The topic of this thesis is the didactics of mathematical analysis. The thesis describes selected observations from the reeducation in an individual tutoring environment of for- mal knowledge of university students in the field of calculus. The aim of the thesis is to describe what formal knowledge appeared, to describe and evaluate selected reeducation interventions and on this basis formulate appropriate methodological recommendation. In the first chapter we deal with the contradiction between definition and concept concept of students, we outline how to convey to students the purpose of definitions and we suggest how to teach students to work with definitions properly, including understanding quan- tified propositions. In the second chapter we present the theory of process and concept together with the generic model theory. In the third chapter we explain the methods of work with students and the methods of the analysis of videos from tutoring. In the fourth chapter we analyze cognitive processes of the concept of sequence limits. KEYWORDS reeducation, individual tutoring, mechanical knowledge, calculus, definitions, quantified proposition, infinity, sequence, limit 1
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:434555 |
| Date | January 2020 |
| Creators | Šmídová, Kristýna |
| Contributors | Vondrová, Naďa, Kvasz, Ladislav |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
Page generated in 0.0015 seconds