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Solving non-standard tasks as an educational situation in mathematics education

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73600521" target="_blank" >RIV/61989592:15410/19:73600521 - isvavai.cz</a>

  • Výsledek na webu

    <a href="https://www.researchgate.net/publication/334624996_SOLVING_NON-STANDARD_TASKS_AS_AN_EDUCATIONAL_SITUATION_IN_MATHEMATICS_EDUCATION" target="_blank" >https://www.researchgate.net/publication/334624996_SOLVING_NON-STANDARD_TASKS_AS_AN_EDUCATIONAL_SITUATION_IN_MATHEMATICS_EDUCATION</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.21125/edulearn.2019.1054" target="_blank" >10.21125/edulearn.2019.1054</a>

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Solving non-standard tasks as an educational situation in mathematics education

  • Popis výsledku v původním jazyce

    Mathematics is a frequent subject of many debates, especially in relation to the process of education. One of the questions in the mathematics education is working with pupils who require some educational or pedagogical attention. An example may be pupils who are mathematically gifted or talented. Working with these pupils is generally very demanding because it requires specific educational help. The interest in educating such pupils is still increasing, as it is logical that the development of their talents is essential for society as a whole. One of the ways how to develop these skills is through non-standard types of mathematics tasks. These tasks develop pupils&apos; logical and combinatorial thinking, promote their perception of spatial relationships and point out the context of mathematics with everyday life. The intention to include such tasks in the teaching of mathematics is also to point out the usability, playfulness and interestingness of mathematics, thus encouraging pupils to enjoy mathematical discovery. Solving non-standard mathematics tasks is not always dependent on knowledge so it is a new educational situation for pupils who are usually used to the familiar algorithmic solution of common tasks. Similarly, the tasks require more difficult cognitive operations and place high demands on the competences of the teacher, who must be able to direct pupils to the solution in the spirit of constructivism and give them an opportunity and space to find their own solution. Describing of the educational situation when pupils dealing non-standard mathematics tasks, is an important issue of this paper as well as describing teachers&apos; approach to work with this kind of pupils.

  • Název v anglickém jazyce

    Solving non-standard tasks as an educational situation in mathematics education

  • Popis výsledku anglicky

    Mathematics is a frequent subject of many debates, especially in relation to the process of education. One of the questions in the mathematics education is working with pupils who require some educational or pedagogical attention. An example may be pupils who are mathematically gifted or talented. Working with these pupils is generally very demanding because it requires specific educational help. The interest in educating such pupils is still increasing, as it is logical that the development of their talents is essential for society as a whole. One of the ways how to develop these skills is through non-standard types of mathematics tasks. These tasks develop pupils&apos; logical and combinatorial thinking, promote their perception of spatial relationships and point out the context of mathematics with everyday life. The intention to include such tasks in the teaching of mathematics is also to point out the usability, playfulness and interestingness of mathematics, thus encouraging pupils to enjoy mathematical discovery. Solving non-standard mathematics tasks is not always dependent on knowledge so it is a new educational situation for pupils who are usually used to the familiar algorithmic solution of common tasks. Similarly, the tasks require more difficult cognitive operations and place high demands on the competences of the teacher, who must be able to direct pupils to the solution in the spirit of constructivism and give them an opportunity and space to find their own solution. Describing of the educational situation when pupils dealing non-standard mathematics tasks, is an important issue of this paper as well as describing teachers&apos; approach to work with this kind of pupils.

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

  • OECD FORD obor

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

Návaznosti výsledku

  • Projekt

  • 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

    EDULEARN19 Proceedings

  • ISBN

    978-84-09-12031-4

  • ISSN

    2340-1117

  • e-ISSN

  • Počet stran výsledku

    8

  • Strana od-do

    4154-4161

  • Název nakladatele

    International Association of Technology, Education and Development (IATED)

  • Místo vydání

    Madrid

  • Místo konání akce

    Palma

  • Datum konání akce

    1. 7. 2019

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku