| Course title | Mathematical Thinking in Practice |
|---|---|
| Course code | KMA/5MM |
| Organizational form of instruction | Seminary |
| Level of course | Master |
| Year of study | not specified |
| Semester | Summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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Definition of mathematical thinking, development of mathematical thinking in primary school students. The Concept Cartoons method, building the elementary foundations of mathematical thinking. Solving a practical task in the role of a mathematics teacher. The role of numbers in our lives. The mathematical nature of selected numbers as an opportunity to develop students' mathematical thinking. Ratio in practice. Pi and the golden ratio. Natural numbers, prime numbers. Euler's number, its role in geometry, nature, and finance. Solving a practical task in the role of a mathematics teacher. Geometry in real life. Basic geometric principles in natural, technical, and social phenomena. Visual perception vs. reality. Solving a practical task in the role of a mathematics teacher. Application of mathematical thinking in solving financial problems. Basic financial products and phenomena and their understanding through mathematics. Solving a practical task in the role of a mathematics teacher.
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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Through specific activities, becomes familiar with the nature of mathematical thinking and methods for its development. Through solving real-life situations, acquires the ability to apply selected mathematical procedures that are essential for practice. Understands the nature of mathematical methods and thinking and knows how to further develop in this area. Is aware of the potential and specific ways of didactic transformation of the course content in accordance with students' educational needs. Has knowledge of geometry content and understands how to use it to support students' curiosity and motivation to learn. Acquires and practically applies approaches that promote learning-supportive behaviour and cooperation within the classroom. Is practically familiar with both physical and digital environments currently most suitable for supporting the study and teaching of mathematics. Gains practical experience with appropriate teaching methods and procedures for setting assessment criteria in mathematics. |
| Prerequisites |
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-
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| Assessment methods and criteria |
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unspecified
Active participation in discussions and completion of partial tasks during the seminar. Four seminar papers on selected topics. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester |
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