Pregled bibliografske jedinice broj: 519504
Teacher and textbook in geometry education
Teacher and textbook in geometry education // The Third International Scientific Colloquium Mathematics and Children (The Math Teacher) / Pavleković, Margita (ur.).
Osijek: Element, 2011. str. 234-241 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 519504 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Teacher and textbook in geometry education
Autori
Glasnović Gracin, Dubravka
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
The Third International Scientific Colloquium Mathematics and Children (The Math Teacher)
/ Pavleković, Margita - Osijek : Element, 2011, 234-241
ISBN
978-953-197-578-0
Skup
The Third International Scientific Colloquium Mathematics and Children (The Math Teacher)
Mjesto i datum
Osijek, Hrvatska, 18.03.2011. - 19.03.2011
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Geometry education; teacher; textbook; intercultural perspective
Sažetak
This work deals with the role of teachers, curricula and textbooks in geometry education. The mathematics education is the meeting point of two different “types of mathematics” – mathematics as a scientific discipline, and the everyday mathematics that is familiar to pupils. Therefore the role of a teacher as the expert and mediator between these two cultures is particularly important. The subject of geometry is especially interesting for such analysis, because the geometry tasks include practical as well as abstract ideas. It is thus necessary to pose a question how the abstract contents are connected with practical problems in geometry classes. The analysis of mathematics textbooks can partly answer this question. This article presents the research results of the geometrical contents in mathematics textbooks in grades 6 to 8 of the compulsory education in Croatia. The results show the domination of tasks with operational requirements, and the lack of tasks with argumentation and reflection requirements. The problem of connecting everyday mathematics with school mathematics is emphasized by the lack of tasks with realistic and authentic context. Therefore the article discusses the role of textbook, teacher and curriculum in the intercultural perspective of geometry education.
Izvorni jezik
Engleski
Znanstvena područja
Matematika, Pedagogija
