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  • The research by M. Hejný and D. Jirotková on pedagogical and didactic convinction of a teacher is also focused on transmissive and instructive educational style. My analysis of lesson in 3rd elementary class in May 2012 is a contribution to this research. There is clearly seen misunderstanding that resulted from the following task: How many fives are there necessary for writing down all numbers from 100 to 200? The teacher did not realise possible various interpretations of this task and when they later appeared in the class, she even did not concede that the misunderstanding between her and the class had happened. The episode reveals a weak point in the instructive educational strategy. The lesson showed that teachers who follow transmission are not successful educators and what is more, they are vulnerable in situations when they are afraid of making their own mistakes. If the teacher had acted constructively and the pupils had come with the idea different from her concept, she would immediately have asked for explanation.
  • The research by M. Hejný and D. Jirotková on pedagogical and didactic convinction of a teacher is also focused on transmissive and instructive educational style. My analysis of lesson in 3rd elementary class in May 2012 is a contribution to this research. There is clearly seen misunderstanding that resulted from the following task: How many fives are there necessary for writing down all numbers from 100 to 200? The teacher did not realise possible various interpretations of this task and when they later appeared in the class, she even did not concede that the misunderstanding between her and the class had happened. The episode reveals a weak point in the instructive educational strategy. The lesson showed that teachers who follow transmission are not successful educators and what is more, they are vulnerable in situations when they are afraid of making their own mistakes. If the teacher had acted constructively and the pupils had come with the idea different from her concept, she would immediately have asked for explanation. (en)
Title
  • Missunderstanding teacher - class
  • Missunderstanding teacher - class (en)
skos:prefLabel
  • Missunderstanding teacher - class
  • Missunderstanding teacher - class (en)
skos:notation
  • RIV/00216208:11410/13:10194134!RIV14-MSM-11410___
http://linked.open...avai/predkladatel
http://linked.open...avai/riv/aktivita
http://linked.open...avai/riv/aktivity
  • S
http://linked.open...vai/riv/dodaniDat
http://linked.open...aciTvurceVysledku
http://linked.open.../riv/druhVysledku
http://linked.open...iv/duvernostUdaju
http://linked.open...titaPredkladatele
http://linked.open...dnocenehoVysledku
  • 88536
http://linked.open...ai/riv/idVysledku
  • RIV/00216208:11410/13:10194134
http://linked.open...riv/jazykVysledku
http://linked.open.../riv/klicovaSlova
  • interpretations; educational style; mathematics teaching (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [B7B20358BCBE]
http://linked.open...v/mistoKonaniAkce
  • Praha
http://linked.open...i/riv/mistoVydani
  • PRAHA 1
http://linked.open...i/riv/nazevZdroje
  • Tasks and tools in elementary mathematics
http://linked.open...in/vavai/riv/obor
http://linked.open...ichTvurcuVysledku
http://linked.open...cetTvurcuVysledku
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Králová, Michaela
http://linked.open...vavai/riv/typAkce
http://linked.open...ain/vavai/riv/wos
  • 000329448800057
http://linked.open.../riv/zahajeniAkce
number of pages
http://purl.org/ne...btex#hasPublisher
  • CHARLES UNIV PRAGUE
https://schema.org/isbn
  • 978-80-7290-637-6
http://localhost/t...ganizacniJednotka
  • 11410
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