A look at the use of digital technologies in mathematics teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73604700" target="_blank" >RIV/61989592:15410/20:73604700 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333184586" target="_blank" >https://obd.upol.cz/id_publ/333184586</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2020.0571" target="_blank" >10.21125/iceri.2020.0571</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A look at the use of digital technologies in mathematics teaching

Popis výsledku v původním jazyce

The article deals with the use of digital technologies in mathematics teaching in schools in the Czech Republic at the start of 2020. It shows specifically the results of a questionnaire survey conducted among mathematics teachers at primary and junior secondary schools. The research survey responds to the planned changes in the field of education in the Czech Republic, especially to the implementation of digital literacy in the educational process and the development of digital literacy of pupils in all educational areas defined by the Framework Educational Program for Basic Education. Digital competencies in the Czech Republic are expected to develop in all subjects taught in primary and junior secondary schools. Objectives of the research survey conducted by the staff of the Department of Mathematics, Faculty of Education, Palacký University in Olomouc were to verify the readiness of the educational reality for these changes. In the article we focus on the use of the Internet, classroom management programs, mobile applications, tablets, learning management systems and cloud storage in mathematics teaching. Methodology employed a questionnaire survey to collect data collection for the planned research. Questionnaires were electronically distributed to primary and lower secondary schools in the Czech Republic. The data obtained from the questionnaire were analyzed and processed by statistical methods. Results of the study reveal that most mathematics teachers who participated in the survey believe they are well enough prepared for the upcoming changes to implement digital technologies to teaching mathematics, but were somewhat sober in evaluating the effectiveness of digital technologies in mathematics. All respondents used digital learning objects, but only about a quarter of them used cloud storage, a fifth of them learning management systems (LMS), fewer used mobile applications and only less than a tenth of them used classroom management tools. In view of the current changes in education that have been caused by the corona virus pandemic in 2020, the historical snapshot from late 2019 is data needed for comparison in future research.

Název v anglickém jazyce

A look at the use of digital technologies in mathematics teaching

Popis výsledku anglicky

The article deals with the use of digital technologies in mathematics teaching in schools in the Czech Republic at the start of 2020. It shows specifically the results of a questionnaire survey conducted among mathematics teachers at primary and junior secondary schools. The research survey responds to the planned changes in the field of education in the Czech Republic, especially to the implementation of digital literacy in the educational process and the development of digital literacy of pupils in all educational areas defined by the Framework Educational Program for Basic Education. Digital competencies in the Czech Republic are expected to develop in all subjects taught in primary and junior secondary schools. Objectives of the research survey conducted by the staff of the Department of Mathematics, Faculty of Education, Palacký University in Olomouc were to verify the readiness of the educational reality for these changes. In the article we focus on the use of the Internet, classroom management programs, mobile applications, tablets, learning management systems and cloud storage in mathematics teaching. Methodology employed a questionnaire survey to collect data collection for the planned research. Questionnaires were electronically distributed to primary and lower secondary schools in the Czech Republic. The data obtained from the questionnaire were analyzed and processed by statistical methods. Results of the study reveal that most mathematics teachers who participated in the survey believe they are well enough prepared for the upcoming changes to implement digital technologies to teaching mathematics, but were somewhat sober in evaluating the effectiveness of digital technologies in mathematics. All respondents used digital learning objects, but only about a quarter of them used cloud storage, a fifth of them learning management systems (LMS), fewer used mobile applications and only less than a tenth of them used classroom management tools. In view of the current changes in education that have been caused by the corona virus pandemic in 2020, the historical snapshot from late 2019 is data needed for comparison in future research.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2020 Proceedings

ISBN

978-84-09-24232-0

ISSN

2340-1095

e-ISSN

—

Počet stran výsledku

5

Strana od-do

2394-2398

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Sevila

Datum konání akce

9. 11. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—