The Non-Standard Task for Gifted Pupils in a Common Primary Mathematics Teaching Situations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73605501" target="_blank" >RIV/61989592:15410/20:73605501 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333185387" target="_blank" >https://obd.upol.cz/id_publ/333185387</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Non-Standard Task for Gifted Pupils in a Common Primary Mathematics Teaching Situations

Popis výsledku v původním jazyce

The definition of non-standard tasks in primary mathematics education is not clear, although their positive importance for them is indisputable. In most cases, tasks that encourage solvers to actively and creatively work, are unusual for them and their solution does not depend on known algorithms. One of the typical features of non-standard tasks is a greater number of possible solutions or at least a greater number of ways to achieve the correct solution. Non-standard tasks and problems are therefore unusual tasks, both in terms of their tasks and in the way of solving them, suitable for research activities and in the classroom it is necessary to work appropriately with creative solutions of pupils. Although these tasks should not be complex, they are often used only for working with gifted pupils who need to stimulate higher cognitive functions. It is therefore very difficult to define which non-standard tasks are suitable only for working with gifted pupils and which can also be used effectively in normal mathematics lessons. The paper aimed to analyze the solution of a selected non-standard task designed for gifted pupils in the environment of common mathematics teaching and to gain reflection by future mathematics teachers. In the methodological part, a mixed research design was chosen. In the qualitative part, 16 practical teachers were involved in the analysis of pupil solutions. In quantitative research, more than a hundred future teachers were asked to evaluate the task in terms of the difficulty and efficiency of implementation in mathematics lessons. Because of the effort to deepen the knowledge of the solved problems, the paper mainly analyzes selected solutions of pupils, which are supplemented by comments from teachers. It turned out that for most pupils the task was rather difficult, however, the participating teachers evaluated its implementation as very beneficial both from the perspective of pupils and for their teaching.

Název v anglickém jazyce

The Non-Standard Task for Gifted Pupils in a Common Primary Mathematics Teaching Situations

Popis výsledku anglicky

The definition of non-standard tasks in primary mathematics education is not clear, although their positive importance for them is indisputable. In most cases, tasks that encourage solvers to actively and creatively work, are unusual for them and their solution does not depend on known algorithms. One of the typical features of non-standard tasks is a greater number of possible solutions or at least a greater number of ways to achieve the correct solution. Non-standard tasks and problems are therefore unusual tasks, both in terms of their tasks and in the way of solving them, suitable for research activities and in the classroom it is necessary to work appropriately with creative solutions of pupils. Although these tasks should not be complex, they are often used only for working with gifted pupils who need to stimulate higher cognitive functions. It is therefore very difficult to define which non-standard tasks are suitable only for working with gifted pupils and which can also be used effectively in normal mathematics lessons. The paper aimed to analyze the solution of a selected non-standard task designed for gifted pupils in the environment of common mathematics teaching and to gain reflection by future mathematics teachers. In the methodological part, a mixed research design was chosen. In the qualitative part, 16 practical teachers were involved in the analysis of pupil solutions. In quantitative research, more than a hundred future teachers were asked to evaluate the task in terms of the difficulty and efficiency of implementation in mathematics lessons. Because of the effort to deepen the knowledge of the solved problems, the paper mainly analyzes selected solutions of pupils, which are supplemented by comments from teachers. It turned out that for most pupils the task was rather difficult, however, the participating teachers evaluated its implementation as very beneficial both from the perspective of pupils and for their teaching.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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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

ICLEL20 Conference Proceeding Book

ISBN

978-605-66495-8-5

ISSN

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e-ISSN

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Počet stran výsledku

7

Strana od-do

16-22

Název nakladatele

Sakarya Üniversitesi

Místo vydání

Sakarya

Místo konání akce

Sakarya

Datum konání akce

16. 7. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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