Acta Universitatis Lodziensis. Folia Mathematica vol. 06/1993
http://hdl.handle.net/11089/12980
2024-03-19T13:26:33ZMinimum wiedzy matematycznej nauczyciela matematyki oraz projekt organizacji procesu nauczania na nauczycielskich studiach uniwersyteckich
http://hdl.handle.net/11089/14497
Minimum wiedzy matematycznej nauczyciela matematyki oraz projekt organizacji procesu nauczania na nauczycielskich studiach uniwersyteckich
Pawlak, Ryszard J.; Warężak, Anna; Budzisz, Witold; Fabijańczyk, Andrzej; Fabijańczyk, Monika; Janikowski, Józef; Libicka, Inga; Molęda, Alicja; Piesyk, Zenon; Poreda, Tadeusz; Rychlewicz, Andrzej; Tempczyk, Wacława
The present paper is the outcome of investigations and theoretical analysts
carried out for several years, aiming at an answer to the following questions: - what should the fund of the mathematics teacher's knowledge look like,
within what scope and in what way should we convey this knowledge to him?
In the commencing part of the paper, we analyze critically the existing system
of educating teachers of mathematics; later, we present a proposal of a
structure of five-year master's studies preparing the graduates for work in
the profession of a mathematics teacher.
Basing ourselves on the evolved criteria of choice of mathematical contents
which should be considered indispensable in educating the teachers, we present
a project of the minimum of knowledge of the fundamental subjects: mathematical analysis,
algebra,
geometry,
probability and elements of statistics,
theoretical arithmetic,
logic and set theory,
complex analysis,
topology,
differential equations,
functional analysis,
numerical methods,
elements of computer science,
the didactics of mathematics. Since the lecture at higher studies constitutes the basic form of conveying
knowledge, the article closes with a discussion on modern ways of lecturing,
activating the students.
The scope of mathematical knowledge, proposed in the paper, which should
be conveyed to the students - future teachers and the project of organizing the
university teacher s studies can constitute the basic for the elaborating of
the detailed curricula of such studies.
Wykonano w ramach RPBP III.30.V.0
1993-01-01T00:00:00ZMinimum edukacji matematycznej przyszłych nauczycieli. Kultura matematyczna
http://hdl.handle.net/11089/14496
Minimum edukacji matematycznej przyszłych nauczycieli. Kultura matematyczna
Pawlak, Ryszard J.
Artykuł ten nawiązuje do problematyki budowania dojrzałości matematycznej
studentów. W szczególności omówiona została rola języka matematycznego
i wartości estetycznych matematyki oraz znaczenie historii matematyki. Rozważono
także związki informatyki z szeroko rozumianą kulturą matematyczną.; This article refers to the problems of building the mathematical maturity
of students. In particular, the role of the language of mathematics and the
aesthetic values of mathematics as well as the weight of the history of mathematics
are discussed. Also, the connections of computer science with mathematical
culture understood broadly are considered.
1993-01-01T00:00:00ZPrzegląd zmian programów nauczania matematyki w szkole podstawowej w latach 1963-1990 w Polsce
http://hdl.handle.net/11089/14495
Przegląd zmian programów nauczania matematyki w szkole podstawowej w latach 1963-1990 w Polsce
Molęda, Alicja; Piesyk, Zenon
The sixties of the XXth century have brought a reform in teaching, mainly
mathematics, which in Poland was the deepest one after the Second World War and
comprised both curriculum and system changes in our schools.
In the article we analyse in brief the period preceding the reform and make
a survey of the curriculum contents in mathematics on the elementary level of
this and the next reforms. We also treat of the changes the curriculum underwent
up to 1990.
1993-01-01T00:00:00ZPraca studenta z tekstem matematycznym
http://hdl.handle.net/11089/14493
Praca studenta z tekstem matematycznym
Fabijańczyk, Monika; Warężak, Anna
The present paper presents the results of the investigations carried out
among the students of mathematics of Łódź University, concerning individual
techniques of reading and analysing a mathematical text. These results point
out that young people taking up their studies do not bring away from the secondary
school any skill in reading a scientific text. It is only in the course
of the studies that they labour their own methods of work. The techniques of
work of students of higher years and very good students are considerably closer to the model techniques presented in the paper. Some of the failures in
the learning of students of lower years result from the ignorance of effective
ways of learning. It is therefore worth while for the academic teachers to devote
already during the first years of studies, more attention to acquainting
their students with the methods of working on a mathematical text and to bring
them into the arcana of the effective studying.
1993-01-01T00:00:00Z