engleski

Mathematics teaching for the future

In the monograph Mathematics Teaching for the Future we use the term teacher to denote a person who teaches mathematics, and the context of each paper will reveal whether this refers to a teacher in a pre- school institution, a school teacher or a university instructor. In their papers the authors critically assess the results of many years of research within PISA and TIMSS projects regarding learning outcomes of ten-year-olds and fifteen-year-olds in the neighbouring countries of Bosnia and Herzegovina, Croatia, Hungary, Germany, Romania, Slovakia and Slovenia. Ten years ago the most successful examples of mathematics teaching practice were found in the Anglo-Saxon countries: Great Britain, the United States, New Zealand, Australia, and Canada. Today the best learning outcomes are achieved by the pupils of primary schools in Finland and in several Asian countries. At a global level there is great support for the popularization of mathematics. This is visible, among other, via examples of numerous popular mathematical contests organised at national levels, with special emphasis on attendance. This book contains reports from authors who critically observe all the events, as well as scientific, popular science and professional contributions in mathematics, and propose new approaches for the improvement of pupils’ achievements in the neighbouring countries of Bosnia and Herzegovina, Croatia, Hungary, Germany, Romania, Slovakia and Slovenia. The first chapter titled Fostering the development of mathematical competences in children of pre-school age and during compulsory education presents comparative analyses on learning outcomes in the subject of mathematics for pupils from the neighbouring countries during their compulsory education. The authors point to the continuous necessity for popularizing mathematics from the lower primary inclusion, in other words laws that govern the inclusion of children with disabilities into formal instruction, should in our sorroundings move beyond words towards deeds, which is primarily the task of governments, not necessarily of mathematics teachers. What is more closely considered is the need to improve learning outcomes in mathematics among economically disadvantaged groups, such as the Roma people, with this section of the book providing certain guidelines for teachers of mathematics in these particular cases. In the second chapter titled The role of information and communication technologies in other approaches to teaching high school mathematics the authors analyse the pre-existing conditions connected to using ICT in high school instruction, but also discuss goals and visions for the future. During the past few years there has been a great increase in the application of artificial intelligence methods, foremostly of tutor systems as modern teaching aids, but also for the purpose of detecting mathematically gifted pupils. From the papers included in this chapter it is obvious that in the sorrounding countries ICT is recognised as an important factor in high school instruction. Yet, the quality and availability of technical equipment, as well as the professional competence of teachers regarding its application within mathematics instruction, differ among the neighbouring countries. The authors highlight the need to encourage active, and subsequently creative approach of pupils/students to computers and computer software, the use of which, however, can cause resistance in pupils. By supporting pupils during specific activities, individually or as a team, using ICT can significantly contribute to the development of their creativity. In the third chapter titled Encouraging the development of students’ cognitive domain within mathematics instruction the authors underline the importance of such type of support at faculties and universities of teacher studies and technical studies. While observing the pre-existing levels of knowledge and the understanding of specific mathematical concepts of students from the sorrounding countries, we detected similar situations and issues. Some scholars are convinced that improvements in mathematics instruction at faculties of teacher studies and technical studies could be achieved if instructors managed to master various approaches to learning mathematics with their students. With regards to teacher studies, including students in research on the levels of knowledge of their future pupils, as well as various methods for the teaching of mathematical concepts which appear in the latest curricula (probability, data analysis, reading and presentation of data) has proven to be most effective. Furthermore, the emphasis should be placed on encouraging the understanding of and courageous arriving at “different paths to solutions”, which presupposes teachers’ skills of communicating on different levels of their pupils’ knowledge. In the fourth chapter titled The influence of convictions, views, norms, emotions and attitudes of mathematics teachers on the efficiency of mathematics instruction the authors emphasize the importance of a teacher’s personality in solving problems and designing instruction as a problem-based environment. Moreover, during task solving in mathematics instruction different attitudes of teachers, as well as those of pupils (joy, motivation, interest) can cause the participants of the teaching process to experience a variety of emotions (frustration, anxiety, pleasure, joy, impatience, rage). The authors suggest that we take into consideration teachers’ attitudes, as they influence the efficiency of different segments of mathematics instruction. The fifth chapter is titled Examples of good teaching practice. Teaching practice is the source of scientific research. The task of scientists in education, as well as related sciences, is to improve the quality of teaching practice by means of research and with the aid of their respective governments. The link between science and practice is created through efforts of benevolent scientists and critical practitioners. Only through costant interaction of scientific activities by noted mathematicians, psychologists, computer scientists, educationists, educational specialists and the critical work of teachers in the field can we, in the socially acceptable atmosphere, count on the achieved mathematical potential in pupils and students.

mathematics ; teacher ; ICT

Monografija je u cjelosti indeksirana u najvećoj svjetskoj digitalnoj bazi pedagoških istraživanja Education Resources Information Center (ERIC).