course is intended for doctoral students only priority enrollment if the course is part of the study plan can be fulfilled in the future you can enroll for the course in winter and in summer semester
The goal of the subject is to deepen knowledge and develop research skills in a specific part of mathematics education.
The student chooses a course according to the offer from the PhD board. The course may be led by a researcher from abroad during his/her long-term stay at the Department of Mathematics and Mathematical Education or a researcher after the approval by the supervisor and the head of the PhD Board. The topic will become part of the doctoral state examination.
Last update: STEHLIKO (28.05.2019)
Cílem předmětu je prohloubit znalosti a získat výzkumné dovednosti v didaktice matematiky v určité oblasti.
Student si vybírá zaměření kurzu podle aktuální nabídky oborové rady. Kurz může vést i zahraniční odborník v didaktice matematiky dlouhodobě pobývají na KMDM* či jiný odborník poté, co téma schválí školitel a garantka programu. Vybrané téma se stane základem pro příslušnou část doktorské zkoušky.
Kurz v minulosti vedl např. prof. Adrian Simpson (Univ. of Durham, UK), prof. Konrad Krainer (Univ. of Klagenfurt, Rakousko), prof. Bernard Sarrazy (Univ. of Bordeaux, Francie).
Last update: STEHLIKO (28.05.2019)
Literature - Czech
A. BROUSSEAU, Guy. Theory of Didactical Situations in Mathematics. [Edited and translated by Balacheff, M. Cooper, R. Sutherland, V. Warfield], 1997. Dordrecht,/Boston/London: Kluwer Academic Publishers. BROUSSEAU, Guy, NOVOTNÁ, Jarmila a SARRAZY, Bernard. Didactic contract. In: Lerman, Stephen (ed.), Encyclopedia of Mathematics Education, 2014: 153-159. Springer. SARRAZY, Bernard a NOVOTNÁ, Jarmila. Didactical contract and responsiveness to didactical contract: A theoretical framework for enquiry into students’ creativity in mathematics. ZDM, 45(2), 2013, 281-293. DOI 10.1007/s11858-013-0496-4. http://link.springer.com/article/10.1007%2Fs11858-013-0496-4 B. HELME, S. a CLARKE, D. Cognitive engagement in the Mathematics Classroom. In: D. Clarke (ed.), Perspectives on Practice and Meaning in Mathematics and Science Classrooms, 2001, s. 13-15. Netherlands: Kluwer PICCOLO, D.L., HARBAUGH, A.P., CARTER, T.A., CAPRARO, M.M. a CAPRARO, R.M. Quality of Instruction: Examining Discourse in Middle School Mathematics Instruction. Journal of Advanced Academics, 19(3), 2008, s. 376-410. SANTAGATA, R. Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching & Teacher Education, 21(5), 2005, 491-508. doi:10.1016/j.tate.2005.03.004 C. DUVAL, R. A cognitive analysis of problems of comprehension in a learning of matheamtics. Educational Studies in Mathematics, 61(1), s .103-131, 2006. VONDROVÁ, N., RENDL, M. a kol. Kritická místa matematiky základní školy v řešeních žáků. Praha: Karolinum, 2015. D. SHERIN, M. G., JACOBS, V. R., a PHILIPP, R.A. (Eds.) Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes. 2011. New York and London: Taylor & Francis. SIMPSON, A., VONDROVÁ, N. a ŽALSKÁ, J. Sources of Shifts in Pre-Service Teachers' Patterns of Attention: The Roles of Teaching Experience and of Observational Experience. Journal of Mathematics Teacher Education. Advance online placement. 2017. DOI 10.1007/s10857-017-9370-6
A.
Brousseau, Guy. Theory of Didactical Situations in Mathematics. [Edited and translated by Balacheff, M. Cooper, R. Sutherland, V. Warfield], 1997. Dordrecht,/Boston/London: Kluwer Academic Publishers.
Brousseau, Guy, Novotná, Jarmila a Sarrazy, Bernard. Didactic contract. In: Lerman, Stephen (ed.), Encyclopedia of Mathematics Education, 2014: 153-159. Springer.
Sarrazy, Bernard a Novotná, Jarmila. Didactical contract and responsiveness to didactical contract: A theoretical framework for enquiry into students’ creativity in mathematics. ZDM, 45(2), 2013, 281-293. DOI 10.1007/s11858-013-0496-4. http://link.springer.com/article/10.1007%2Fs11858-013-0496-4
B.
HELME, S. a CLARKE, D. Cognitive engagement in the Mathematics Classroom. In: D. Clarke (ed.), Perspectives on Practice and Meaning in Mathematics and Science Classrooms, 2001, s. 13-15. Netherlands: Kluwer
Piccolo, D.L., Harbaugh, A.P., Carter, T.A., Capraro, M.M. a Capraro, R.M. Quality of Instruction: Examining Discourse in Middle School Mathematics Instruction. Journal of Advanced Academics, 19(3), 2008, s. 376-410.
Santagata, R. Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching & Teacher Education, 21(5), 2005, 491-508. doi:10.1016/j.tate.2005.03.004
C.
Duval, R. A cognitive analysis of problems of comprehension in a learning of matheamtics. Educational Studies in Mathematics, 61(1), s .103-131, 2006.
Vondrová, N., Rendl, M. a kol. Kritická místa matematiky základní školy v řešeních žáků. Praha: Karolinum, 2015.
D.
Sherin, M. G., Jacobs, V. R., a Philipp, R.A. (Eds.) Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes. 2011. New York and London: Taylor & Francis.
Simpson, A., Vondrová, N. a Žalská, J. Sources of Shifts in Pre-Service Teachers' Patterns of Attention: The Roles of Teaching Experience and of Observational Experience. Journal of Mathematics Teacher Education. Advance online placement. 2017. DOI 10.1007/s10857-017-9370-6
Last update: STEHLIKO (28.05.2019)
Requirements to the exam -
Meta-analysis of studies, research design, carrying out an experiment and its analysis (based on the directions of the course instructor).
Last update: STEHLIKO (30.04.2019)
Zpracování odborné literatury podle pokynů přednášejícího.
Koncepce výzkumu, provedení a vyhodnocení experimentu podle pokynů přednášejícího.
Last update: STEHLIKO (30.04.2019)
Syllabus - Czech
Některá témata uvedeme i s vybranou základní literaturou, která bude upřesněna na základě domluvy vyučujícího a doktoranda.
A. Vybrané partie z teorie didaktických situací.
B. Zkoumání školního vyučování matematice
C. Kritická místa matematiky u žáků základní školy v řešení úloh
D. Rozvoj a zkoumání profesního vidění učitelů a budoucích učitelů
