? perception. They pay attention to a not yet well established system of evaluation in mathematics textbooks from the perspective of nonverbal elements and sum up their findings from pilot researches on pupils? operations with nonverbal elements. Pilot surveys were conducted in a lower secondary school during geometry lessons. The pupils were assigned activities about the transfer of knowledge, inquiry based learning and working with mental representations. Findings of this pilot survey are coherent with a wider context of textbooks? evaluation from nonverbal elements? perspectives and serve as a basis for further research.

Název v anglickém jazyce

Nonverbal Elements in the Context of Didactic Transposition

Popis výsledku anglicky

In this paper, the authors present results of their pilot research on nonverbal elements? perception. They pay attention to a not yet well established system of evaluation in mathematics textbooks from the perspective of nonverbal elements and sum up their findings from pilot researches on pupils? operations with nonverbal elements. Pilot surveys were conducted in a lower secondary school during geometry lessons. The pupils were assigned activities about the transfer of knowledge, inquiry based learning and working with mental representations. Findings of this pilot survey are coherent with a wider context of textbooks? evaluation from nonverbal elements? perspectives and serve as a basis for further research.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název periodika

International Journal for Technology in Mathematics Education

ISSN

1744-2710

e-ISSN

—

Svazek periodika

24

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

5

Strana od-do

137-141

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85035783307