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Lecturer(s)
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Pavelková Marie, Mgr. Ph.D.
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Course content
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1. Problem solving methods focusing on the addition operation. 2. Problem solving methods focusing on subtraction. 3. Problem solving methods focusing on the multiplication operation. 4. Problem solving methods focusing on the division operation. 5. Problem solving methods focusing on equations. 6. Methods for solving non-traditional application problems. 7. Methods for solving word problems in the context of real situations. 8. Methods for solving word problems on logical thinking. 9. Methods for solving problems focusing on combinatorial thinking. 10. Methods for solving problems focusing on plane geometry. 11. Methods for solving problems focusing on spatial geometry. 12. Methods for solving problems focusing on mathematical literacy. 13. Methods for solving problems focusing on financial literacy. 14. Methods of solving problems with a focus on statistical literacy.
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Learning activities and teaching methods
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- Term paper
- 10 hours per semester
- Home preparation for classes
- 22 hours per semester
- Participation in classes
- 28 hours per semester
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| prerequisite |
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| Knowledge |
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| describe basic methods for solving mathematical problems |
| describe basic methods for solving mathematical problems |
| explain the mathematization of non-mathematical problems |
| explain the mathematization of non-mathematical problems |
| summarize the principles of solving mathematical problems |
| summarize the principles of solving mathematical problems |
| explain the difference between a convergent and divergent problem and the method of solving it |
| explain the difference between a convergent and divergent problem and the method of solving it |
| present the mathematical procedures of individual methods for solving mathematical problems |
| present the mathematical procedures of individual methods for solving mathematical problems |
| Skills |
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| justify the choice of mathematical methods and argue their effectiveness for the learning task being solved |
| justify the choice of mathematical methods and argue their effectiveness for the learning task being solved |
| connect specific possible solutions for individual types of mathematical learning tasks |
| connect specific possible solutions for individual types of mathematical learning tasks |
| plan alternative possible solutions for non-routine learning tasks |
| plan alternative possible solutions for non-routine learning tasks |
| search for connections between selected solution methods |
| search for connections between selected solution methods |
| critically evaluate the age-appropriateness of the solution methods used in connection with the graded task |
| critically evaluate the age-appropriateness of the solution methods used in connection with the graded task |
| learning outcomes |
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| Knowledge |
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| The student knows: basic methods for solving mathematical problems, mathematization of non-mathematical problems, individual principles for solving mathematical problems, the difference between a convergent and divergent problem and the method of solving it, mathematical procedures of individual methods for solving mathematical problems. |
| The student knows: basic methods for solving mathematical problems, mathematization of non-mathematical problems, individual principles for solving mathematical problems, the difference between a convergent and divergent problem and the method of solving it, mathematical procedures of individual methods for solving mathematical problems. |
| Skills |
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| The student is able to: analyze individual mathematical learning tasks and solve them using multiple mathematical methods, implement specific possible solutions for individual types of mathematical learning tasks, apply the methods used to above-standard application tasks, compare the effectiveness of individual methods for solving mathematical tasks. |
| The student is able to: analyze individual mathematical learning tasks and solve them using multiple mathematical methods, implement specific possible solutions for individual types of mathematical learning tasks, apply the methods used to above-standard application tasks, compare the effectiveness of individual methods for solving mathematical tasks. |
| teaching methods |
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| Knowledge |
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| Simple experiments |
| Simple experiments |
| Skills |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Knowledge |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of educational material |
| Analysis of educational material |
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Recommended literature
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Coufalová, J. Matematika s didaktikou pro 1. ročník učitelství 1. stupně ZŠ. Západočeská univerzita v Plzni, 2016.
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Kuřina, F., & Hejný M. Dítě, škola a matematika. Konstruktivistické přístupy k vyučování; druhé aktualizované vydání. Portál, 2015.
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Novotná J. Analýza řešení slovních úloh. Praha: Univerzita Karlova. 2000.
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Panáčová, J., & Beránek, J. Základy elementární matematiky s didaktikou pro učitelství 1. stupně ZŠ. Brno: Masarykova univerzita. 2020.
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Quintero H. A., & Rosario H. Math Makes Sense! A Constructivist Approach to the Teaching and Learning of Mathematics.. London: Imperial College Press., 2016.
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