http://hdl.handle.net/11716/5432 2026-04-28T12:48:33Z http://hdl.handle.net/11716/5771 Report of Meeting - 9th Polish-Czech Mathematical School, Osieczany, June 6-8, 2002 Płocki, Adam 2003-01-01T00:00:00Z http://hdl.handle.net/11716/5770 Selected aims of teaching mathematics and the problem-solving process Żeromska, Anna The contribution will present a study, which was meant as an attempt to diagnose the realization of those aims of teaching mathematics that assume modeling active attitudes and behaviors of students during the process of solving mathematical problems. Therefore, the analysis of the problem-solving process became here a specific tool applied to characterizing and describing "a 14-15-year-old student’s attitude towards mathematical problems”. 2003-01-01T00:00:00Z http://hdl.handle.net/11716/5769 The efficiency of mathematics teaching and integrated instruction at the primary level Trochanowski, Włodzimierz The mathematical education in primary school is the foundation and the beginning of further learning of mathematics. A research work on the efficiency of mathematical education in early classes of primary school was done using suitable tests. The results confirm low mathematical knowledge of pupils. It concerns especially solving problems demanding from children logical thinking as well as practical knowledge. Good results were accomplished in problems which concerned learned algorithms. We can draw the conclusion that one ought to integrate subjects both around Polish language lessons and mathematics, too. Then the efficiency in mathematical education will increase. 2003-01-01T00:00:00Z http://hdl.handle.net/11716/5768 The systematical construction of aims in mathematical education Tocki, Jerzy In education there are two elementary systems: the students and society, and one auxiliary, intermediary system: the teacher. The construction of aims in mathematical instruction requires previous description of the most important educational proprieties and needs of both the society and the student, who is being gradually included in it. It follows from that: 1. the basic subject of school education is the individual student and the essence of the educational process should be based on learning; whereas the teacher and the student’s nearest environment (i.e. school) should be the organizer of learning, 2. school education should be a solid foundation for further education (including self-education), which equips the learner with relatively long-lasting and useful knowledge as well as with the skill of the widening and applying the knowledge. Student’s intellectual development is possible only in the process of active and directed work containing receipting, gaining, transforming and applying the information. So it should be “education trough using mathematics, not only mathematics for itself’ — the students should build their own cognitive schemas. All statements above lead to three interrelated classifications: type I — aims considering their contents at the level of generality, type II — aims considering educational character, type III — aims considering the level of realization (students achievements). A set of all educational aims mentioned in classification I, II, III creates the didactic dimension of educational aims. 2003-01-01T00:00:00Z