| Author | Editorial Staff |
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Vol. 29 (2021), No. 1, February 2022
Contents
Where virtual animations do not help, 3D models can be useful [CZ]
| Author | D. Bímová, J. Břehovský, P. Pirklová |
| Abstract | We consider the use of digital technologies in teaching as a natural part of the modern way of teaching. For many students, purposefully designed virtual animations, e.g. placed in the interactive website called Mathematikus, can help create the right imaginations for 3D models or spatial situations. But some students need to involve more senses to create correct images. In addition to sight, they also need to use touch. Therefore, we modelled and then printed the corresponding 3D models for selected problems from Mathematikus. |
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Solving problems in square and triangular lattice from the point of view of GeoGebra Classroom [CZ]
| Author | J. Cachová, L. Vízek |
| Abstract | This contribution provides an overlook on the research with two different groups of participants, with pre-service elementary school teachers and with fifth grade students. Both groups solved the same set of problems on geoboards focused on perpendiculars. They were assigned and evaluated in GeoGebra Classroom, which presents all solutions from the perspective of problems as well as respondents. We point out the functionality of the GeoGebra program and, so, other possibility of using computers in mathematics education. |
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Dice roll simulation in GeoGebra [CZ]
| Author | J. Fiala, A. Lindner |
| Abstract | Applets are a suitable dynamic didactic tool in the teaching of mathematics in schools. The paper introduces some GeoGebra tools and commands that can be used to generate random numbers, and provides step-by-step instructions for creating three simple applets to simulate a random dice roll attempt that teachers and students can create and incorporate into probability teaching. |
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Multimedia support for educational activity in mathematics with augmented reality technology [SK]
| Author | J. Hnatová, A. Hnat, A. Bučková |
| Abstract | One of the available "new" technologies that can be included in the teaching of mathematics at primary level of education is augmented reality (AR) technology. This technology makes it possible to integrate virtual elements into the real environment, providing pupils with added value in the form of additional information and a dynamic experience. In this paper, we specify the possibilities of multimedia support of mathematical educational activities aimed at the identification of spatial geometric shapes using the TPACK model. |
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Euler’s factorization method [CZ]
| Author | J. Hora |
| Abstract | There are a number of methods to decompose a compound natural number N into the product of factors. One of the elementary methods is the Fermat method, which uses the notation of the number N as a difference of squares, which, however, must be found: N = x2 – y2. Euler's method is charming and accessible to the last years of elementary school and high school students. It is available when N can be written in two different ways in the form of the sum of two squares of natural numbers. |
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The Inquiry-based Distance Teaching of University Mathematics [CZ]
| Author | L. Másilko, T. Černá |
| Abstract | Students of mathematics often learn in a procedural way and thus do not develop in-depth conceptual understandings through which they can relate mathematics to other disciplines and the world around them. The aim of the international Platinum project is to verify whether an inquiry-based approach to teaching and learning will help to change this trend for university students. The article describes the main objectives and outcomes of the Platinum project and offers examples of inquiry-based tasks that have been included during distance courses at Masaryk University. |
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Use of GeoGebra in distance teaching mathematics at primary and secondary school [CZ]
| Author | J. Nováková |
| Abstract | GeoGebra is a suitable tool for distance learning. It supports the clarity of the teacher´s interpretation in online teaching and helps students in self-study. It enables verification of students´ knowledge in both oral and written forms. It fully replaces the classic drawing on the board when teaching geometry in a distance way. It also offers great opportunities for the inclusion of research-oriented teaching. Thanks to its multilingualism, it can also be used in CLIL teaching. |
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3D printing and geometry education [CZ]
| Author | P. Surynková |
| Abstract | The paper deals with 3D printing and its use in teaching Euclidean spatial geometry at high schools and universities. The models can be used to demonstrate the properties of selected solid figures and surfaces which they represent. On the other hand, we can show the mathematical and geometric nature that lies behind the creation of such models. Models created on a 3D printer are also used to practice and train the spatial imagination. |
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How to use dynamic geometry in a transformative way
| Author | J. Trgalová |
| Abstract | In 1980s, with the uptake of digital technology in education, the use of computers was contrasted in two metaphors: in the amplifier metaphor, technology allows performing tasks faster, more effi-ciently and accurately, whereas in the reorganizer metaphor, tech-nology qualitatively changes the content and the cognitive process-es engaged in problem solving. In this paper, we take dynamic ge-ometry as an example of digital technology to illustrate various ways in which it can be used, referring to the SAMR model. Focus-ing on the dragging functionality, the pivotal feature of dynamic geometry system, we highlight a variety of uses and the corre-sponding mathematical conceptualizations. We conclude with some implications bringing to light challenges that mathematics teachers face with the use of digital technologies. |
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Online trips with GeoGebra [CZ]
| Author | Š. Voráčová |
| Abstract | GeoGebra, online calculators, and spreadsheets calculators are the most helpful applications in both online and proximate learning. These tools can be utilized in a variety of ways to improve and enhance math teaching. One of the important prerequisites for the quality of integration technology into mathematics teaching is the activity and motivation of the students. During the workshop, we’ll go in search of traditional problems with original solving methods. Individual discovery of solving methods is a slow and difficult way, but it’s the only way for mathematical comprehension. Pupils actively construct or make their knowledge, and bring their own unique experiences to the classroom every day. |
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