Cele i zawartość matematycznego kursu e-learningowego przygotowującego uczniów do egzaminu maturalnego z matematyki

Agnieszka Heba; Eugenia Smyrnova-Trybulska; Jana Kapounová

Published: 2017-02-01

Vol. 3 No. 1 (2017)

Objectives and Content of the Mathematics E-learning Course Preparing Students for the School-leaving Exam in Mathematics

Agnieszka Heba , Eugenia Smyrnova-Trybulska , Jana Kapounová

Abstract

Information and communication technologies (ICT) can help solve the problems connected with forming mathematical competencies in students and are used in the process of teaching mathematics. The first part of the paper presents the theoretical background of the subject matter, including: the description of mathematical competencies and their identification at secondary school in Poland, Niemierko’s taxonomy, the programmed learning theory, and the structure of the system of education/learning in the e-learning environment. It expresses the preconditions, expected results, concepts, objectives, hypotheses, and research methods. The practical part describes the structure of “Mathematics with Moodle,” a system for individual learning based on the original authorial MatLearn module, and its graphic representation. A didactic tool is proposed – an e-learning course preparing students for the school-leaving exam in mathematics and improving students’ mathematical competencies. Its aim is to increase the level of competencies, especially those which have not been mastered yet. In order to construct study activities in the course, the programmed learning principles and Niemierko’s taxonomy were used.

Keywords:

information and communication technologies (ICT) , key competencies , mathematical competencies , e-learning , Niemierko’s taxonomy , programmed learning , MatLearn module , Mathematics with Moodle

Download files

PDF

Citation rules

Heba, A., Smyrnova-Trybulska, E., & Kapounová, J. (2017). Objectives and Content of the Mathematics E-learning Course Preparing Students for the School-leaving Exam in Mathematics. International Journal of Research in E-Learning, 3(1), 109–124. Retrieved from https://journals.us.edu.pl/index.php/IJREL/article/view/8398

References

Arendt, H. (2000). Kondycja ludzka. Trans. A. Łagodzka. Warsaw: Fundacja Aletheia.

Bertrand, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál.

Clark, R. C. & Mayer, R. E. (2002). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Czerepniak-Walczak, M. (2010). Badanie w działaniu. In S. Palka (Ed.), Podstawy metodologii badań w pedagogice (pp. 319–337). Gdańsk: Pedagogika GMP.

Escuder, A. & Furner, J. M. (2012). The impact of GeoGebra in math teachers’ professional develop- ment. Accessed 10 February 2017. Retrieved from http://archives.math.utk.edu/ICTCM/VOL23/S113/paper.pdf.

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. Stuttgart: Farrar, Straus and Giroux.

Heba, A. (2010). Information and communication technologies and e-learning in the opinion of teachers and students of secondary schools in Poland. In M. Drlík, J. Kapusta, & P. Švec (Eds.), Proceedings from DIVAI 2010 Distance Learning in Applied Informatics (pp. 209–213). Nitra: Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Department of Informatics.

Heba, A. (2014). Mathematical competence development using eLearning (Doctoral Dissertation). University of Ostrava, Ostrava.

Heba, A., Kapounová, J., & Smyrnova-Trybulska, E. (2014a). Theoretical conception and some practical results of the development of mathematical competences with use of e-learning. International Journal of Continuing Engineering Education and Lifelong Learning, 24(3/4), 252–268.

Heba, A., Kapounová, J., & Smyrnova-Trybulska, E. (2014a). System for individual learning of mathematics. In K. Kostolányová & J. Kapounová (Eds.), Proceedings from Information and Communication Technology in Education (ICTE-2014) (pp. 76–86). Rožnov pod Radhoštěm: University of Ostrava.

Heba, A., Kapounová, J., & Smyrnova-Trybulska, E. (2014a). Mathematics and eLearning or how to work with students before exam. In J. Kapounová (Ed.), Information and communication technologies in education overview in Visegrad countries (pp. 92–102). Ostrava: University of Ostrava.

Hudecová, D. (2003). Revize Bloomovy taxonomie edukačních cílů. Accessed 11 November 2011. Retrieved from http://www.msmt.cz/Files/DOC/NHRevizeBloomovytaxonomieedukace.doc.

Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Technology, 25(2), 284–301.

