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1
Content available Vectors in school mathematics
Jędrzejewski J., Kostrzewski T.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2015
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Vol. 20
9--13
EN
Vectors have several meanings in the science. Mathematicians, physicists and other scientists make use of the notion of a vector. The notions they make use of are different in different subjects. Here we present different meanings of vectors and give some hints how to understand them in different subjects of science.
2
Content available Angle - what kinds of angles we make use of
Jędrzejewski J., Troczka-Pawelec K.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2015
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Vol. 20
15--22
EN
The idea of an angle has several meanings at school mathematics. We propose the survey of different understandings of this notion with respect to the age of pupils, the level of school. We discuss the difficulties in defining and understanding of the notion of an angle. Of course, we discuss the topic with respect to Polish programmes of school mathematics.
3
Content available remote Word problems describing movement
Binterová H., Strachotová Z.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
137-142
EN
Several years we have already been oriented to creation of multimedia teaching aids for teaching mathematics in the elementary school. We have successfully solve out variety of grants in this topic. We are developing international relations and cooperation. The results of our work is a program, in which we have tried to create alternative point of view of motivation and work of pupils, who arc solving out word problems describing movement. While fore thinking the didactic questions related with creation of software Word problems describing movements we have focused on the matter of motivation and creation of sufficient amount of separated models of visualization and feedback.
4
Content available remote The role of interaction between students in the process of discovering the regularity
Pytlak M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
367-374
EN
In teaching mathematics, interactions between the teacher and the student and among students play a vital role. Through making students formulate and defend their points of view we develop in them their self-control. Thanks to it during solving problem a child is more responsible and conscious of what s/he does. Necessity of verbalization of executing activities and explanation of using procedures show that pupils are able to notice new things. The verbalization forces to look at the own work from a different perspective. In this paper I present a part of my research concerning discovering the regularity by 9-years old children. In this research I focused on mental process and interaction between the students.
5
Content available remote Mathematics made popular: a chance for both pupils and teachers
Novák B.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
303- 310
EN
The contribution reports on an untraditional presentation of mathematical activities for elementary school pupils, which are being prepared as a part of grant focused on developing pupils” interest in mathematics and change of their attitude to mathematics as a school subject. Solving non-standard tasks, competitions, games and manipulative activities provide pupils, teachers and parents with a chance to change their perception of school mathematics.
6
Content available remote Geometry at primary school
Scholtzová I.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
381-386
EN
Geometry is an essential part of primary stage mathematics curriculum. Its syllabus and performance standards exactly define what a pupil should master after completing each year of primary stage of education. In our survey we mapped real outcomes of mastering key terms from geometry by pupils after their completion of primary stage. The survey also includes a comparison of views held by both primary education teachers and secondary junior stage teachers of mathematics on same issues of concern when teaching geometry in primary & junior school age.
7
Content available remote Geometrical activities as a tool for stimulating mathematical thinking of 4-7 years old children
Swoboda E.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
417-422
8
Content available remote Experience with teaching course of “Fun Mathematics”
Prídavková A.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
355-358
EN
The programs of study offered by the Faculty of Education of the University of Prešov contain in its undergraduate level also courses under the category of Recommended Optional Courses. The author in the paper presents her experience with teaching Fun Mathematics. The content of the course is adjusted for the Moodle software environment to be utilised in e-learning.
9
Content available remote Construction problems and their place in secondary school mathematics
Slezákova J., Molnár J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
395-397
EN
A pilot study concerning construction problems in mathematics teaching at grammar schools and universities is described in this paper.
10
Content available remote Coefficients of learning in mathematical and nonmathematical subject matter
Kováčik Š.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
261-265
EN
„Coefficient to remember something” was introduced in cybernetic pedagogy. This coefficient expresses what part of information (from group of letters arranged without meaning) a learner is able to remember after one repetition. He can remember about 1/23 (4,34%) received information. We have derived „coefficient of learning”. Its values are greater, because understandable learning (we mean it) is more e than memory learning. We used this coefficient as expression of improvement of soft motive hand. Its value was about 6%. We found out it in ten pictures arranged chronologically during 4 months. We valued subject matter pretension by „coefficient of understanding”. We found out what children could understand subject matter with one repetition. Similarly „coefficient of disclosing” was introduced for revealing of coherence reading of picture. It was 38% after the f experiment. It means that this number of children revealed coherence in the picture. It is possible to value subject matter pretension effectively and briefly according to introduced coefficients in standard class. On the other hand it is possible to value knowledge level of pupils by using standard subject matter.
11
Content available remote Attention of teachers to pupils interested in mathematics in the 4th class at elementary school
Gerová L.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
207-214
EN
This paper presents some results achieved with carefulness for pupils with larger interest in mathematics in the 4th class at elementary school. We gave attention to two subjects - teacher and his (her) pupils. We mention the first one in this paper. We have found out certain reserves at work with these pupils including gifted pupils, mainly at out of educational time. Research shows needs to improve the quality of preparation for pupils interested more in mathematics. It is also connected with preparation of next teachers at universities.
12
Content available remote How to Penetrate Into Mathematics Actively
Kopka J., Feissner G.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2000/2001
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Vol. 8
131-144
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