This diploma thesis is concerned with the attitude towards teaching mathematics focusing on teaching fractions. The first part pays attention to the attitudes towrsd teaching and specifies two different styles, classical and constructivism. In case of constructivism, I also pay attention to the term genetic constructivism in connection to Hejný's methodology. After that I present teaching methodology and roles of teacher. The other part of this piece of work engages in fractions especially in children pre- concepts and developing activities which lead to understanding fractions. This piece of work answers the question on how to cope with pre-concept knowledge and in which way it should be developed. I present different kinds of models of fractions and how to work with them in practical part of this thesis. The aim of the practical part is to map the attitudes towards teaching fractions and work with pre-concepts of beginning teachers which is made by interviewing 4 teachers and observing their lessons. Those interviews are analyzed in practical part and the answers of respondents are compared to each other as well as to my expected answers. The reflection of observing the lesson is full of activities which may lead to understanding fractions. At the end I summarize the results of the analysis of...
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:390492 |
| Date | January 2018 |
| Creators | Moulisová, Martina |
| Contributors | Jirotková, Darina, Slezáková, Jana |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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