%0 Journal Article
%T MATHEMATICS TEACHERS, MOTIVATION TOWARDS MATHEMATICAL ACTIVITY, AND TWO APPROACHES TO MATHEMATICAL KNOWLEDGE ACQUISITION / U ite  matematiky, motiv¨˘cia matematickej  innosti a technol¨®gie osvojovania matematickych poznatkov
%A StreŁżko Vladim¨Şr
%J Technol¨®gia vzdel¨˘vania
%D 2010
%I 
%X The paper is divided into three separate parts. The first part explores the theoretical aspects of the personality of the mathematics teacher as well as therequirements placed such an agent in the educational process. The concluding passages of the first part emphasises selected elements of formalism in the work of the mathematics teacher. The second part of the paper analyses several types and forms of motivation towards mathematical activity in pupils. In addition to stressing the importance of individual abilities, it pays particular attention to the significance of motivation. The final part of the paper focuses on approaches to mathematical knowledge acquisition and knowledge introduction in schools,putting special emphasis on the following two approaches to introducing new mathematical terminology: the concrete-inductive method and the abstract-deductive method. For the sake of illustration, several examples applicable inprimary and secondary schools are included. In the concluding passages of the third part, the reader is reminded of two essential mistakes made in the course of learning mathematics, both of which are closely scruitinised by the theory of teaching mathematics. Written both to motivate and inspire, the paper presents a systematic discussion of selected issues juxtaposed with noteworthy claims byvarious personalities in the field. l¨˘nok tvoria tri  asti. Prv¨˘  as  prin¨˘ a teoretick¨¦ aspekty osobnosti u ite a matematiky a po iadavky kladen¨¦ na tohto  inite a eduka n¨¦ho procesu. Z¨˘veromprvej  asti s¨˛ akcentovan¨¦ typick¨¦ znaky formalizmu v pr¨˘ci u ite a matematiky. Druh¨˘  as   l¨˘nku analyzuje pojem, typy a formy motiv¨˘cie matematickej  innosti  iakov. Zd raznen¨˘ je d le it¨˘ ¨˛loha motiv¨˘cie vo vykone  loveka okrem jeho schopnost¨Ş. Posledn¨˘  as  pr¨Şspevku si v ¨Şma technol¨®gie osvojovania a zav¨˘dzania novych matematickych poznatkov v  kolskej matematike. Pod drobnoh adom s¨˛ dve cesty, resp. met¨®dy zav¨˘dzania matematickych pojmov: konkr¨¦tno-indukt¨Şvna met¨®da a abstraktno-dedukt¨Şvna met¨®da. Na ilustr¨˘ciu problematiky s¨˛ uveden¨¦ aj konkr¨¦tne pr¨Şklady aplikovate n¨¦ na z¨˘kladnej  i strednej  kole. Z¨˘verom tretej  asti  l¨˘nku pripom¨Şname dva typy tzv. typickych chyb  iakov vo vyu ovan¨Ş matematiky, ktor¨¦ ako  peci¨˘lny fenom¨¦n sk¨˛ma te¨®ria vyu ovanie matematiky. Cel¨˛ problematiku umoc¨ľuj¨˛ cit¨˘ty vyzna nych osobnost¨Ş.  l¨˘nok m¨˘ mohutny motiva ny a stimula ny charakter.
%K Mathematics teacher
%K Motivation towards mathematical activity
%K Approaches to mathematical knowledge acquisition
%U http://technologiavzdelavania.ukf.sk/index.php/tv/article/view/1100