Tasks for the mathematical literacy development in primary prospective teachers training

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73611048" target="_blank" >RIV/61989592:15410/21:73611048 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333190935" target="_blank" >https://obd.upol.cz/id_publ/333190935</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Tasks for the mathematical literacy development in primary prospective teachers training

Popis výsledku v původním jazyce

The paper aims to reflect on the tasks for the development of mathematical literacy in the primary mathematics primary prospective teacher training. Students were to analyze the tasks from a didactic point of view, the strengths and weaknesses of their implementation to classes at primary schools and evaluate their potential concerning the development of mathematical literacy. In the teaching of mathematics, learning tasks form one of the main instruments of a teacher who, with their help, can motivate pupils to learn, explain new subjects, practice and consolidate the subjects already covered or diagnose the level of knowledge achieved. Due to the number of mathematical problems, it proves useful to further sort and classify these problems. Only in recent decades has a specific area been a task for the development of mathematical literacy, although practical tasks showing the usefulness of learned knowledge in practical life have a long tradition, but in connection with international surveys PISA and TIMMS it has proved useful to work in teaching with these tasks more purposefully. Within the subject of didactics of mathematics, students of the Faculty of Education Palacký University in Olomouc in the form of collaborative teaching had the task of solving assigned tasks for the development of mathematical literacy, didactically interpret tasks, find tasks of similar focus and present their analysis during seminars. Given that teaching took place in during distance learning, students presented during online meetings in MS Teams. The survey was attended by 61 full-time students of elementary school teacher program and 36 elementary school and special education teacher program at the Faculty of Education of Palacký University Olomouc in the academic year 2020/2021. As part of the data evaluation, a qualitative classification of individual papers was performed in terms of their difficulty, usability in mathematics lessons, solution options, etc. The analysis showed that students do not have much experience with solving similar problems, use in future math classes. The analysis is complemented by a demonstration of math literacy tasks that students have created themselves.

Název v anglickém jazyce

Tasks for the mathematical literacy development in primary prospective teachers training

Popis výsledku anglicky

The paper aims to reflect on the tasks for the development of mathematical literacy in the primary mathematics primary prospective teacher training. Students were to analyze the tasks from a didactic point of view, the strengths and weaknesses of their implementation to classes at primary schools and evaluate their potential concerning the development of mathematical literacy. In the teaching of mathematics, learning tasks form one of the main instruments of a teacher who, with their help, can motivate pupils to learn, explain new subjects, practice and consolidate the subjects already covered or diagnose the level of knowledge achieved. Due to the number of mathematical problems, it proves useful to further sort and classify these problems. Only in recent decades has a specific area been a task for the development of mathematical literacy, although practical tasks showing the usefulness of learned knowledge in practical life have a long tradition, but in connection with international surveys PISA and TIMMS it has proved useful to work in teaching with these tasks more purposefully. Within the subject of didactics of mathematics, students of the Faculty of Education Palacký University in Olomouc in the form of collaborative teaching had the task of solving assigned tasks for the development of mathematical literacy, didactically interpret tasks, find tasks of similar focus and present their analysis during seminars. Given that teaching took place in during distance learning, students presented during online meetings in MS Teams. The survey was attended by 61 full-time students of elementary school teacher program and 36 elementary school and special education teacher program at the Faculty of Education of Palacký University Olomouc in the academic year 2020/2021. As part of the data evaluation, a qualitative classification of individual papers was performed in terms of their difficulty, usability in mathematics lessons, solution options, etc. The analysis showed that students do not have much experience with solving similar problems, use in future math classes. The analysis is complemented by a demonstration of math literacy tasks that students have created themselves.

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

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2021 Proceedings

ISBN

978-84-09-34549-6

ISSN

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e-ISSN

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Počet stran výsledku

6

Strana od-do

2758-2763

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Sevilla

Datum konání akce

8. 11. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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