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Algorithmisation as mathematical activity and skills in connection with mathematical modelling

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Pyzara A.
Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia
|
2018
|
tom 10
139-155
EN
Good preparation of students to the profession of teacher is very important. In my research I focus on improving the quality of teacher's preparation at the university level, and through it at school level in the future. I present the proposal of teaching mathematics with the use of algorithmisation. It is possible, because solutions to many mathematical problems can be expressed in the form of an algorithm. The process of algorithmisation of mathematical issues is associated with various types of mathematical activities. Therefore algorithmisation of mathematical problems forces the students to perform various mathematical activities. This proposition deals with the problem of algorithmic computation of purely mathematical problems as well as those which deal with the problems of applying mathematics in everyday life. I consider algorithmisation as one of the forms of creating a mathematical model of a situation known from real world. Such interdisciplinary approach to teaching helps in developing students' skills better.
2
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Przyszli nauczyciele wobec modelowania matematycznego

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Pyzara A.
Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia
|
2014
|
tom 6
123-138
PL
The term mathematical modelling covers a wide range of activities. These are not only purely mathematical skills but also skills referring toa framework of modelled situation. For this reason, acquiring the skills of mathematical modelling brings a number of teaching benefits. This ability is connected with necessary competencies related to mathematical modelling. Mathematics students – prospect teachers of mathematics, should acquire these skills before they start teaching mathematical modelling. Is it really so? The paper presents the results of the research on competencies in students’mathematical modelling abilities. We show in what way prospect teachers are able to learn the elements of mathematical modelling on their own. Ther esearch proves the need to review the issue of mathematical modelling in the training of mathematics teachers.
3
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[unknown2]

100%
Pyzara A.
Didactica Mathematicae
|
2018
|
tom 40
4
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Algorithmisation in teaching mathematics

100%
Pyzara A.
Didactica Mathematicae
|
2012
|
tom 34
EN
The algorithm is a concept that is often neglected in teachingmathematics. It is worth changing it because the development inmathematics occurs inter alia when general problem-solving patterns arediscovered. Exploring mathematics by students can be supported by algorithms.Many objectives of mathematical education can be achieved atevery level of education with multiple teaching benefits by applying theelements of algorithmisation. A teacher who is aware of these benefitscan, for example, use algorithms to develop students’ logical and mathematicalthinking and to revise the material or to develop students’ habitof validating the results.
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