MATHEMATICS TEACHERS, MOTIVATION TOWARDS MATHEMATICAL ACTIVITY, AND TWO APPROACHES TO MATHEMATICAL KNOWLEDGE ACQUISITION / U ite matematiky, motivácia matematickej innosti a technológie osvojovania matematickych poznatkov

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. lánok tvoria tri asti. Prvá as priná a teoretické aspekty osobnosti u ite a matematiky a po iadavky kladené na tohto inite a eduka ného procesu. Záveromprvej asti sú akcentované typické znaky formalizmu v práci u ite a matematiky. Druhá as lánku analyzuje pojem, typy a formy motivácie matematickej innosti iakov. Zd raznená je d le itá úloha motivácie vo vykone loveka okrem jeho schopností. Posledná as príspevku si v íma technológie osvojovania a zavádzania novych matematickych poznatkov v kolskej matematike. Pod drobnoh adom sú dve cesty, resp. metódy zavádzania matematickych pojmov: konkrétno-induktívna metóda a abstraktno-deduktívna metóda. Na ilustráciu problematiky sú uvedené aj konkrétne príklady aplikovate né na základnej i strednej kole. Záverom tretej asti lánku pripomíname dva typy tzv. typickych chyb iakov vo vyu ovaní matematiky, ktoré ako peciálny fenomén skúma teória vyu ovanie matematiky. Celú problematiku umocňujú citáty vyzna nych osobností. lánok má mohutny motiva ny a stimula ny charakter.