"358"^^ . . "11410" . . . "Kritick\u00E1 m\u00EDsta matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly v diskurzu u\u010Ditel\u016F" . . "2"^^ . "2"^^ . . . "Kritick\u00E1 m\u00EDsta matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly v diskurzu u\u010Ditel\u016F"@cs . "Critical places of mathematics at the lower secondary schools in the discourse of teachers"@en . "Univerzita Karlovy v Praze, Pedagogick\u00E1 fakulta" . . "I, P(GAP407/11/1740)" . "RIV/00216208:11410/13:10190797" . "The chapter summarises results of qualitative research based on interviews with 35 mathematics teachers whose gaol was to find out which parts of lower secondary mathematics are seen by teachers as critical from the point of view of pupils. For each identified critical place, the nature of pupils' problems and their possible causes are given (from the teachers' viewpoint) and didactic approaches the teachers use to overcome these problems are described. For each critical place, a huge body of research exist (at least in international literature). We have mostly chosen research of the experimental versus control group type which enables us to put the used didactic approaches into the research contexts. The teachers spoke most about problems in arithmetic (namely fractions and negative numbers), in algebraic expressions, in word problems. In geometry they mentioned construction geometry and calculations in geometry. The chapter is summed up by more general considerations stemming from the teachers' statements about the nature of critical places in mathematics."@en . "Critical places of mathematics at the lower secondary schools in the discourse of teachers"@en . . "64"^^ . . . "Neuveden." . "didactic approaches; calculations in geometry; construction tasks; word problems; algebraic expressions; negative numbers; fractions; mathematics teachers; critical places of mathematics"@en . . "Kritick\u00E1 m\u00EDsta matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly v diskurzu u\u010Ditel\u016F" . "Kapitola shrnuje v\u00FDsledky kvalitativn\u00EDho v\u00FDzkumu zalo\u017Een\u00E9ho na rozhovorech s 34 u\u010Diteli matematiky, jeho\u017E c\u00EDlem bylo zjistit, kter\u00E9 partie matematiky z\u00E1kladn\u00ED \u0161koly u\u010Ditel\u00E9 vid\u00ED jako kritick\u00E9 m\u00EDsto z hlediska \u017E\u00E1k\u016F. U ka\u017Ed\u00E9ho identifikovan\u00E9ho kritick\u00E9ho m\u00EDsta je zm\u00EDn\u011Bna povaha \u017E\u00E1kovsk\u00FDch obt\u00ED\u017E\u00ED a jejich p\u0159\u00ED\u010Diny tak, jak je vid\u00ED u\u010Ditel\u00E9, a sou\u010Dasn\u011B jsou pops\u00E1ny didaktick\u00E9 p\u0159\u00EDstupy, kter\u00E9 u\u010Ditel\u00E9 podle sv\u00FDch slov k p\u0159ekon\u00E1v\u00E1n\u00ED obt\u00ED\u017E\u00ED vyu\u017E\u00EDvaj\u00ED. Ke ka\u017Ed\u00E9 z kritick\u00FDch oblast\u00ED existuje nep\u0159ebern\u00E9 mno\u017Estv\u00ED v\u00FDzkum\u016F (alespo\u0148 v zahrani\u010Dn\u00ED literatu\u0159e). Z nich byly