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A response to Pawlak's article

100%

Tatsis K.

Didactica Mathematicae

2019

tom 41

One of the main views which appears throughout prof. Pawlak's paper is one initially expressed by Anna Zofia Krygowska, the most influential researcher of mathematics education in Poland. According to this view - the teacher and his preparation, and thus the problems of teaching mathematics, are never "ahistorical" (Krygowska, 1981, as quoted by Pawlak, 2019). In other words, the problems of mathematics education cannot be viewed outside of their historical and cultural contexts. Practically, this means that when we design our teacher training courses, we cannot, e.g., ignore the current scientifc and societal developments and especially the increased use of mobile technologies even for everyday purposes. Prof. Pawlak recognizes this issue and suggests using technology as an aid to motivate students. This brings us to the second overarching view of the paper, namely the importance of motivating students to be involved in mathematics.

Five-year-old children construct patterns, deconstruct them and talk about them

63%

Swoboda E. , Tatsis K.

Didactica Mathematicae

2009

tom 32

Pięciolatki układają szlaczki, burzą je i rozmawiają o regularnościach

The Commission for the Study and Improvement of Mathematics Teaching – CIEAEM64

63%

Maj-Tatsis B. , Tatsis K.

Didactica Mathematicae

2012

tom 34

CIEAEM 64 conference took place in Rhodes, Greece on 23-27 July 2012. It was organized by the Department of Sciences of Preschool Education and of Educational Design, Faculty of Humanities of University of the Aegean.

The use of ICT in Polish and Greek educational systems: From policy to implementation

51%

Tatsis K. , Walat W. , Warzocha T.

International Journal of Pedagogy, Innovation and New Technologies

2023

tom 10

nr 2

33-40

The development of new technologies has introduced novel capabilities into every aspect of our lives. The continuous improvement of these technologies is part of society’s development by breaking barriers to access to knowledge and by introducing new tools and solutions that are a permanent part of the modern world. This technological revolution affects the educational system bystressing the need to retrofit the infrastructure in terms of technology supporting the educational process. These technological developments allow people to engage themselves in the immersion of new technologies, presenting them with a wide range of opportunities. On the one hand, this is a factor that determines the luxury of a modern, prosperous and developing world, on the other hand, it is a challenge of how one should use information and communication technologies to improve their lives in a society, so as not to be excluded and being moved to the margins of digital illiteracy. These facts pose challenges to the designers of new applications and new technologies, who should consider the needs of modern society based on the new information and communication. Today’s mediatized space requires people to have the necessary competencies to use it efficiently and skilfully. Moreover, the educational system should support and prepare the young generation to be able to function in this area, in which the mere use of web portals and social media does not guarantee any success in a person’s future professional or private life.