One of the objectives of schools is preparing the younger generation for life not just at the present time but for the future above all. The ongoing changes in the society involve the need for changes in education, which requires teachers – including mathematics teachers – to develop professional skills constantly. It is important that teachers modify their teaching methods and adapt them to changing circumstances. However, the research shows that mathematics lessons are similar and methods used have been the same for many years. In the article the author formulates a thesis that one of the reasons for that are mathematics teachers’ attitudes towards change. On the basis of the research done the author presents the typology of these attitudes pointing out that reluctance, scepticism, and sham approval for implementing changes in teaching methods are predominant attitudes among teachers. As a result, mathematics teachers educate in the same way as they used to be a dozen or several dozen years ago.
W ostatnich latach w wielu krajach, tym również Polsce, w centrum uwagi znalazło się kształcenie przyszłych kadr nauczycielskich i kompetencje czynnych nauczycieli zajmujących się edukacją matematyczną. Zaczęto prowadzić badania, których celem było m.in. określenie związku między kompetencjami nauczyciela a wiedzą i umiejętnościami uczniów. Niniejszy artykuł stanowi przegląd badań w tym zakresie, prowadzonych w różnych krajach europejskich.
EN
In many countries, including Poland, attention has been focussed on teacher training and in-service training for the teaching of mathematics over recent years. Research has been initiated to identify the relationship between teacher competence and knowledge and skills of their students. This article reviews research conducted in different European countries.
W dotychczasowych badaniach dotyczących różnic w osiągnięciach dziewcząt i chłopców w te-stach matematycznych w niewielkim stopniu skupiano się na narzędziach badawczych. Wiadomojednak, że typowość zadania, dział matematyki, której ono dotyczy, a także forma jego udostępnienia mogą mieć wpływ na poziom jego rozwiązania. Dlatego postanowiłam sprawdzić, w jakim stopniu uwidaczniają się różnice w osiągnięciach dziewcząt i chłopców w rozwiązywaniu zadań matematycznych udostępnionych im w wersji papierowej i komputerowej. Z przeprowadzonych przeze mniebadań własnych wynika, że: 1) w przypadku zadań w wersji komputerowej chłopcy uzyskali znacznie wyższe wyniki niż dziewczęta, natomiast w przypadku zadań w wersji papierowej różnice te były statystycznie nieistotne; 2) w przypadku zadań w wersji komputerowej, pomimo że dziewczęta czę-ściej niż chłopcy podejmowały próby ich rozwiązywania, to wykazywały się nieco większą bezradnością wobec eksperymentowania na ekranie komputera, obawą przed nim lub nawet niechęcią doniego; 3) różnice między wynikami dziewcząt i chłopców uzależnione są od fabuły zadania i od tego,jakie działania należy podjąć, aby je rozwiązać.
Practice proves that students tend to face difficulties in learninggeometry. This observation is partially confirmed by the results of educationalresearch as well as external exams. It happens repeatedly that studentsget lower marks in arithmetic or algebra tasks. The causes of such situationare complex. One of the reasons is that teaching geometry requires specialteaching skills characteristic for this specific teaching branch as well as theneed for “specific vision”. Therefore, I decided to study the geometric skillsof mathematics teachers more carefully. For this purpose, I made use of tworesearch results: international research TEDS-M 2008 as well as nationwideresearch The research of needs the elementary education teachers as well asmathematics teachers have in the scope of their professional development.This article presents the results of the analysis together with my personalthoughts on education and improvement of teachers’ skills in the area of geometry.
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.
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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