Zugl.: Wien, Univ., Diss., 2007 / Hergestellt on demand

Bachelor-Arbeit Univ. St. Gallen, 2005.

Bachelor-Arbeit Univ. St. Gallen, 2006.

Universiẗat, Diss., 2008--Zürich.

Zugl.: Kaiserslautern, Techn. Univ., Diss., 2010

The subject of this diploma is the theory of pre-concepts and their diagnosis carried out on fifth grade students of elementary schools. The theoretical part of this diploma contains chapters related to the constructivist teaching methods, the role of a teacher and students in such teaching method, theory of pre-concepts and their diagnosis and primary education in relation to the subject technical education. The practical part of this diploma focuses on the diagnosis of pre-concepts carried out by questionnaire in which several diagnostical methods have been used unfinished sentences, mind maps and scaling. Afterwards its results have been processed and expressed in transparent diagrams and charts.

In my thesis I deal with the interactive teaching functions and statistics thanks to computer learining materials I have created. The thesis is divided into three parts. The first part is theoretical, that contains basic educational knowledge about teaching functions, statistics and mathematics in general. The second part is devoted to the description of learning environment and learning materials. In the third part i tis described the research done in the second year of secondary school.

Univ., Diss.--Basel, 2002.

The diploma thesis deals with the mathematical environments Mazes and Cycle Paths. The first part is concerned with the definition of two opposite educational styles, transmissive and constructivistic. Within the constructivistic educational style it is also focused on schema-oriented education and on defining its principles for teaching mathematics by Hejný's method. It also introduces a new term genetic constructivism - its author proves that Hejný's mathematics and its didactic environments are embedded in ancient history. This diploma thesis gives an answer to the question of why the environments Mazes and Cycle Paths belong to the teaching of mathematics, and therefore, on what mathematical basis it stands. It is for this reason that it provides insight into the fundamentals of graph theory. It is focused on the historical aspect of terms maze and cycle path and charts exercises in Hejný's textbooks of mathematics from environments Mazes and Cycle Paths. The aim of research is to expand the collection of exercises from these two environments, to chart pupils' solving strategies and identify effective teaching methods in accordance with the schema-oriented education, which has been studied in seven experiments. The last part of this diploma thesis presents a didactic game, which is focused on...

The aim of the thesis is to present the potential of constructivist approaches to teach sequences at high school, with special attention to the problems leading to generalisation. You will read about critical points in the process of generalisation which occurred in TIMSS and PISA international studies and which were examined in the teaching experiment. The question of motivation to learn mathematics is an essential part of this thesis as well as it is an essential part of constructivist approaches to teaching. Two chapters at the beginning analyze school curricular documents, science articles, school textbooks and TIMSS and PISA international studies which formed the theoretical frame of the teaching experiment. The teaching experiment is based on Hejný's theory of generic models and on constructivist approaches to teaching which are introduced in the third chapter. Chapter four which describes the teaching experiment and pre-experiment is the main part of the thesis. It brings inspiration how to deal with the critical points in the process of generalisation and how to motivate pupils to learn mathematics. Key words sequence, generalisation, mathematisation, motivation, approaches to teaching, constructivism