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The Third International Scientific Colloquium Mathematics and Children : The Math Teacher : monography The Math Teacher : monograph : Međunarodni znanstveni skup Matematika i dijete (učitelj matematike) (3 ; 2011 ; Osijek) (CROSBI ID 8091)

Urednička knjiga | monografija (znanstvena)

The Third International Scientific Colloquium Mathematics and Children : The Math Teacher : monography The Math Teacher : monograph : Međunarodni znanstveni skup Matematika i dijete (učitelj matematike) (3 ; 2011 ; Osijek) / Pavleković, Margita (ur.) Zagreb: Element, 2011

Podaci o odgovornosti

Pavleković, Margita

engleski

The Third International Scientific Colloquium Mathematics and Children : The Math Teacher : monography The Math Teacher : monograph : Međunarodni znanstveni skup Matematika i dijete (učitelj matematike) (3 ; 2011 ; Osijek)

In the monograph The Math Teacher (following the Third International Scientific Colloquium Mathematics and Children in 2011) the term teacher designates a person who teaches mathematics, and the context of each article reveals whether this implies the teacher at a pre-school institution, a school or a university instructor. In Croatia, much like in Europe and around the world , special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). In their works the authors will critically assess study programmes used to educate teachers of mathematics. Since 2005 most of the students enrolled university within the newly-approved, so-called Bologna programme. Five years later, half-way through 2010 the students of the same generation are taking their graduation exams within integrated, five-year university teacher studies, and are in Croatia awarded the academic title master of primary education or master of education in mathematics. Certain omissions and errors are indicated within programmes of teacher studies, and solutions are offered to revise them. New contents and original procedures are suggested in order to, according to the authors' opinion, achieve a higher quality education of teachers. Furthermore, the results of research regarding levels of learning outcomes at faculties of teacher education in view of student achievements will be analysed. Finally, we will suggest solutions and answers to current issues concerning teaching practice. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore, a cooperation with scietists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encoraged within the field of mathematics. We believe that the lectures, discussions and experience exchange between Croatian and international patricipans of the Mathematics and Children meetings (scientists from Slovenia, Bosnia and Herzegovina, Austria, Hungary, Serbia) will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. Accompanying this event, we would also like to initiate doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. From the articles we can conclude that math teachers face similar problems in Croatia as they do in the sorrounding countries. They are not adequately equipped for their profession within the existing study programmes. They are not properly introduced to school mathematics. Due to lacking conditions regarding equipment at the university and in schools, they are not given the proper opportunity to master information technology and intelligent systems of learning. They mostly remain unprepared for professionally handling pupils with special needs. Finally, they show reluctance to deal with more serious problems of children and youth, such as drugs, violence and alcohol. They lack competences required to cooperate with parents and work in a team. Governments systematically promote free movement of persons and the importance of professional and scientific development. There have been attempts to bring order into educational systems. Most teachers accept such proposals without complaints, even when they are somewhat ambiguous. What remains is hope that the academic community in Croatia and its sorroundings will find strength and competence to make and implement good and important decisions in science and education, and that under new circumstances the education of teachers and their lifelong development will be more open and constructive. Pupils and their teachers do not belong on the margins of society. Teachers must not be underpaid because their final product has always been and always will be the future of our society. Each of the three books is organised in such a way that the first part contains printed manuscripts in English, and in the second part these manuscripts are offered in the official language of the country of author's origin. It is our intention to increase the number of students and class teachers who will easily access the texts in these books. We would like to add that the publishing of the books was supported by the Ministry of Science, Education and Sports of the Republic of Croatia, as well as the sposors within the local community, which is proof of the successful collaboration of the academic community and broader social community. Margita Pavleković, Assistan Professor

matematika; učitelj matematike

Monografija je u cjelosti indeksirana u najvećoj svjetskoj digitalnoj bazi pedagoških istraživanja Education Resources Information Center (ERIC). Stoga je pretraživa i dostupna preko Centra za online baze podataka u Hrvatskoj. Monografija je zadržala samo ime sa znanstvenog Kolokvija. Uvrštena je u i bazu podataka Ulrichsweb Serials Solutions USA.

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Podaci o izdanju

Zagreb: Element

2011.

978-953-197-578-0

578

objavljeno

Povezanost rada

Informacijske i komunikacijske znanosti, Pedagogija, Matematika