Darina JirotkováCharles University in Prague | CUNI · Faculty of Education
Darina Jirotková
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39
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74
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Citations since 2017
Publications
Publications (39)
In the present study we explore qualitatively the conceptual and semantic understanding of equations of elementary school pupils who were taught how to solve basic linear equations. We analyse the individual answers of 38 grade five students in a public primary school to a paper-based task consisting in justifying whether the equation 5+2x=13 model...
In the setting of the transformation of our societies to be multicultural ones, we intend in this paper to examine situations in a mathematics classroom where respect and exclusion of the ‘different’ co-exist. Conducting an instrumental case study, we follow two Grade 4 groups while solving a mathematics generalization task. We are examining how in...
There is no education without content. Teaching and learning in schools is devoted to “something,” not to “nothing” or “anything.” The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is r...
Efforts in the Czech Republic to build youngest learners' calculation skills on the understanding of concepts, relationships and processes, instead of drilling large quantities of " columns " of similar problems, resulted in the development of innovative mathematics textbooks at the primary school level that are based on the idea of schema-construc...
Workshop in International Seminar Elementary Maths
The didactical phenomenon the workshop will focus on is called reversible and irreversible desemantisation.
International comparison studies (TIMSS and PISA) and teachers’ expressed views indicate a decreasing trend in Czech pupils’ competence in geometry. The present study describes an innovative educational strategy for teaching 3D geometry - the didactical environment Cube Buildings and how it fosters the development of spatial sense in the earliest s...
In the past five years our research team has studied and elaborated a teaching method called the schema-oriented education. Pupils do not receive mathematical knowledge from the teacher. Instead, they build own mathematical schemata through problem-solving and class discussion. Problems are nested in various semantic and structural teaching environ...
The mathematical learning environment Bus is based on pupils’ real-life experience and has been elaborated by M. Hejný to develop pupils’ understanding of number as a state, an address, an operator of change and of comparison when it is grasped by the specific language of this environment. The main result of our study is a description of the proces...
Od roku 2012 se rozvíjí spolupráce mezi katedrami matematiky pedagogických fakult UK v Praze a OU v Ostravě. Článek se věnuje příčinám, způsobům a další perspektivě této spolupráce. Jsou popsány prvotní zkušenosti z této spolupráce. Jsou to jednak odezvy na první seznámení se s metodou M. Hejného, metodou VOBS a jednak zázitky přímo z centra, kde m...
This book Critical places of primary mathematics through the eyes of teachers presents the results of research that was conducted under a GACR project in the years 2011 to 2013. The aim of the research was to collect and analyze teachers‘ experience with regards to so called critical places in primary and lower secondary school mathematics. These p...
Existuje řada učitelů, kteří by rádi vylepšovali své výukové strategie, ale zjišťují, že to není vůbec jednoduché. Vyžaduje to zkušenosti s novými výukovými metodami, odlišné matematické úlohy i jiný způsob práce od jejich žáků. Materiál, který přináší tato kniha, by tento úkol měl učitelům ulehčit.
Kniha obsahuje pět kapitol: Pravidelné mnohoúhel...
Much of the existing research relating to students training to teach particularly in Primary schools often shows that they have a weak mathematical background and lack of understanding of the subject. This often results in them disliking and having a fear of the subject and later teaching pupils facts and algorithms to commit to memory and reproduc...
In this paper we consider the communication which took place between and with two nine-year old pupils whilst they undertook non-standard geometrical tasks. The findings from the analysis of the cognitive and social aspects of the communication showed that there were considerable differences in their ability to articulate their knowledge and in the...
School students' intuitive concepts of infinity are gained from personal experiences and in many cases the tacit models built up by them are inconsistent. The paper describes and analyses a series of tasks which were developed to enable the researchers to look into the mental processes used by students when they are thinking about infinity and to h...
Abstrakt Nástrojem edukační strategie orientované na budování matematických schémat (Hejný 2007, 2008) jsou didaktická prostředí. Jedním z nich je Autobus. Je zaloţeno na ţivotní zkušenosti ţáka s jízdou hromadnými dopravními prostředky. Proces vystupování a nastupování cestujících a jeho evidence tabulkou dává bohatý soubor dat a číselných vazeb....
1. vyd. Učebnice zpracovaná podle osnov vzdělávacího programu Základní škola Tab. Autorem 2. dílu je Josef Trejbal Díl 1. 1997. 87 s. -- Díl 2. 1998. 87 s.
Vyd. jako výstup vědeckého záměru PedF UK č. 4
Část. slovenský text
Pod názvem: Katedra matematiky a didaktiky matematiky, Univerzita Karlova v Praze, Pedagogická fakulta
1. vyd. Obálkový podnázev učebnic: přemýšlení a počítání učebnice. 1. díl. 2007. 67 s. -- učebnice. 2. díl. 2007. 65 s. + [8] l. obr. příl. -- příručka učitele. 2007. 151 s. + 1 CD (písničky)
1. vyd. Obálkový podnázev 1.-3. dílu: pracovní učebnice Sada příl. v plastovém sáčku vlepeném na přídeští obsahuje pracovní destičky, vylamovací tvary atd. 1. díl. učebnice. 64 s. -- 2. díl. učebnice. 64 s. -- 3. díl. učebnice. 64 s. + barev. il. (8 l.) -- příručka učitele. 183 s.
1. vyd. Rozmn. 600 výt. Vydavatel: Univ. Karlova v Praze Přehl. lit.
Projects
Projects (2)
The goal of MaTeK is to provide the DME of Comenius University in Bratislava opportunity to learn from partners, to exchange best practices, and establish extensive networks for excellence. MaTeK will twin DME with Departments of Mathematics and Mathematics Education of the following universities: Charles University in Prague, Czech Republic, University of Palermo, Italy, Norwegian University of Science and Technology in Trondheim, Norway and Middle East Technical University, Turkey.
Describe the degree of the pupil's knowledge of the additive triad.
Search appropriate instrument, which support development of understanding the idea of additive triad.
The idea of additive triad enlarge by the idea of additive kvadriad.
