Pregled bibliografske jedinice broj: 1093039
Issues in contemporary teaching of mathematics and teacher competencies
Issues in contemporary teaching of mathematics and teacher competencies // Higher Goals in Mathematics Education / Kolar-Begovic, Zdenka, Ed. ; Kolar-Šuper, Ružica, Ed. ; Ðurdevic Babic, I (ur.).
Osijek: Element, 2015. str. 176-187 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1093039 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Issues in contemporary teaching of mathematics and teacher competencies
Autori
Horvat, Z.
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Higher Goals in Mathematics Education
/ Kolar-Begovic, Zdenka, Ed. ; Kolar-Šuper, Ružica, Ed. ; Ðurdevic Babic, I - Osijek : Element, 2015, 176-187
ISBN
978-9-5319-7586-5
Skup
THE FIFTH INTERNATIONAL SCIENTIFIC COLLOQUIUM MATHEMATICS AND CHILDREN (Teaching and Learning Mathematics) Higher Goals in Mathematics Education
Mjesto i datum
Osijek, Hrvatska, 29.05.2015. - 30.05.2015
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
teaching of mathematics, students’ emotional reactions, classroom environment, mathematics teachers’ pedagogical competencies
Sažetak
In this paper, the author examines current problems in the teaching of mathematics and mathematics education and shows how theoretical and practical findings underestimate the role of the social dimension in the teaching of mathematics. Mathematical education is perceived in this research as a kind of a social construct in contrast to the traditional definition of (teaching) mathematics as a purely scientific discipline. The author focuses on students’ emotional reactions, classroom environment and teacher competencies as indicators of quality in the teaching of mathematics. In the context of contemporary mathematics teaching, the author uses a critical approach to assess the way and content of teacher education as well as the required competencies in quality mathematics teachers. Taking into account the requirements and specifics of teaching mathematics that are in the domain of pedagogical theory and practice, the author emphasises teachers’ pedagogical competencies and their definition from the pedagogical perspective. A review of relevant research has led the author to state that a stimulating classroom environment is one of the key assumptions of students’ success in mathematics and that the didactic-methodological guidelines of teaching mathematics should be based on the individuality of students and the demands and difficulties they encounter in the classroom.
Izvorni jezik
Engleski
Znanstvena područja
Matematika, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
