Course: The culture of mathematics classroom

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Course title The culture of mathematics classroom
Course code KMA/XKVMA
Organizational form of instruction no contact
Level of course Doctoral
Year of study not specified
Semester Winter and summer
Number of ECTS credits 30
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)
  • Hošpesová Alena, doc. PhDr. Ph.D.
Course content
1. Different theoretical frameworks for studying the processes, occuring in the mathematics classroom (lecture). 2. Different methods used for the study of mathematics classroom - workshop, point analysis of chosen episodek 3. Independent analysis - individualconsultations 4. Presentation on the seminar

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book)
Learning outcomes
Mathematics classroom will be studies as the complex system, in which the learning of pupil/student is realized. As a starting point one of the contemporary theories (G. Brousseaua´s theory of didactical situations, P. Cobb´s social and sociomathematical norms, social constructivist theory tec.) will be taken and in its frame given lesson/series of lessons will be analyzed. The results of the analysis will be summarized in a case study (min. 2000 words).
Knowledge to analyze didactical situations from the point of view of chosen theoretical framework.
Prerequisites
The theory of education in mathematics - chosen topics

Assessment methods and criteria
Oral examination, Essay, Student performance assessment

The case study (min 2000 words).
Recommended literature
  • Vyhledání další literatury je součástí zpracování studie..
  • BROUSSEAU, G. Theory of Didactical Situations in Mathematics. [Edited and translated by Balacheff, M. Cooper, R. Sutherland, V. Warfield]. Dordrecht,/Boston/London: Kluwer Academic Publishers, 1997..
  • KRUMMHEUER, G., FETZER, M. Der Alltag im Mathematiunterricht. München: Elsevier. Spektrum Akademischer Verlag, 2004, 190 s..
  • LABORDE, C., PERRIN-CLORUIAN, C. (Eds.). Teaching Situations as Object of Research. Empirical Studies within Theoretical perspectives. Educational Studies in Mathematics. Special Isuue. 2005. Volume 59, Nos. 1-3..
  • SARRAZY, B. & NOVOTNÁ, J. Didactical contract: Theoretical frame for the analysis of phenomena of teaching mathematics. In SEMT 05. Ed. J. Novotná. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2005, s. 33-45..
  • SEEGER, F., VOIGT, J., WASCHESCIO, U. The Culture of the Mathematics Classroom. Cambridge : Cambridge University Press, 1998, 384 s..
  • YACKEL, E. & COBB, P. Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational psychologist, 1996. 3(3/4), 175-190..
  • YACKEL, E. & COBB, P. Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 1996. 22, 390-408..


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Theory of Mathematics Education (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Theory of Mathematics Education (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -