Abstract
This chapter presents the emergence of research in didactics of mathematics in the former Czechoslovakia and gives a glimpse at its present state. It is done against the background of the history of schooling in the area and with respect to international influences such as the New Math movement. Due to a limited access to international research prior to the Velvet Revolution in 1989, Czechoslovak research developed relatively independently, yet its character was similar to that of the West. An overview of research after the Revolution is divided into four streams: development of theories, knowledge and education of teachers, classroom research, and pupils’ reasoning in mathematics. Each stream is described by relevant work by Czech and Slovak researchers (with a focus on empirical research) and illustrated by publications.
Highlights
7.1.1 Aim of the Chapter1The aim of the chapter is to present roots and milestones in the origin and development of didactics of mathematics as a science in the countries of the former Czechoslovakia
We briefly describe the main perspectives and challenges of mathematics education research as we experience them in the Czech Republic (CZ) and partially in Slovakia (SK)
Before looking at research in didactics of mathematics, we briefly present milestones of schooling and teacher education in the countries of the former Czechoslovakia as they highlight roots from which research in mathematics education has grown
Summary
The aim of the chapter is to present roots and milestones in the origin and development of didactics of mathematics (mathematics education) as a science in the countries of the former Czechoslovakia. We present how situations and events accompanying the emerging field of didactics of mathematics in other countries influenced the situation in our region. The description of gradually developing research in mathematics education is naturally divided into two periods. Access of Czech and Slovak researchers to international research was very limited, so the field evolved in its own way. The second period spans the time after 1989 when mathematics education could develop freely and connect to international research. We briefly describe the main perspectives and challenges of mathematics education research as we experience them in the Czech Republic (CZ) and partially in Slovakia (SK).
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