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Reflections on the Formation of a Child’s Mathematical Culture at the Beginning of School Maturity

100%
Makiewicz M., Michalak K.
Journal of Education, Technology and Computer Science
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2021
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vol. 12
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issue 2(32)
34-44
EN
The authors of the article discuss the issue of mathematical culture concerning the education of the youngest participants of the educational system – children, in the course of preschool and school education in grades 1–3. The authors also refer to the problem of developing the mathematical culture of the school pupil, in the perspective of the transformation of the Polish educational system, challenges connected with modern education and its transformation on the national area.
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АПРОБАЦІЯ ТА ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ОСНОВНИХ РЕЗУЛЬТАТІВ ДИСЕРТАЦІЙНОГО ДОСЛІДЖЕННЯ ПРОБЛЕМИ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КУЛЬТУРИ УЧНІВ СТАРШОЇ ШКОЛИ

100%
Білюнас А.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
208-215
EN
The article focuses on a formative stage of the experimental work of the dissertation research of the problem of formation of mathematical culture of senior pupils. During the research the diagnostics of the level of formation of mathematical culture of seniors on the following criteria is conducted: the amount and quality of mathematical knowledge and skills, the amount and quality of self-education skills; possession the linguistic mathematical culture. The obtained results of the experimental work of the study are also represented in the article. The experimental work was carried out under natural conditions, i.e. in the learning process of the pupils in the school. The results of the experimental work of the study were processed using the methods of descriptive statistics and performed on the computer using Excel from Office 2003. The level of mathematical culture of senior pupils using the system of tasks to prove mathematical statements when studying algebra and analysis began after the forming experiment was significantly increased compared with the results of the initial diagnosis of both experimental and control classes (EC-2 – 33,33% increase in the number of students with a high level, and in the control class, in which the purposeful work on a high level was not carried out, the number of students increased by only 4,54%). Therefore, pedagogical experiment confirmed the hypothesis of our study, because it shows the increasing level of mathematical culture of senior pupils. Analyzing the results of the forming stage of the experiment the author concludes that in the experimental classes there has been a qualitative change in the level of formation of the components of mathematical culture of senior pupils. Most clearly they can be seen in the EC-2, where was tested the whole set of pedagogical conditions of effective functioning of the methodological system of the formation of mathematical culture: the use of the system-activity approach; the use of objectives to prove mathematical statements in the process of teaching algebra and analysis course; the use of computers in education; the optimal combination of forms, methods and tools in the educational-cognitive activity of students. Given pedagogical conditions, alone or in combination, contribute to the formation of mathematical culture of senior pupils. However, the results obtained in the EC-2 prove that the use of pedagogical conditions in the complex allows achieving the best outcomes.
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Znaczenie i możliwości kształcenia matematycznego w studiowaniu kierunków ekonomicznych

100%
Dąbrowa M.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia
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2014
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vol. 6
61-71
EN
The aims and functions of mathematics education differ depending on the level of education. Moreover, the role of mathematics itself differs depending on the domain of its application. In this paper, we focus on mathematics education in the course of economics studies. Unfortunately, while mathematical methods prove useful in building economic models and the importance is still growing, the mathematics education plays increasingly smaller role in the course of economics studies at Polish universities. In this paper, we present the results of research on determining the significance of mathematics education from the perspective of economics students and graduates, as well as lecturers of economics. We also discuss the problem of how to introduce mathematics courses into teaching economics. We conclude that the mathematical skills of economics students do not meet the prerequisites of mathematics education in economics teaching.
4
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Myśl matematyczna wyrażona fotografią. Inspiracje eksperymentu pedagogicznego

88%
Makiewicz M.
Rocznik Pedagogiczny
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2013
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vol. 36
5
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Uwagi o kształceniu matematycznym studentów kierunków ekonomicznych

