THE IMPACT OF ALTERNATIVE METHODS OF TEACHING MATHEMATICS ON THE COMPUTATIONAL THINKING OF PRIMARY SCHOOL STUDENTS
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73627402" target="_blank" >RIV/61989592:15410/25:73627402 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.magnanimitas.cz/ADALTA/1402/PDF/1402.pdf" target="_blank" >https://www.magnanimitas.cz/ADALTA/1402/PDF/1402.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.33543/j.1402.6974" target="_blank" >10.33543/j.1402.6974</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
THE IMPACT OF ALTERNATIVE METHODS OF TEACHING MATHEMATICS ON THE COMPUTATIONAL THINKING OF PRIMARY SCHOOL STUDENTS
Popis výsledku v původním jazyce
The article presents the findings of a research focused on the comparison of the development of computational thinking in pupils taught by an alternative method of teaching mathematics and the classical method of teaching mathematics. The research builds on the findings of previous research, which suggests a link between the development of some dimensions of students' computational thinking and the development of mathematical thinking. We built on previous published research assumptions, which suggested that students taught in a constructivist way of teaching mathematics perform better on a test of computational thinking and thus potentially have better developed computational thinking. The study presented in this article tested 741 pupils aged 10 to 13 in the Czech Republic taught using an alternative constructivist method of teaching mathematics (the so-called "Hejny method") and pupils taught using the "classical" predominantly non-constructivist method of teaching mathematics. Statistical results show that the chosen teaching method does not affect the development of pupils' computational thinking.
Název v anglickém jazyce
THE IMPACT OF ALTERNATIVE METHODS OF TEACHING MATHEMATICS ON THE COMPUTATIONAL THINKING OF PRIMARY SCHOOL STUDENTS
Popis výsledku anglicky
The article presents the findings of a research focused on the comparison of the development of computational thinking in pupils taught by an alternative method of teaching mathematics and the classical method of teaching mathematics. The research builds on the findings of previous research, which suggests a link between the development of some dimensions of students' computational thinking and the development of mathematical thinking. We built on previous published research assumptions, which suggested that students taught in a constructivist way of teaching mathematics perform better on a test of computational thinking and thus potentially have better developed computational thinking. The study presented in this article tested 741 pupils aged 10 to 13 in the Czech Republic taught using an alternative constructivist method of teaching mathematics (the so-called "Hejny method") and pupils taught using the "classical" predominantly non-constructivist method of teaching mathematics. Statistical results show that the chosen teaching method does not affect the development of pupils' computational thinking.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
AD ALTA-Journal of Interdisciplinary Research
ISSN
1804-7890
e-ISSN
2464-6733
Svazek periodika
14
Číslo periodika v rámci svazku
2
Stát vydavatele periodika
CZ - Česká republika
Počet stran výsledku
6
Strana od-do
69-74
Kód UT WoS článku
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EID výsledku v databázi Scopus
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