Jaroslava Kloboučková

Charles University in Prague | CUNI · Department of Education

The study is part of action research aiming at the description of concept development in mathematics. Building on socio-constructivist theories of learning, we pursue the question "How do pupils get to know that shapes which do not appear congruent can have the same area, by building on one another's knowledge in a classroom situation?". A qualitat...

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...

Early number sense is built within child's everyday life experience. A number is represented as a state (5 apples), address (5th floor), operator of comparison (Mike is 2 cm taller than Tom) and operator of change (I lost 5 Euros). This study presents didactical environments that enable young pupils to gain ample experience with a number as an oper...

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...

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...