The MaTeK Project

The paper focuses on the skills of prospective mathematics teachers (PMTs) when planning lessons on primary and secondary school levels. The paper is based on a thematic analysis of PTMs' mathematics lesson plans developed within the frame of undergraduate courses at the Faculty of Education, Charles University in Prague, and Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava. Analysis of individual lesson plans, discussions with their authors, and comparison of the Czech and Slovak groups' lesson plans resulted in detecting and explaining the differences between the production of the two groups. The findings are of interest to teacher educators in general, researchers interested in teachers' lesson planning as well as practicing teachers.

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 interaction that took place between the members of the teams mirrors the two faces of the same coin (i.e., the culture of the classroom) and at the same time reflects the change in primary classroom that necessitates openness and genuine respect to the ‘different’. On the one hand, we will demonstrate the dynamic of the harmony that was apparent between the members of one of the groups since the ‘different’ was not a barrier but a source of mathematical ideas that contributed to the solution. On the other hand, the lack of openness in the other group resulted in missing good opportunities for ‘doing mathematics’ and put at risk the self-confidence of one of its members. https://ojs.cuni.cz/pedagogika/article/view/1668

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 their structures of mathematical knowledge. These differences were not apparent in the teacher's evaluations of their mathematical ability using standard assessments.

ABSTRAKT. V pracovnej dielni sa pozrieme na úlohy z učebníc a vyskúšame si ich preformulovanie a ďalšiu prácu s nimi, ktorá by mohla podporiť argumentáciu v triede.

This paper presents a long-term study of Preservice Mathematics Teachers (PMTs) at the Faculty of mathematics, physics and informatics, Comenius University in Bratislava (FMFI UK), focusing on the implementation of digital technologies (DT) into the teaching of theoretical and practical (or applied) subjects. We conducted parallel research into two aspects, one on Calculus lessons as a theoretical subject, another on the Financial Mathematics module as an applied subject. The implementation of DT and the way this was measured varied from year to year and also in the method of implementation into the aforementioned subjects. The methods of implementation and the results are briefly described, and a comparison of these two subjects in the PMTs’ preparation is also discussed.