The Context of Mathematical tasks as an Assumption of their Successful Solution.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73605484" target="_blank" >RIV/61989592:15410/20:73605484 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333185370" target="_blank" >https://obd.upol.cz/id_publ/333185370</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2020.0959" target="_blank" >10.21125/edulearn.2020.0959</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Context of Mathematical tasks as an Assumption of their Successful Solution.

Popis výsledku v původním jazyce

The assignment of mathematical tasks has a great influence on the effectiveness of their solution by pupils. Especially in primary education of pupils aged 6 - 10 years, teachers should present such tasks in the classroom, whose assignment is suitable for pupils. The context of the task should, therefore, be appropriate to their cognitive level and age. Nowadays, it is customary to use ICT technology and electronic resources to teach mathematics. However, when teachers seek inspiration from foreign sources, it is often necessary not only to translate the given tasks into their mother tongue but also to adapt their context to a form appropriate to the pupils&apos; cultural practices. The paper aims to analyze the context of three tasks developing financial literacy after their translation into the mother tongue of pupils. The empirical part presents the results from the on-line questionnaire, which consists of 7 scale items and 1 open item. The research sample consisted of mathematics teachers of varying lengths of practice and future mathematics teachers who were asked to comment on items such as whether they used or plan to use similar tasks in their mathematics teaching, or to what extent the context of the task needs to be changed to was graspable for students. The results obtained by the questionnaire helped to better reflect the work of future teachers (as well as practitioners) with tasks and to identify assigning tasks to financial literacy in mathematics education.

Název v anglickém jazyce

The Context of Mathematical tasks as an Assumption of their Successful Solution.

Popis výsledku anglicky

The assignment of mathematical tasks has a great influence on the effectiveness of their solution by pupils. Especially in primary education of pupils aged 6 - 10 years, teachers should present such tasks in the classroom, whose assignment is suitable for pupils. The context of the task should, therefore, be appropriate to their cognitive level and age. Nowadays, it is customary to use ICT technology and electronic resources to teach mathematics. However, when teachers seek inspiration from foreign sources, it is often necessary not only to translate the given tasks into their mother tongue but also to adapt their context to a form appropriate to the pupils&apos; cultural practices. The paper aims to analyze the context of three tasks developing financial literacy after their translation into the mother tongue of pupils. The empirical part presents the results from the on-line questionnaire, which consists of 7 scale items and 1 open item. The research sample consisted of mathematics teachers of varying lengths of practice and future mathematics teachers who were asked to comment on items such as whether they used or plan to use similar tasks in their mathematics teaching, or to what extent the context of the task needs to be changed to was graspable for students. The results obtained by the questionnaire helped to better reflect the work of future teachers (as well as practitioners) with tasks and to identify assigning tasks to financial literacy in mathematics education.

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

EDULEARN20 Proceedings

ISBN

978-84-09-17979-4

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

5

Strana od-do

3374-3378

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma de Mallorca

Datum konání akce

6. 7. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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