"Critical areas of mathematics for Czech pupils based on TIMSS 2007 data"@en . "10.5817/PedOr2014-1-22" . "[D6C2EA923ABF]" . "C\u00EDlem empirick\u00E9 studie je popsat kritick\u00E1 m\u00EDsta matematiky z\u00E1kladn\u00ED \u0161koly, jak je lze vysledovat z v\u00FDsledk\u016F na\u0161ich \u017E\u00E1k\u016F 8. ro\u010Dn\u00EDk\u016F v TIMSS 2007, a identiikovat pravd\u011Bpodobn\u00E9 p\u0159\u00ED\u010Diny jejich obt\u00ED\u017Enosti. V prvn\u00ED \u010D\u00E1sti je stru\u010Dn\u011B uveden kontext v\u00FDzkumu - mezin\u00E1rodn\u00ED srovn\u00E1vac\u00ED v\u00FDzkumy v matematice a mo\u017Enosti sekund\u00E1rn\u00ED anal\u00FDzy jejich dat. Ve druh\u00E9 \u010D\u00E1sti podrobn\u011B popisujeme metodologii v\u00FDzkumu. Analyzovali jsme data z tzv. almanach\u016F TIMSS (v\u00FDsledky na\u0161ich \u017E\u00E1k\u016F na \u00FArovni konkr\u00E9tn\u00EDch \u00FAloh a odpov\u011Bdi u\u010Ditelsk\u00FDch dotazn\u00EDk\u016F). K interpretaci mo\u017En\u00FDch p\u0159\u00ED\u010Din jsme pou\u017E\u00EDvali tak\u00E9 kurikul\u00E1rn\u00ED dokumenty a anal\u00FDzu z\u0159ejm\u011B nejpou\u017E\u00EDvan\u011Bj\u0161\u00ED \u0159ady u\u010Debnic matematiky pro z\u00E1kladn\u00ED \u0161koly. Stanovili jsme krit\u00E9rium, podle n\u011Bho\u017E je mo\u017En\u00E9 rozhodnout, zda je v\u00FDkon na\u0161ich \u017E\u00E1k\u016F u dan\u00E9 \u00FAlohy pod jejich standardem, p\u0159i\u010Dem\u017E jsme vych\u00E1zeli z porovn\u00E1n\u00ED jejich pr\u016Fm\u011Brn\u00E9 \u00FAsp\u011B\u0161nosti s pr\u016Fm\u011Brnou \u00FAsp\u011B\u0161nost\u00ED mezin\u00E1rodn\u00EDho souboru. Tak byly identiikov\u00E1ny tzv. slab\u00E9 a velmi slab\u00E9 \u00FAlohy. Ty byly rozd\u011Bleny do t\u0159\u00ED oblast\u00ED, kter\u00E9 tedy m\u016F\u017Eeme pova\u017Eovat za m\u00EDsta, kter\u00E1 jsou v matematice pro \u010Desk\u00E9 \u017E\u00E1ky kritick\u00E1: Algebra (s podoblastmi Funkce, Substituce, Rovnice a nerovnice, V\u00FDrazy), Posloupnosti, Obrazce a t\u011Blesa. U ka\u017Ed\u00E9 z t\u011Bchto oblast\u00ED jsou prezentov\u00E1ny slab\u00E9 a velmi slab\u00E9 \u00FAlohy spolu s n\u00E1stinem povahy obt\u00ED\u017E\u00ED, kter\u00E9 p\u0159i jejich \u0159e\u0161en\u00ED \u010De\u0161t\u00ED \u017E\u00E1ci z\u0159ejm\u011B m\u011Bli, a jejich mo\u017En\u00FDch p\u0159\u00ED\u010Din. Ukazuje se, \u017Ee je nutn\u00E9 z\u00EDskat je\u0161t\u011B hlub\u0161\u00ED vhled do problematiky pomoc\u00ED klinick\u00FDch rozhovor\u016F p\u0159\u00EDmo se \u017E\u00E1ky. To bude p\u0159edm\u011Btem dal\u0161\u00EDch \u010Dl\u00E1nk\u016F."@cs . . . . "36"^^ . "C\u00EDlem empirick\u00E9 studie je popsat kritick\u00E1 m\u00EDsta matematiky z\u00E1kladn\u00ED \u0161koly, jak je lze vysledovat z v\u00FDsledk\u016F na\u0161ich \u017E\u00E1k\u016F 8. ro\u010Dn\u00EDk\u016F v TIMSS 2007, a identiikovat pravd\u011Bpodobn\u00E9 p\u0159\u00ED\u010Diny jejich obt\u00ED\u017Enosti. V prvn\u00ED \u010D\u00E1sti je stru\u010Dn\u011B uveden kontext v\u00FDzkumu - mezin\u00E1rodn\u00ED srovn\u00E1vac\u00ED v\u00FDzkumy v matematice a mo\u017Enosti sekund\u00E1rn\u00ED anal\u00FDzy jejich dat. Ve druh\u00E9 \u010D\u00E1sti podrobn\u011B popisujeme metodologii v\u00FDzkumu. Analyzovali jsme data z tzv. almanach\u016F TIMSS (v\u00FDsledky na\u0161ich \u017E\u00E1k\u016F na \u00FArovni konkr\u00E9tn\u00EDch \u00FAloh a odpov\u011Bdi u\u010Ditelsk\u00FDch dotazn\u00EDk\u016F). K interpretaci mo\u017En\u00FDch p\u0159\u00ED\u010Din jsme pou\u017E\u00EDvali tak\u00E9 kurikul\u00E1rn\u00ED dokumenty a anal\u00FDzu z\u0159ejm\u011B nejpou\u017E\u00EDvan\u011Bj\u0161\u00ED \u0159ady u\u010Debnic matematiky pro z\u00E1kladn\u00ED \u0161koly. Stanovili jsme krit\u00E9rium, podle n\u011Bho\u017E je mo\u017En\u00E9 rozhodnout, zda je v\u00FDkon na\u0161ich \u017E\u00E1k\u016F u dan\u00E9 \u00FAlohy pod jejich standardem, p\u0159i\u010Dem\u017E jsme vych\u00E1zeli z porovn\u00E1n\u00ED jejich