vybr\u00E1ny vesm\u011Bs v\u00FDzkumy typu %22experiment\u00E1ln\u00ED versus kontroln\u00ED skupina, kter\u00E9 umo\u017E\u0148uj\u00ED zasadit pou\u017E\u00EDvan\u00E9 didaktick\u00E9 p\u0159\u00EDstupy do v\u00FDzkumn\u00E9ho kontextu. U\u010Ditel\u00E9 nejv\u00EDce zmi\u0148ovali probl\u00E9my v aritmetice (konkr\u00E9tn\u011B u zlomk\u016F a cel\u00FDch \u010D\u00EDsel), u algebraick\u00FDch v\u00FDraz\u016F, u slovn\u00EDch \u00FAloh. Z geometrie nejv\u00EDce mluvili o konstruk\u010Dn\u00EDch \u00FAloh\u00E1ch a o v\u00FDpo\u010Dtech v geometrii. V z\u00E1v\u011Bru kapitoly jsme se pokusili o ur\u010Dit\u00E9 obecn\u011Bj\u0161\u00ED \u00FAvahy shrnuj\u00EDc\u00ED n\u011Bkter\u00E9 charakteristiky u\u010Ditelsk\u00FDch sd\u011Blen\u00ED k povaze kritick\u00FDch m\u00EDst v matematice."@cs . "Praha" . . . . . . . "Kritick\u00E1 m\u00EDsta matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly v diskurzu u\u010Ditel\u016F"@cs . "83756" . . . . "\u017Dalsk\u00E1, Jana" . . "[D7E9EE8353E0]" . "978-80-7290-723-6" . . . . "Kapitola shrnuje v\u00FDsledky kvalitativn\u00EDho v\u00FDzkumu zalo\u017Een\u00E9ho na rozhovorech s 34 u\u010Diteli matematiky, jeho\u017E c\u00EDlem bylo zjistit, kter\u00E9 partie matematiky z\u00E1kladn\u00ED \u0161koly u\u010Ditel\u00E9 vid\u00ED jako kritick\u00E9 m\u00EDsto z hlediska \u017E\u00E1k\u016F. U ka\u017Ed\u00E9ho identifikovan\u00E9ho kritick\u00E9ho m\u00EDsta je zm\u00EDn\u011Bna povaha \u017E\u00E1kovsk\u00FDch obt\u00ED\u017E\u00ED a jejich p\u0159\u00ED\u010Diny tak, jak je vid\u00ED u\u010Ditel\u00E9, a sou\u010Dasn\u011B jsou pops\u00E1ny didaktick\u00E9 p\u0159\u00EDstupy, kter\u00E9 u\u010Ditel\u00E9 podle sv\u00FDch slov k p\u0159ekon\u00E1v\u00E1n\u00ED obt\u00ED\u017E\u00ED vyu\u017E\u00EDvaj\u00ED. Ke ka\u017Ed\u00E9 z kritick\u00FDch oblast\u00ED existuje nep\u0159ebern\u00E9 mno\u017Estv\u00ED v\u00FDzkum\u016F (alespo\u0148 v zahrani\u010Dn\u00ED literatu\u0159e). Z nich byly vybr\u00E1ny vesm\u011Bs v\u00FDzkumy typu %22experiment\u00E1ln\u00ED versus kontroln\u00ED skupina, kter\u00E9 umo\u017E\u0148uj\u00ED zasadit pou\u017E\u00EDvan\u00E9 didaktick\u00E9 p\u0159\u00EDstupy do v\u00FDzkumn\u00E9ho kontextu. U\u010Ditel\u00E9 nejv\u00EDce zmi\u0148ovali probl\u00E9my v aritmetice (konkr\u00E9tn\u011B u zlomk\u016F a cel\u00FDch \u010D\u00EDsel), u algebraick\u00FDch v\u00FDraz\u016F, u slovn\u00EDch \u00FAloh. Z geometrie nejv\u00EDce mluvili o konstruk\u010Dn\u00EDch \u00FAloh\u00E1ch a o v\u00FDpo\u010Dtech v geometrii. V z\u00E1v\u011Bru kapitoly jsme se pokusili o ur\u010Dit\u00E9 obecn\u011Bj\u0161\u00ED \u00FAvahy shrnuj\u00EDc\u00ED n\u011Bkter\u00E9 charakteristiky u\u010Ditelsk\u00FDch sd\u011Blen\u00ED k povaze kritick\u00FDch m\u00EDst v matematice." . "RIV/00216208:11410/13:10190797!RIV14-GA0-11410___" . "Kritick\u00E1 m\u00EDsta matematiky na z\u00E1kladn\u00ED \u0161kole o\u010Dima u\u010Ditel\u016F" . "Vondrov\u00E1, Na\u010Fa" .