75%
Dąbrowa M.
Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie
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2007
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issue 1(10)
253-270
PL
W niniejszym artykule zwraca się uwagę na rolę, jaką odgrywa edukacja matematyczna studentów kierunków ekonomicznych w przygotowaniu ich do studiowania przedmiotów ekonomicznych oraz przyszłej pracy zawodowej. W części wstępnej zaprezentowano poglądy wybranych filozofów i ekonomistów na temat znaczenia matematyki w rozwoju nauk, w szczególności – ekonomii. Następnie, w oparciu o teorię dydaktyki matematyki oraz badania i przemyślenia własne, przedstawiono cele kształcenia matematycznego, sygnalizując jednocześnie problemy związane z ich realizacją.
EN
This article puts emphasis on the role played by teaching mathematics to students of economics department while preparing them for studying economics subjects andtheir professional work. In the introduction the views of some selected philosophers and economists on the importance of teaching mathematics in the development of science in particular economics are shown. Then on the basis of didactic theory of mathematics, research and individual reflections the aims of teaching mathematics are introduced signalling the problems of their realization.
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Model kultury matematycznej ucznia

51%
MAKIEWICZ M.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 4
23-30
PL
Kultura matematyczna nie odnosi się tylko do pewnej techniki, sprawności czy do posługiwania się formalnym językiem przy dowodzeniu i rozwiązywaniu problemów. W skład kultury matematycznej wchodzi również twórczość i wyobraźnia, właściwe rozumienie pojęć oraz postrzeganie piękna i zarazem użyteczności tej dyscypliny. Celem artykułu jest przedstawienie modelu kultury matematycznej ucznia i pokazanie kilku symptomów tej kultury.
EN
Mathematical culture, does not relate to a certain technique, skill or the ability of using formal language in the process of proving and solving problems. What mathematical culture embraces is also creativity and ingenuity, appropriate understanding of certain ideas as well as perceiving beauty and the usefulness of this discipline at the same time. The aim of this text is to demonstrate Student's mathematical culture model and demonstration of several symptoms of this culture.
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Język eksponatów matematycznych jako kontekst budowania mentalnych ścieżek edukacyjnych zwiedzających centra nauki

51%
Bojarska-Sokołowska A.
Kultura i Edukacja
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2023
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issue 3(141)
60-75
PL
Eksponaty matematyczne są elementem kultury matematycznej i dydaktycznej. W poniższym tekście przeanalizowano elementy języka narracji eksponatów/ekspozycji, które mogą być nośnikiem określonych znaczeń tworzonych przez zwiedzających centra nauki. Podjęte w tekście analizy pozwoliły wskazać kategorie języka poleceń i pytań zawartych w tych narracjach. Są one kontekstem poznawczym dla tworzenia u zwiedzających centra matematycznych znaczeń kulturowych. Badanie zrealizowano w dwóch centrach nauki w Polsce, strategią jakościową, analizując dokumenty. Wyniki pokazały dość bogaty potencjał edukacyjny eksponatów matematycznych. Język eksponatów ujawnił możliwość szerokiego wsparcia poznawczego w rozwoju matematycznym osób zwiedzających centra. Tworzenie przekonań zgodnych z aktualną wiedzą naukową o poznawaniu matematyki i jej uczeniu się.
EN
Mathematical exhibits are an element of mathematical and didactic culture. The text below analyzes the elements of the narrative language of exhibits/exhibitions, which may be the carrier of specific meanings created by visitors to science centres. The analyzes undertaken in the text made it possible to indicate the categories of the language of commands and questions contained in these narratives. They are a cognitive context for creating mathematical cultural meanings among visitors to the centres. The study was carried out in two science centers in Poland, using a qualitative strategy, analyzing documents. The results showed quite a rich educational potential of mathematical exhibits. The language of the exhibits revealed the possibility of extensive cognitive support in the mathematical development of people visiting the centres. Forming beliefs consistent with current scientific knowledge about math cognition and learning.
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