pr\u016Fm\u011Brn\u00E9 \u00FAsp\u011B\u0161nosti s pr\u016Fm\u011Brnou \u00FAsp\u011B\u0161nost\u00ED mezin\u00E1rodn\u00EDho souboru. Tak byly identiikov\u00E1ny tzv. slab\u00E9 a velmi slab\u00E9 \u00FAlohy. Ty byly rozd\u011Bleny do t\u0159\u00ED oblast\u00ED, kter\u00E9 tedy m\u016F\u017Eeme pova\u017Eovat za m\u00EDsta, kter\u00E1 jsou v matematice pro \u010Desk\u00E9 \u017E\u00E1ky kritick\u00E1: Algebra (s podoblastmi Funkce, Substituce, Rovnice a nerovnice, V\u00FDrazy), Posloupnosti, Obrazce a t\u011Blesa. U ka\u017Ed\u00E9 z t\u011Bchto oblast\u00ED jsou prezentov\u00E1ny slab\u00E9 a velmi slab\u00E9 \u00FAlohy spolu s n\u00E1stinem povahy obt\u00ED\u017E\u00ED, kter\u00E9 p\u0159i jejich \u0159e\u0161en\u00ED \u010De\u0161t\u00ED \u017E\u00E1ci z\u0159ejm\u011B m\u011Bli, a jejich mo\u017En\u00FDch p\u0159\u00ED\u010Din. Ukazuje se, \u017Ee je nutn\u00E9 z\u00EDskat je\u0161t\u011B hlub\u0161\u00ED vhled do problematiky pomoc\u00ED klinick\u00FDch rozhovor\u016F p\u0159\u00EDmo se \u017E\u00E1ky. To bude p\u0159edm\u011Btem dal\u0161\u00EDch \u010Dl\u00E1nk\u016F." . "Kritick\u00E1 m\u00EDsta v matematice u \u010Desk\u00FDch \u017E\u00E1k\u016F na z\u00E1klad\u011B v\u00FDsledk\u016F \u0161et\u0159en\u00ED TIMSS 2007"@cs . "2"^^ . . . "Kritick\u00E1 m\u00EDsta v matematice u \u010Desk\u00FDch \u017E\u00E1k\u016F na z\u00E1klad\u011B v\u00FDsledk\u016F \u0161et\u0159en\u00ED TIMSS 2007" . "Kritick\u00E1 m\u00EDsta v matematice u \u010Desk\u00FDch \u017E\u00E1k\u016F na z\u00E1klad\u011B v\u00FDsledk\u016F \u0161et\u0159en\u00ED TIMSS 2007" . "11410" . "https://journals.muni.cz/pedor/article/view/601/586" . "2"^^ . . . "I, P(GAP407/11/1740)" . . "25192" . . "The goal of the empirical study is to describe critical areas of primary mathematics as can be found from the Czech Grade 8 pupils' results in TIMSS 2007 and to identify possible causes of their difficulty for pupils. In the irst part, a research background is briely given - international comparative research in mathematics and possibilities of the secondary analyses of its data. The second part describes methodology in detail. We analysed data from so called TIMSS almanacs (results of Czech pupils at the level of concrete mathematical items from TIMSS and answers of the teacher questionnaire). To interpret possible causes we also used curricular documents and the analysis of the apparently most used primary mathematics textbooks. We set up a criterion for deciding whether the Czech pupils' results for the given item is below their standard which we determined by comparing their average success rate with that of the international sample. Thus so called weak and very weak items were identified. They were divided into three areas which can be considered critical areas for Czech pupils: Algebra (with subareas of Functions, Substitution, Equations and inequalities, Expressions), Sequences, Shapes and solids. For each of the areas, weak and very weak items are presented together with their results and an outline of the nature of their difficulty for Czech pupils and possible causes of Czech pupils' failure to solve them. It transpires that it is necessary to get a deeper insight into the nature of problems by clinical interviews with pupils. This will be a topic of further articles."@en . "24" . . . "Pedagogick\u00E1 orientace" . . "Vondrov\u00E1, Na\u010Fa" . . "RIV/00216208:11410/14:10291415!RIV15-MSM-11410___" . "CZ - \u010Cesk\u00E1 republika" . "difficulties in mathematics; geometry; sequences; algebra; mathematical knowledge and skills; TIMSS"@en . "Kritick\u00E1 m\u00EDsta v matematice u \u010Desk\u00FDch \u017E\u00E1k\u016F na z\u00E1klad\u011B v\u00FDsledk\u016F \u0161et\u0159en\u00ED TIMSS 2007"@cs . "Critical areas of mathematics for Czech pupils based on TIMSS 2007 data"@en . . . "Rendl, Miroslav" . . . . . "RIV/00216208:11410/14:10291415" . "1" . "1211-4669" . .