Methods of Improvement of Typical Mistakes and Shortcomings in Mathematical Activities of Secondary School Students / Technologické prvky nápravy typickych chyb a nedostatkov iakov S v matematickej innosti

The paper is divided into four parts. The introductory passages contain a discussion of existing research into primary school pupils' typical errors and shortcomings in their mathematical activity. Subsequently, a number of goals are specified in connection with our pedagogical probe into three types of secondary schools which was carried out in Pre ov in 2009. The main body itself is a discussion of a number of theoretical issues related to the topic in question, complete with specific examples of typical errors and shortcomings occurring in secondary school pupils. The mathematic-pedagogic process provides vast amounts of information on this phenomenon. The third part of the present paper contains quantitative and qualitative analyses of the statistical data acquired from the tests given to pupils as part of our research. The concluding passages outline and accentuate the technological elements, approaches and starting points of correcting typical errors and shortcomings by secondary school pupils in the course of their mathematical activity. A successful application of the presented system of ten essential elements can partially eliminate the occurrence of the phenomenon under scrutiny quantitatively as well as qualitatively. Furthermore, the paper promotes our ongoing systematic fight against formalism in mathematics-related education. lánok pozostáva zo tyroch astí. V úvode je prezentovaná motivácia vyskumu typickych chyb a nedostatkov iakov na strednych kolách v matematickej innosti. Stanovené sú tu ciele pedagogickej sondy aplikovanej na troch typoch strednych k l v Pre ove v mesiaci november 2009. Vlastná problematika je vykladom teoretickych faktov skúmanej témy. Na konkrétnych príkladoch vyskytu typickych nedostatkov iakov strednych k l sú ilustrované teoretické poznatky. Matematicko – pedagogicky proces na strednych kolách je obrovskym zdrojom informácií o tomto fenoméne. Tretia as lánku je kvantitatívno – kvalitatívna analyza získanych tatistickych údajov z aplikácie testov, ktoré boli sú as ou prieskumu. V závere sú vymedzené a akcentované technologické prvky, resp. cesty a vychodiská nápravy typickych chyb a nedostatkov na ich iakov strednych k l v matematickej innosti. Aplikáciou desiatich uvedenych prvkov tvoriacich uceleny systém mo no zna ne eliminova vyskyt skúmaného javu nielen kvantitatívne, ale predov etkym kvalitatívne. V lánku je pod iarknutá nevyhnutnos systematického boja s formalizmom v matematickej edukácii.