Scholarly record
MY WAY TO CONSTRUCTIVISM
Abstract
Our undergoing research in action started half a year ago and focuses on pupils as well as teachers. The proposed article focuses on the teacher (author), whose main goal is to transform from transmissive education style to a constructivist one – specifically, the scheme-oriented education developed by M. Hejny and his team. We focus on the changes that take place in the pedagogical views of the teacher; their behavior patterns, teaching preparation, execution and evaluation, and in their relationship to mathematics. The experiment took place during a mathematics teaching club attended by 5 to 10 pupils aged 11-13 studying at Secondary Grammar School of Prof. Otto Wichterle (Ostrava, Czech Republic). The curriculum focused on combinatorics and the presented study analyzes the part in which the teacher tries to lead pupils to discover the formula for n choose 2. The tool for this consists of five exercises with gradually increasing difficulty, beginning with the discovery of the relation for the number of 2-combinations from five elements in five different semantic contexts. The experiment has been video-recorded and supplied with teacher’s personal notes. The recording was transcribed in writing and analyzed by the author and a consultant, who has several years of experience with the method. The discoveries of the analysis were divided into three interconnected categories: 1) teacher activities in preparing the class scenario and after the class, reflecting; 2) teacher activities during the class, when it is necessary to react to a situation, especially if it is not expected; 3) teacher ability to diagnose pupils, uncover the causes of their behavior. The research confirms that the transformation from transmissive education style to a constructivist one is a demanding and long-term process.
Publication Impact Profile
Publication details
References10
Freudenthal, H. Mathematics as an educational task. Dodrecht, Seidel, 1973.
Hejný, M. The process of discovery in teaching focusing on building schemes. In J. Novotná, H. Moraová (Eds.), Proceedings SEMT 11. Praha, PedF UK v Praze, 2011, pp. 150-157.
Hejný, M. Mechanismus poznávacího procesu. In M. Hejný, J. Novotná, N. Stehlíková (Eds.), Dvacepět kapitol z didaktiky matematiky. Praha, PedF UK v Praze, 2004, pp. 23-42.
Jirotková D. A tool for diagnosing teachers’ educational styles in mathematics: development, description and illustration. Praha, Orbis Scholae, vol. 6/issue 2, 2012. pp. 69-83.
Jirotková D., Zemanová R. Alternativní koncepce výuky geometrie v primárním vzdělávání. Ostrava, Ostravská univerzita v Ostravě, 2013.
Kornthagen F. & Company. Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associate, 2001.
McKinsey & Company. Klesající výsledky českého základního a středního školství: fakta a řešení. Praha, září 2010 [online] [cit. 23. března 2012]. Dostupné na WWW: <http://www.mckinsey.com/locations/prague/work/probono/2010_09_02_McKinsey&C ompany_Klesajici_vysledky_ceskych_zakladnich_a_strednich_skol_fakta_a_reseni.pdf >.
Semadeni, Z. Trojaka natura matematiky, idee glebokie, formy powierzchniowe, modele formalne. Dydaktyka matematyki, 2002, pp. 41-92.
Štech, S. PISA – nástroj vzdělávací politiky nebo výzkumná metoda? Orbis Scholae, vol. 5/issue 1, 2011, pp. 123–133.
Turner, S., McCulloch, J. Making Connections in Primary Mathematics. London, David Fulton Publishers, 2004.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
