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Students' outlook on school mathematics - an excerpt from a research on anthropo-mathematical aspects of the teaching-learning process

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Żeromska A. K.
Didactica Mathematicae
|
2009
|
tom 32
EN
Students' outlook on school mathematics - an excerpt from a research on anthropo-mathematical aspects of the teaching-learning process
2
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Proving general sentences in mathematics and justification of mathematical statements by learners of mathematics. The anthropomathematical studies

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Żeromska A. K.
Didactica Mathematicae
|
2015
|
tom 37
EN
The article contains theoretical considerations and the description of the didactic research which I carried out. Theoretical reflections relate to one of the most important components of mathematical knowledge and skills of students, such as the proving, explaining and justification, as necessary elements included in the mathematical methodology. Theoretical considerations also include the establishment of research-theoretical approach to exploring learning-teaching mathematics process, called anthropomathematics. The article describes the results of the didactic research which the main objective was diagnosis relating to the question: what criteria decide that a mathematical statement can be considered (by students) to be true? Their main part of mentioned research was presented in my monograph entitled: The methodology of mathematics as a subject of anthropomathematical studies (Żeromska, 2013).
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Kształcenie przyszłych nauczycieli matematyki - wyzwanie edukacyjne

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Żeromska A. K.
Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia
|
2012
|
tom 4
175-188
PL
The purpose of this paper is to draw attention to the still current (as compared to the reform of higher education) issue: how should we train mathematics teachers in order to attain the desired outcomes? The article presents an extensive range of thought-provoking questions about what knowledge of well-educated mathematics teachers should be. References to the already existing didactic literature are included. Reflections on this question, containing some arguments as to the direction of the desired changes are presented. In support of these statements, two studies were carried out among students acting as teachers. Both studies point to the specificity of the necessary mathematical knowledge of teachers, and especially their need to have some flexibility in the transition from higher mathematics to school mathematics and vice versa.ddd
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