Arithmetics Taught in 1st to 5th Year of Primary Schools in CR - Comparison of Educational Content at the Selected Primary Schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F18%3AA1901YOS" target="_blank" >RIV/61988987:17450/18:A1901YOS - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.5593/sgemsocial2018/3.4" target="_blank" >http://dx.doi.org/10.5593/sgemsocial2018/3.4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5593/sgemsocial2018/3.4" target="_blank" >10.5593/sgemsocial2018/3.4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Arithmetics Taught in 1st to 5th Year of Primary Schools in CR - Comparison of Educational Content at the Selected Primary Schools

Popis výsledku v původním jazyce

The curriculum reform was introduced in practice in the Czech Republic in 2005. The previous detailed curriculum for the courses was newly defined by the Framework Educational Program (FEP). This program declares the minimum educational content for longer periods of time; specifically for the first level of elementary schools in the 3rd to 5th year of study. In addition, individual school education programs (SEP) were prepared for schools in which individual ways of achieving educational content were selected. These approaches were formulated in the FEP. Learning content was described here for each year of study.The content of the FEP is divided into four thematic areas: (1) Number and arithmetic operations, (2) Dependencies, relationships and data processing, (3) Geometry - planimetry and stereometry, (4) Non-standard application tasks and problems.Similarities and differences in SEN content-specific learning content in schools were of interest in the context of the mathematics education field.The present article discusses areas of a) arithmetic and arithmetic operations, d) Non-standard application tasks and problems. The following issues are focused on:(1) which educational content was selected at approximately the same time period,(2) which educational content the schools,(3) if there is any educational content that has been selected by the school's compulsory FEP content.SEP has been analyzed in relation to the mentioned subject areas in 15 elementary schools. These schools were voluntarily registered and signed in our offer at our university. All the formulated research questions were answered in this paper. In addition, steps were taken to build specific mathematical objects over the years of study, evaluating the context of related topics and time requirements. These results are described in detail in this paper. In the conclusions, comments are posted on the presented results.One of the objectives of the analysis is the recommendation to change SEPs in relation to the results of pupils in international comparative tests of mathematics.

Název v anglickém jazyce

Arithmetics Taught in 1st to 5th Year of Primary Schools in CR - Comparison of Educational Content at the Selected Primary Schools

Popis výsledku anglicky

The curriculum reform was introduced in practice in the Czech Republic in 2005. The previous detailed curriculum for the courses was newly defined by the Framework Educational Program (FEP). This program declares the minimum educational content for longer periods of time; specifically for the first level of elementary schools in the 3rd to 5th year of study. In addition, individual school education programs (SEP) were prepared for schools in which individual ways of achieving educational content were selected. These approaches were formulated in the FEP. Learning content was described here for each year of study.The content of the FEP is divided into four thematic areas: (1) Number and arithmetic operations, (2) Dependencies, relationships and data processing, (3) Geometry - planimetry and stereometry, (4) Non-standard application tasks and problems.Similarities and differences in SEN content-specific learning content in schools were of interest in the context of the mathematics education field.The present article discusses areas of a) arithmetic and arithmetic operations, d) Non-standard application tasks and problems. The following issues are focused on:(1) which educational content was selected at approximately the same time period,(2) which educational content the schools,(3) if there is any educational content that has been selected by the school's compulsory FEP content.SEP has been analyzed in relation to the mentioned subject areas in 15 elementary schools. These schools were voluntarily registered and signed in our offer at our university. All the formulated research questions were answered in this paper. In addition, steps were taken to build specific mathematical objects over the years of study, evaluating the context of related topics and time requirements. These results are described in detail in this paper. In the conclusions, comments are posted on the presented results.One of the objectives of the analysis is the recommendation to change SEPs in relation to the results of pupils in international comparative tests of mathematics.

Druh

D - Stať ve sborníku

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

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

5th International Multidisciplinary Scientific Conference on Social Sciences and Arts, SGEM 2018

ISBN

978-619-7408-56-0

ISSN

2367-5659

e-ISSN

—

Počet stran výsledku

6

Strana od-do

49-54

Název nakladatele

STEF92 Technology

Místo vydání

Bulgaria

Místo konání akce

Albena

Datum konání akce

26. 9. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—