Abstract
Following H. Freudenthal, E. Fischbein and many other mathematics educators, we consider the main way to improve the teaching of mathematics lies in changing teacher’s educational styles to develop pupils’ creativity and intellectual autonomy. In our interpretation, this means using scheme-oriented education based on the theory of generic models we describe. On the basis of these ideas, a tool for the analysis of teachers’ teaching style is developed. The tool and its application are described in Jirotková’s article in this issue.
Highlights
We have shown that the teaching style aimed at the pupil’s intellectual development in mathematics can be realised by scheme-oriented teaching
We have justified the key role of generic models for building schemes
We have illustrated the educational strategy as a process which leads to the birth of a generic model through isolated models
Summary
This study is, in a sense, a contribution to the on-going discussion in the society about the quality of the teaching of mathematics at schools, stemming from a several year long decline of Czech pupils’ results in international studies of TIMSS and PISA. The teacher who is satisfied with his/her transmissive teaching must be persuaded that his/her work will be more attractive for him/her, more successful for his/her pupils and more joyful for everybody when drill is suppressed and creativity enhanced which develops a pupil’s mathematical thinking. The consequence of this observation is a challenge: Look for ways to shift the teacher’s beliefs so that he/she stresses creative aspects and tones down transmission aspects in his/her teaching. How to find out which ways can lead to the required change for a particular teacher?
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