http://hdl.handle.net/11089/12980 2026-04-09T01:47:35Z 2026-04-09T01:47:35Z Pawlak, Ryszard J. Warężak, Anna Budzisz, Witold Fabijańczyk, Andrzej Fabijańczyk, Monika Janikowski, Józef Libicka, Inga Molęda, Alicja Piesyk, Zenon Poreda, Tadeusz Rychlewicz, Andrzej Tempczyk, Wacława http://hdl.handle.net/11089/14497 2021-07-19T06:57:19Z 1993-01-01T00:00:00Z

Minimum wiedzy matematycznej nauczyciela matematyki oraz projekt organizacji procesu nauczania na nauczycielskich studiach uniwersyteckich Pawlak, Ryszard J.; Warężak, Anna; Budzisz, Witold; Fabijańczyk, Andrzej; Fabijańczyk, Monika; Janikowski, Józef; Libicka, Inga; Molęda, Alicja; Piesyk, Zenon; Poreda, Tadeusz; Rychlewicz, Andrzej; Tempczyk, Wacława The present paper is the outcome of investigations and theoretical analysts carried out for several years, aiming at an answer to the following questions: - what should the fund of the mathematics teacher's knowledge look like, within what scope and in what way should we convey this knowledge to him? In the commencing part of the paper, we analyze critically the existing system of educating teachers of mathematics; later, we present a proposal of a structure of five-year master's studies preparing the graduates for work in the profession of a mathematics teacher. Basing ourselves on the evolved criteria of choice of mathematical contents which should be considered indispensable in educating the teachers, we present a project of the minimum of knowledge of the fundamental subjects: mathematical analysis, algebra, geometry, probability and elements of statistics, theoretical arithmetic, logic and set theory, complex analysis, topology, differential equations, functional analysis, numerical methods, elements of computer science, the didactics of mathematics. Since the lecture at higher studies constitutes the basic form of conveying knowledge, the article closes with a discussion on modern ways of lecturing, activating the students. The scope of mathematical knowledge, proposed in the paper, which should be conveyed to the students - future teachers and the project of organizing the university teacher s studies can constitute the basic for the elaborating of the detailed curricula of such studies. Wykonano w ramach RPBP III.30.V.0

1993-01-01T00:00:00Z Pawlak, Ryszard J. http://hdl.handle.net/11089/14496 2021-07-19T06:57:11Z 1993-01-01T00:00:00Z

Minimum edukacji matematycznej przyszłych nauczycieli. Kultura matematyczna Pawlak, Ryszard J. Artykuł ten nawiązuje do problematyki budowania dojrzałości matematycznej studentów. W szczególności omówiona została rola języka matematycznego i wartości estetycznych matematyki oraz znaczenie historii matematyki. Rozważono także związki informatyki z szeroko rozumianą kulturą matematyczną.; This article refers to the problems of building the mathematical maturity of students. In particular, the role of the language of mathematics and the aesthetic values of mathematics as well as the weight of the history of mathematics are discussed. Also, the connections of computer science with mathematical culture understood broadly are considered.

1993-01-01T00:00:00Z Molęda, Alicja Piesyk, Zenon http://hdl.handle.net/11089/14495 2018-02-01T11:17:46Z 1993-01-01T00:00:00Z

Przegląd zmian programów nauczania matematyki w szkole podstawowej w latach 1963-1990 w Polsce Molęda, Alicja; Piesyk, Zenon The sixties of the XXth century have brought a reform in teaching, mainly mathematics, which in Poland was the deepest one after the Second World War and comprised both curriculum and system changes in our schools. In the article we analyse in brief the period preceding the reform and make a survey of the curriculum contents in mathematics on the elementary level of this and the next reforms. We also treat of the changes the curriculum underwent up to 1990.

1993-01-01T00:00:00Z Fabijańczyk, Monika Warężak, Anna http://hdl.handle.net/11089/14493 2018-02-01T11:17:50Z 1993-01-01T00:00:00Z

Praca studenta z tekstem matematycznym Fabijańczyk, Monika; Warężak, Anna The present paper presents the results of the investigations carried out among the students of mathematics of Łódź University, concerning individual techniques of reading and analysing a mathematical text. These results point out that young people taking up their studies do not bring away from the secondary school any skill in reading a scientific text. It is only in the course of the studies that they labour their own methods of work. The techniques of work of students of higher years and very good students are considerably closer to the model techniques presented in the paper. Some of the failures in the learning of students of lower years result from the ignorance of effective ways of learning. It is therefore worth while for the academic teachers to devote already during the first years of studies, more attention to acquainting their students with the methods of working on a mathematical text and to bring them into the arcana of the effective studying.

1993-01-01T00:00:00Z