Geometria i kształcenie geometryczne we współczesnej szkole średniej i wyższej - praktyka i problemy
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Author:
Utiejewa, Roza A.
Pardała, Antoni
xmlui.dri2xhtml.METS-1.0.item-citation: Annales Universitatis Paedagogicae Cracoviensis. 141, Studia ad Didacticam Mathematicae Pertinentia 5 (2013), s. [121]-127
xmlui.dri2xhtml.METS-1.0.item-iso: pl
Date: 2013
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Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".Abstract
The present article presents the genesis of the international conference:
Geometry and geometrical education in the current secondary and
high school, which took place on November 22-25, 2012 in Togliatti State
University. This conference was dedicated to the 70th jubilee of professor
W.A. Gusiew (В.А. Гусев), world-wide famous professor of Mathematics
education, author and co-author of Geometry textbooks and methodological
guidebooks for teachers of Maths, published for the need of students’ geometrical
education and having recommendation of the Russian Ministry of
Education and Science. In this work the crucial threads of the plenary lecture
of professor W.A. Gusiew and the points of the scientific program of the
Togliatti Conference are discussed. The plenary lecture, as well as papers
and groups’ and round table discussions revealed the results of research on
the problems of Geometry, and the state, quality and current problems of
geometrical education of pupils and students. Both Russian and foreign participants
of the conference, while judging and summarizing the results of the
conference, jointly expressed their concerns about the slow pace of adapting
the educational systems to the Bologna process, and about the current state
and quality of Maths education. The legitimacy of those concerns is shown
by the lower motivation of pupils and students to study Geometry and Maths,
reduced number of Maths hours in school, confusing standards of Maths
education, reduced requirements on the Maths school-leaving examination
and Maths exams in universities.