Problems by level of difficulty and their use in mathematics tests

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73605628" target="_blank" >RIV/61989592:15410/20:73605628 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333185514" target="_blank" >https://obd.upol.cz/id_publ/333185514</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2020.1333" target="_blank" >10.21125/edulearn.2020.1333</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Problems by level of difficulty and their use in mathematics tests

Popis výsledku v původním jazyce

In this article we will focus on differentiated mathematics teaching using problems by level of difficulty, specifically we will deal with the possibility of using problems by difficulty level in testing elementary school students. Differentiated teaching is based on the assumption that no two students are the same, so different ways of working with them must be included into teaching. In order differentiated teaching to be effective and to support the individuality and diversity of each student in the classroom, it is necessary for the teacher to be flexible in his/her approach and to adjust the content of the curriculum, the course of teaching and the assessment of students. Problems by level of difficulty, also called graded problems, may be one of the tools of differentiated teaching. By using multilevel problems, the teacher can design differentiated teaching. The problems allow the teacher to take into an account the needs of all his/her pupils. This concept can be integrated into different types of work, such as homework, small group work, etc. The teacher assigns problems at different levels to ensure that all students can develop their ideas and use their existing skills. Students are stimulated by these kinds of activities to learn more. The research investigation is devoted to the use of problems by level of difficulty in testing students of 6th grade elementary school. The test serves as an indicator of monitored parameters in the way of choosing problems to solve and the degree of bias in the given problems. Students&apos; work with the test was observed and the tests were supplemented with interviews with several students on mathematics, the levels of difficulty used and testing. A questionnaire survey was carried out among teachers with the following research objectives: Do teachers of mathematics know teaching through problems by level of difficulty? Do teachers classify problems by level of difficulty into teaching? Do teachers adapt their teaching to develop student’s skills? In conclusion, most teachers adapt their mathematics lessons to their students individually. Especially, this applies to teachers in classrooms with a teacher assistant. Students agreed that mathematics teachers often change teaching styles, with students most often working in little groups or as a class. Most teachers regularly use the concept of differentiated teaching and are interested in individualizing teaching. The research questions were answered in line with our expectations. The notion of problems by level of difficulty in mathematics appears to be known to teachers.

Název v anglickém jazyce

Problems by level of difficulty and their use in mathematics tests

Popis výsledku anglicky

In this article we will focus on differentiated mathematics teaching using problems by level of difficulty, specifically we will deal with the possibility of using problems by difficulty level in testing elementary school students. Differentiated teaching is based on the assumption that no two students are the same, so different ways of working with them must be included into teaching. In order differentiated teaching to be effective and to support the individuality and diversity of each student in the classroom, it is necessary for the teacher to be flexible in his/her approach and to adjust the content of the curriculum, the course of teaching and the assessment of students. Problems by level of difficulty, also called graded problems, may be one of the tools of differentiated teaching. By using multilevel problems, the teacher can design differentiated teaching. The problems allow the teacher to take into an account the needs of all his/her pupils. This concept can be integrated into different types of work, such as homework, small group work, etc. The teacher assigns problems at different levels to ensure that all students can develop their ideas and use their existing skills. Students are stimulated by these kinds of activities to learn more. The research investigation is devoted to the use of problems by level of difficulty in testing students of 6th grade elementary school. The test serves as an indicator of monitored parameters in the way of choosing problems to solve and the degree of bias in the given problems. Students&apos; work with the test was observed and the tests were supplemented with interviews with several students on mathematics, the levels of difficulty used and testing. A questionnaire survey was carried out among teachers with the following research objectives: Do teachers of mathematics know teaching through problems by level of difficulty? Do teachers classify problems by level of difficulty into teaching? Do teachers adapt their teaching to develop student’s skills? In conclusion, most teachers adapt their mathematics lessons to their students individually. Especially, this applies to teachers in classrooms with a teacher assistant. Students agreed that mathematics teachers often change teaching styles, with students most often working in little groups or as a class. Most teachers regularly use the concept of differentiated teaching and are interested in individualizing teaching. The research questions were answered in line with our expectations. The notion of problems by level of difficulty in mathematics appears to be known to teachers.

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

7

Strana od-do

5127-5133

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

5. 7. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—