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11	Současnost a problém sebevýchovy / Contemporaneity and the Problem of Self-education Hradilová, Tereza January 2019 (has links) The aim of this theoretical and empirical thesis is to analyse the term of self-education and related issue, which are further developed in theory and philosophy of education, psychology and sociology. In the first part the thesis concentrates on theoretical concepts of self-education and their development in selected historical periods. The thesis accentuates a contemporary understanding of self-education and its aspects influencing the concept and practice of self- education in current society. Through several case studies in the empirical part, the thesis attempts to demonstrate personal, educational and experiential diversity backgrounding the contemporary concept of self-education. In conclusion, some options as well as difficulties of an individual self-education in contemporary society will be reflected. Key words: self-education, self-knowledge, historical perspective, psychological perspective, contemporary society, family, free time, procrastination, self-development books, case studies
12	Non-euclidean geometry and its possible role in the secondary school mathematics syllabus Fish, Washiela 01 1900 (has links) There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics) Euclidean geometry Parallel postulate non-Euclidean geometry Mathematical-historical aspects Hyperbolic geometry Consistency Poincare model Philosophical implications Senior secondary mathematics syllabus Teaching-learning problems in geometry Misconceptions about mathematics Mathematical competency of teachers Pre-assessment strategies Teaching-learning strategies Evaluation strategies 516.9 Geometry
13	Non-euclidean geometry and its possible role in the secondary school mathematics syllabus Fish, Washiela 01 1900 (has links) There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics) Euclidean geometry Parallel postulate non-Euclidean geometry Mathematical-historical aspects Hyperbolic geometry Consistency Poincare model Philosophical implications Senior secondary mathematics syllabus Teaching-learning problems in geometry Misconceptions about mathematics Mathematical competency of teachers Pre-assessment strategies Teaching-learning strategies Evaluation strategies 516.9 Geometry

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