"Kritick\u00E1 m\u00EDsta matematiky na z\u00E1kladn\u00ED \u0161kole o\u010Dima u\u010Ditel\u016F" . "I, P(GAP407/11/1740)" . . "Procesy u\u010Den\u00ED v diskurzu u\u010Ditel\u016F matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly"@cs . . . . "Neuveden" . "99974" . . . "[5BA3A6FAF6E6]" . . "Learning processes in the discourse of mathematics teacher of lower secondary school"@en . "P\u00E1chov\u00E1, Anna" . . "56"^^ . . "Univerzita Karlova v Praze. Pedagogick\u00E1 fakulta" . "RIV/00216208:11410/13:10193415" . . . . "Procesy u\u010Den\u00ED v diskurzu u\u010Ditel\u016F matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly" . "Rendl, Miroslav" . "Praha" . "978-80-7290-723-6" . . "teachers' beliefs vs. research; repetition; exercising; memory retention; understanding; learning processes; school mathematics"@en . "Kapitola mapuje, jak u\u010Ditel\u00E9 matematiky 2. stupn\u011B hovo\u0159\u00ED o psychick\u00FDch procesech souvisej\u00EDc\u00EDch s u\u010Den\u00EDm a zda n\u011Bkter\u00E9 z nich spojuj\u00ED s probl\u00E9my v matematice. Nep\u0159ekvapuje, \u017Ee za kl\u00ED\u010Dov\u00E9 pova\u017Euj\u00ED u\u010Ditel\u00E9 porozum\u011Bn\u00ED a dlouhodob\u00E9 uchov\u00E1n\u00ED u\u010Diva v pam\u011Bti. P\u0159ekvapiv\u011Bj\u0161\u00ED je zji\u0161t\u011Bn\u00ED, jak\u00FD d\u016Fraz p\u0159i tom kladou na intenzivn\u00ED procvi\u010Dov\u00E1n\u00ED, kter\u00E9 tak\u00E9 b\u011B\u017En\u011B naz\u00FDvaj\u00ED drilem. Zaj\u00EDmav\u00E9 ov\u0161em je, \u017Ee v psychologick\u00FDch v\u00FDzkumech a koncepc\u00EDch jsme pro jejich p\u0159\u00EDstup nalezli do zna\u010Dn\u00E9 m\u00EDry podporu. Na druh\u00E9 stran\u011B v\u0161ak zva\u017Eujeme tak\u00E9 mo\u017En\u00E1 omezen\u00ED n\u011Bkter\u00FDch p\u0159\u00EDstup\u016F k v\u00FDuce, na kter\u00E9 je mo\u017En\u00E9 z rozhovor\u016F vysuzovat." . . "Kapitola mapuje, jak u\u010Ditel\u00E9 matematiky 2. stupn\u011B hovo\u0159\u00ED o psychick\u00FDch procesech souvisej\u00EDc\u00EDch s u\u010Den\u00EDm a zda n\u011Bkter\u00E9 z nich spojuj\u00ED s probl\u00E9my v matematice. Nep\u0159ekvapuje, \u017Ee za kl\u00ED\u010Dov\u00E9 pova\u017Euj\u00ED u\u010Ditel\u00E9 porozum\u011Bn\u00ED a dlouhodob\u00E9 uchov\u00E1n\u00ED u\u010Diva v pam\u011Bti. P\u0159ekvapiv\u011Bj\u0161\u00ED je zji\u0161t\u011Bn\u00ED, jak\u00FD d\u016Fraz p\u0159i tom kladou na intenzivn\u00ED procvi\u010Dov\u00E1n\u00ED, kter\u00E9 tak\u00E9 b\u011B\u017En\u011B naz\u00FDvaj\u00ED drilem. Zaj\u00EDmav\u00E9 ov\u0161em je, \u017Ee v psychologick\u00FDch v\u00FDzkumech a koncepc\u00EDch jsme pro jejich p\u0159\u00EDstup nalezli do zna\u010Dn\u00E9 m\u00EDry podporu. Na druh\u00E9 stran\u011B v\u0161ak zva\u017Eujeme tak\u00E9 mo\u017En\u00E1 omezen\u00ED n\u011Bkter\u00FDch p\u0159\u00EDstup\u016F k v\u00FDuce, na kter\u00E9 je mo\u017En\u00E9 z rozhovor\u016F vysuzovat."@cs . . "Learning processes in the discourse of mathematics teacher of lower secondary school"@en . . . . "2"^^ . . "The chapter explores how the mathematics teachers taking part in our research talk about mental processes linked with learning and if they relate some of them to pupils' problems in mathematics. It is not surprising that the teachers consider understanding and long term retaining of knowledge in memory to be the key desiderable effects. We, however, find more surprising their accent on the intensive practice which they commonly call a drill. It is interesting that we can find considerable support for this approach in psychological research and theories. On the other hand, we also take into account possible limits of some approaches to teaching mathematics which can be infered from the interviews with teachers."@en . . "Procesy u\u010Den\u00ED v diskurzu u\u010Ditel\u016F matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly" . "11410" . "358"^^ . . . "2"^^ . "RIV/00216208:11410/13:10193415!RIV14-GA0-11410___" . "Procesy u\u010Den\u00ED v diskurzu u\u010Ditel\u016F matematiky na 2. stupni z\u00E1kladn\u00ED \u0161koly"@cs .