MUC83 Modern trends in teaching high-school mathematics

Faculty of Science
Spring 2025
Extent and Intensity
0/2/0. 1 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
prof. RNDr. Radan Kučera, DSc. (lecturer)
RNDr. Jakub Novák (lecturer)
Guaranteed by
prof. RNDr. Radan Kučera, DSc.
Department of Mathematics and Statistics – Departments – Faculty of Science
Supplier department: Department of Mathematics and Statistics – Departments – Faculty of Science
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Aim of the course is to help student with precise answering the question "What does modern teaching mean?" and to acquaint the student with didactic tools and methods which allow him to lead his/her courses of mathematics in accordance with this answer.
Learning outcomes
At the end of this course, students should be able to: emphasize interdisciplinary relationships between mathematics and other subjects, create application problems from various fields of human endeavor, use foreign web sites and suitable didactic tools in preparing of his/her lessons, choose a suitable didactic method for classes with respect to age and reasoning skills of his/her students.
Syllabus
  • 1. What does modern teaching mean?
  • 2. Newly qualified teacher of mathematics, communication with students, parents and colleagues.
  • 3. Preparation for class, sources of exercises.
  • 4. Didactic tools.
  • 5. Evaluation and grading.
  • 6. Examination, creation of a test and an exam.
  • 7. Teaching of gifted and unsuccessful students.
  • 8. Enrichment activities – project-based learning, e-learning and blended learning, gamification, CLIL.
  • 9. Vizuální matematika – social network as a place to inspire math lessons (Mgr. Kristýna Nižňanská, PedF UK)
  • 10. Critical thinking in the education of mathematics.
  • 11. Didactics of application problems in high school mathematics.
  • 12. Hejny method of teaching mathematics. (Mgr. Eva Blažová, ZŠ Vyškov, Letní pole)
  • 13. Final summary of the course.
Literature
  • HEJNÝ, Milan and Pavel ŠALOM. Matematika / autoři: Milan Hejný, Pavel Šalom ; ilustrace: Lukáš Urbánek. Illustrated by Lukáš Urbánek. 1. vydání. Praha: H-mat, o.p.s., 2017, 80 stran. ISBN 9788090575684. info
  • FUCHS, Eduard and Eva ZELENDOVÁ. Matematika v médiích. Využití slovních úloh při kooperativní výuce na základních a středních školách. 1st ed. Praha: Jednota českých matematiků a fyziků, 2015, 121 pp. ISBN 978-80-7015-145-7. info
  • DRLÍK, Martin. Moodle :kompletní průvodce tvorbou a správou elektronických kurzů. Brno: Computer Press, 2013. info
  • AMBROSE, Susan A. How learning works : seven research-based principles for smart teaching. Edited by Richard E. Mayer. 1st ed. San Francisco, CA: Jossey-Bass, 2010, xxii, 301. ISBN 9780470484104. info
  • WILLINGHAM, Daniel T. Why don't students like school? : a cognitive scientist answers questions about how the mind works and what it means for your classroom. 1st ed. San Francisco: Jossey-Bass, 2009, 180 s. ISBN 9780470279304. info
Teaching methods
A seminary: two hours a week. A seminary is compounded from lecture, presentations by professionals in the sectors and class discussion.
Assessment methods
Credit awarded on the basis of seminar attendance (2 absences are allowed), active participation in solving applied mathematical problems (1x presentation) and in final summary.
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught: every week.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (recent)
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