Journal of Laws 2012, item 977. Rozporządzenie Ministra Edukacji Narodowej z dnia 27 sierpnia 2012 r. w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólne- go w poszczególnych typach szkół. Accessed 11 November 2016. Retrieved from http://isap.sejm. gov.pl/DetailsServlet?id=WDU20120000977.

Juszczyk, S. (2001). Statystyka dla pedagogów. Toruń: Wydawnictwo Adam Marszałek.

Kapounová, J. & Pavlíček, J. (2003). Počítače ve výuce a učení. Ostrava: University of Ostrava.

Kelley, T. R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11). Accessed 8 July 2016.
Retrieved from https:// stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z.

Key competences for lifelong learning. European Reference Framework. (2007). Luxembourg: Office for Official Publications of the European Communities.
Accessed 10 February 2013. Retrieved from http://www.britishcouncil.org/sites/britishcouncil.uk2/files/youth-in-ac.... pdf.

Kim, C. M., Kim, D., Yuan, J. M., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers’ STEM engagement, learning, and teaching. Compu- ters & Education, 91, 14–31.

Kirkpatrick, J. & Kirkpatrick K. W. (2009). Kirkpatrickův čtyřúrovňový model: nový pohled po 50 letech 1959-2009. Accessed 05 January 2011. Retrieved from http://www.develor.cz/develorcz_ files/Files/kirkpatrickovy4urovnenovypohledpo50%20letech2.pdf.

Larson M. (2017) Math education is STEM education! Accessed 20 July 2017. Retrieved from https:// www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-... Education-Is-STEM-Education!/.

Niemierko, B. (1999). Pomiar wyników kształcenia. Warszawa: WSIP.

Piaget, J. (1977). The development of thought: Equilibrium of cognitive structures. New York: Viking Press.

Piaget, J. (1985). The equilibrium of cognitive structures. The central problem of intellectual develop- ment. Trans. T. Brown & K. J. Thampy. Chicago: University of Chicago Press.

Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. (2006). Accessed 10 February 2013. Retrieved from http:// eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.

Schmidt, M. & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2), 302–315.

Skinner, B. F. (1974). About Behaviourism. London: J. Cape.

Smyrnova-Trybulska, E. (2009). On principles of the design and assessment of courses. In M. Hrubý (Ed.), Distance Learning, Simulation and Communication 2009 (pp. 159–165). Brno: University of Defence.

Smyrnova-Trybulska, E. & Stach, S. (Eds.). (2012). Wykorzystanie LCMS Moodle jako systemu wspomagania nauczania na odległość. Katowice: Wydawnictwo Uniwersytetu Śląskiego, Studio-Noa.

Smyrnova-Trybulska, E., Morze, N., Kommers, P., Zuziak, W., & Gladun, M. (2016). Educational robots in primary school teachers’ and students’ opinion about STEM education for young learners. In P. Kommers, Tomayess Issa, Theodora Issa, E. McKay, & P. Isaías (Eds.), Pro- ceedings of the International Conferences on Internet Technologies & Society 2016 (ITS 2016), Educational Technologies 2016 (ICEduTech 2016), and Sustainability, Technology and Education 2016 (STE 2016) (pp. 197–204). IADIS Press.

Uttal, D. H. & Cohen, C. A. (2012). Spatial thinking and STEM education: When, why, and how? Psychology of Learning and Motivation, 57, 147–181.

Weicker, N. (2005). Lernmodelle in der Übersicht. In Didaktik der Informatik (Lern-modelle). Accessed 8 March 2012. Retrieved from http://www.fmi.unistuttgart.de/fk/lehre/ss04/didaktik/lernmodelle.pdf. Google Scholar

Agnieszka Heba

Bio Statement (e.g., department and rank)

PhD, University of Silesia in Katowice, Faculty of Ethnology and Educational Science in Cieszyn, Poland

Eugenia Smyrnova-Trybulska

Affiliation:

Uniwersytet Śląski Poland

Bio Statement (e.g., department and rank)

PhD, hab., associate professor, University of Silesia in Katowice, Faculty of Ethnology and Educational Science in Cieszyn, Poland

Jana Kapounová

Bio Statement (e.g., department and rank)

RNDr, PhD, professor, University of Ostrava, the Czech Republic

Vol. 3 No. 1 (2017)
Published: 2017-01-13

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit