Specific skills necessary to work with some ICT tools in mathematics effectively

Robová, Jarmila

doi:10.14708/dm.v35i0.533

Cited by 2 publications

(4 citation statements)

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“…Its characteristic feature is that 10 successive lessons are video-recoded, described by artefacts and complemented by interviews with the teacher and with some pupils. Results are published in a series of books in which Czech researchers also have chapters (Binterová et al, 2006;Novotná & Hošpesová, 2010, 2013, 2014. The chapters include analyses of teaching situations from both national and international perspectives.…”

Section: Classroom Researchmentioning

confidence: 99%

“…She argues that the successful use of ICT must be accompanied by a change in a teacher's teaching styles, which is often not the case. Moreover, in Robová (2013), she presents skills that pupils should develop to overcome the problems she identified in their use of ICT tools. Examples are estimation skills, understanding dependence and congruence of objects in a dynamic software, and zooming in and out.…”

Section: Pupils' Reasoning In Mathematicsmentioning

confidence: 99%

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Czech and Slovak Research in Didactics of Mathematics

Novotná

Tichá

Vondrová

2019

European Traditions in Didactics of Mathematics

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This chapter presents the emergence of research in didactics of mathematics in the former Czechoslovakia and gives a glimpse at its present state. It is done against the background of the history of schooling in the area and with respect to international influences such as the New Math movement. Due to a limited access to international research prior to the Velvet Revolution in 1989, Czechoslovak research developed relatively independently, yet its character was similar to that of the West. An overview of research after the Revolution is divided into four streams: development of theories, knowledge and education of teachers, classroom research, and pupils' reasoning in mathematics. Each stream is described by relevant work by Czech and Slovak researchers (with a focus on empirical research) and illustrated by publications.

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Section: Classroom Researchmentioning

confidence: 99%

Section: Pupils' Reasoning In Mathematicsmentioning

confidence: 99%

Czech and Slovak Research in Didactics of Mathematics

Novotná

Tichá

Vondrová

2019

European Traditions in Didactics of Mathematics

View full text Add to dashboard Cite

show abstract

“…p. 301). The former approach is adopted by Robová (2013) who defines what she calls "Specific Skills for work in GeoGebra", and she proposes a set of such skills instantiated to the case of functions: e.g., "making functions visible (on the screen)" or "using dynamic features of GeoGebra". The latter approach is advocated by Bowers and Stephens (2011), who draw on literature review to claim that teachers need not acquire one particular expertise or pick one particular role; instead, teachers (and prospective teachers) need to become aware of how to design rich tasks that integrate technology into the classroom discourse so that technology-based conjectures and arguments become normative (p. 290).…”

Section: Nctm (2011) Claims Thatmentioning

confidence: 99%

“…• setting out knowledge/skills needed to teach a particular mathematical concept or area with technology, such as functions (Borba 2012) or algebra (Clay et al 2012); • setting out knowledge/skills required to use a particular piece of software, such as CAS (Ball 2004;Zehavi and Mann 2011) or dynamic geometry (Robová 2013;Robová and Vondrová 2015),…”

Section: Nctm (2011) Claims Thatmentioning

confidence: 99%