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Statements

Subject Item
n2:RIV%2F00216208%3A11410%2F12%3A10128093%21RIV13-GA0-11410___
rdf:type
n5:Vysledek skos:Concept
dcterms:description
The Czech school reform tends to aim at competences rather than at knowledge. We attempt to bring some evidence that the mathematics competences is a vague term without precise scientific as well as practically useful contents. Based on the analysis of the Czech data from PISA 2003, we could not substantiate the differences in teaching practices referred by students with different mathematics test results, i. e. allegedly with different levels of math competences. Thus, any more or less effective competence-teaching practices could not be identified. Similarly, in TIMSS 2007, we did not find any differences in teaching practices between the Czech %22pro-reform%22 and %22antireform%22 teachers. We further investigated the reformists' requirement to set up the real life, on the one hand, a starting point of the school teaching/learning, and, on the other hand, its ultimate goal. In the studies exploring the issue, we found no definite results in favour of the use of real-world problems in school mathematics. Similarly, the effectiveness of any particular method or practice of school knowledge acquisition on a far transfer into the everyday or even professional life cannot be proved. Moreover, the usefulness of the concept of transfer itself was questioned in recent debates as redundant (existing besides the concept of learning). We conclude that the Czech reformist discourse is predominantly based on extracting partial moments of the teaching/learning process, putting them as antagonisms and labelling them as universally good or bad. On the contrary, we argue that these different moments, however opposite they could seem, stand as mutually linked parts in the real teaching/learning process. The Czech school reform tends to aim at competences rather than at knowledge. We attempt to bring some evidence that the mathematics competences is a vague term without precise scientific as well as practically useful contents. Based on the analysis of the Czech data from PISA 2003, we could not substantiate the differences in teaching practices referred by students with different mathematics test results, i. e. allegedly with different levels of math competences. Thus, any more or less effective competence-teaching practices could not be identified. Similarly, in TIMSS 2007, we did not find any differences in teaching practices between the Czech %22pro-reform%22 and %22antireform%22 teachers. We further investigated the reformists' requirement to set up the real life, on the one hand, a starting point of the school teaching/learning, and, on the other hand, its ultimate goal. In the studies exploring the issue, we found no definite results in favour of the use of real-world problems in school mathematics. Similarly, the effectiveness of any particular method or practice of school knowledge acquisition on a far transfer into the everyday or even professional life cannot be proved. Moreover, the usefulness of the concept of transfer itself was questioned in recent debates as redundant (existing besides the concept of learning). We conclude that the Czech reformist discourse is predominantly based on extracting partial moments of the teaching/learning process, putting them as antagonisms and labelling them as universally good or bad. On the contrary, we argue that these different moments, however opposite they could seem, stand as mutually linked parts in the real teaching/learning process.
dcterms:title
Should Learning (Mathematics) at School Aim at Knowledge or at Competences? Should Learning (Mathematics) at School Aim at Knowledge or at Competences?
skos:prefLabel
Should Learning (Mathematics) at School Aim at Knowledge or at Competences? Should Learning (Mathematics) at School Aim at Knowledge or at Competences?
skos:notation
RIV/00216208:11410/12:10128093!RIV13-GA0-11410___
n5:predkladatel
n11:orjk%3A11410
n3:aktivita
n16:P
n3:aktivity
P(GAP407/11/1740)
n3:cisloPeriodika
2
n3:dodaniDat
n7:2013
n3:domaciTvurceVysledku
n4:5004454 n4:7250266
n3:druhVysledku
n15:J
n3:duvernostUdaju
n12:S
n3:entitaPredkladatele
n14:predkladatel
n3:idSjednocenehoVysledku
167763
n3:idVysledku
RIV/00216208:11410/12:10128093
n3:jazykVysledku
n17:eng
n3:klicovaSlova
reformist discourse; school reform; transfer; real-world problems; teaching/learning process; competence; knowledge
n3:klicoveSlovo
n6:transfer n6:teaching%2Flearning%20process n6:real-world%20problems n6:competence n6:knowledge n6:reformist%20discourse n6:school%20reform
n3:kodStatuVydavatele
CZ - Česká republika
n3:kontrolniKodProRIV
[9FABBBB0C19A]
n3:nazevZdroje
Orbis scholae
n3:obor
n8:AN
n3:pocetDomacichTvurcuVysledku
2
n3:pocetTvurcuVysledku
2
n3:projekt
n19:GAP407%2F11%2F1740
n3:rokUplatneniVysledku
n7:2012
n3:svazekPeriodika
6
n3:tvurceVysledku
Rendl, Miroslav Štech, Stanislav
s:issn
1802-4637
s:numberOfPages
18
n18:organizacniJednotka
11410