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Changing the Manner of Teaching Mathematics in the Pandemic Era as a Chance to Reduce School Failures

100%
Remża P.
Kultura i Edukacja
|
2021
|
issue 4(134)
258-275
EN
This text contributes to the debate on the change in the way of teaching mathematics as it responds to the shifts caused by the transition to distance learning during the pandemic. The author analyses the conclusions of contemporary publications and international research alongside teaching experiences related to various aspects of the functioning of mathematics teachers, the efficacy and quality of their work as well as the issue of their education and improvement. In the course of literature research, probing questions on the pandemic-era school failures occurring in mathematics have clearly highlighted inequalities in the education system. The author analyses the application of ICT in distance learning, which has significantly stimulated processes and phenomena linked to the functioning of an individual in schooling. The time of the pandemic has exposed the shortcomings of the Polish education system and necessitated reflection on the future of Polish schooling. When the magnitude of failures in mathematics does not decrease but remains constant, it is imperative that the reason why it is the leading subject of school failures is determined. Therefore, it is important to establish the new role of the mathematics teacher in the process of changes prompted by distance learning.
2
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Grade repetition as a consequence of school failures

100%
Dziurzyński K., Duda E.
Journal of Modern Science
|
2018
|
issue 3(38)
133-148
EN
The solution of repeating a school grade when learners do not achieve required level of knowledge or skills has as many proponents as opponents. Numerous educational systems support a grade retention as the method of obtaining better learning outcomes. In the same time, others do not allow to repeat a school year and recommend automatic promotion. The growing problem of school failures, among them repeating a school grade or even dropouts, is still present in the academic discourse. This article presents the impact of school failures and its range from the point of view of learners attending Polish secondary school for adults.
3

Ontodydaktyczny wymiar trudności i niepowodzeń szkolnych

75%
Karpińska A.
Roczniki Pedagogiczne
|
2015
|
vol. 7(43)
|
issue 2
9-22
PL
Treści kształcenia są jednym z czynników wyznaczających rozmiary niepowodzeń szkolnych, implikują ich kształt i są predykatorem niskich osiągnięć w nauce. Zagadnienie treści kształcenia z perspektywy trudności i niepowodzeń szkolnych jest szczególnie istotne w czasach rewolucji informacyjnej i globalizacji, kiedy nie da się przewidzieć, jakiej wiedzy i umiejętności będą potrzebowali uczniowie w życiu dorosłym.
EN
The content of the education is one of the factors defining the size of the school failures, they imply their shape and are a predictor of low academic achievements. The question of the content of education from the perspective of school difficulties and failures is especially significant during the informatics revolution and globalization, when we cannot predict, what knowledge and skills students will need when they grow up.
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