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Umiejętności geometryczne trzecioklasistów w świetle wyników badań

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Czajkowska M., Bugajska-Jaszczołt B.
Problemy Wczesnej Edukacji
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2018
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vol. 40
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issue 1
19-29
EN
In the article, it was sought to determine the level of third-graders’ geometry skills on the basis of the available test results of OBUT, K3 and Omnibus. It was indicated that not only might some geometry learning difficulties arise from the specific nature of mathematical concepts, but from the culture of mathematics teaching as well as application of a traditional methodology of this subject. It was highlighted that the students have too little opportunities to manipulate objects and to gain geometrical experiences. Beginning geometry education with planimetrics was questioned as well.
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Komunikacja na zajęciach z edukacji matematycznej

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Bugajska-Jaszczołt B., Czajkowska M.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 4(23)
39-50
EN
The language of school mathematics is specific as it combines the elements of natural language and the language of mathematics. Practice shows that sometimes the language, instead of becoming a tool for communication of information, may be an obstacle in the way of communication between the speaker and the listener. Frequently during mathematical education classes there is no proper communication between the teacher and the learners. The students do not understand what the teacher says, and the teacher does not try to understand the meaning of the students’ utterances. For the last decade there has been a new source of information in the lesson – a computer, thus a new way of communication. In the paper we will present and discuss some of the difficulties associated with communication between teacher – students and computer – students, illustrating them with examples from the school practice.
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