Abstract
Abstract Learning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today. For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.
Highlights
The main role of education in a classroom is to prepare learners for their future life
I think that the shepherd is 25 years old.”. This example demonstrates an inconsistency between two principal types of knowledge defined by Knowledge Management: explicit and tacit (Kendal & Creen, 2007): –– Explicit knowledge refers to the part of person’s knowledge which can be clearly demonstrated using facts, formulas, instructions, drawings, and similar
Laws of physics, recipes, user instructions and other exactly formulated recommendations, rules and regulations belong to this category. –– Tacit knowledge represents the part of our knowledge having an informal character
Summary
The main role of education in a classroom is to prepare learners for their future life. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their desire of “learning to learn” (Rábeková & Hvorecký, 2015) This competence is defined by Educational Council (2006) as “the ability to pursue and persist in learning, to organize one’s own learning, including through effective management of time and information, both individually and in groups”. His/her tacit knowledge likely guided his/her reasoning in the following way: “Whenever my teacher gives me a problem, using a calculation leads to its solution. We exemplify the approach using a series of examples We present this learning as a social activity which simultaneously develops both explicit and tacit knowledge – the elements and laws of the subject as well their meaning and relevance. We demonstrate problems that may introduce them to the field of discovery learning by combining mathematics and information technology
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