Katedra matematiky - Katolícka univerzita v Ružomberku

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Rusnáková Eva. Tvorba školského vzdelávacieho programu a ďalšievzdelávanie učiteľov <strong>matematiky</strong> . . . . . . . . . . . . . . . . 163Šulista Marek. Language Aspects of the Initial Phase of the CLILMethod Implementation into Mathematics Lessons at LowerSecondary Level . . . . . . . . . . . . . . . . . . . . . . . . . 167Takács István Árpád. ICT Support in Mathematics . . . . . . . . 173Tkačik Štefan. Historické poznámky o metódach integrovania . . . 179Tomková Erika. GEOGEBRA na 2. stupni ZŠ . . . . . . . . . . . 191Vankúš Peter, Kubicová Emília. Vplyvy učiteľa na postoje žiakov5. a 9. ročníka ZŠ k matematike . . . . . . . . . . . . . . . . 199
PREFACEThe greatest challenge in writing a scientific text for mathematics teachersor for prospective teachers of mathematics is to create a proper balancebetween pedagogical concerns and concerns of a theoretical and abstractnature. This text focuses on content and emphasizes mathematical processesused in information and communication technologies, models, problemsolving, and reasoning. These processes accomplish three objectives:assist college students in understanding mathematical concepts; help studentsmake connections and remember ideas and concepts; and provideideas and models for teaching mathematics to children at all school gradelevels from primary to secondary levels.The second volume of Teaching Mathematics: Innovation, New Trends,Research continues to place emphasis on the presentation of new results fromall fields related to teaching mathematics. The authors of each individualtext come from Slovakia, Czech Republic, Poland, Hungary, and the UnitedStates of America or from Great Britain. This volume of 23 texts presentsthe authors’ theoretical and practical approaches in mathematics education,and current topics in the teaching of mathematics (including geometry, discretemathematics, history of mathematics, combinatorics, statistics andprobability). Several contributions are relevant to actual problems of mathematicsin state education programmes ISCED 1, 2, and 3.The primary objective of Teaching Mathematics II: Innovation, NewTrends, Research is to present mathematics in a format that prepares teachersto teach school mathematics and discover the beauty of mathematics.Martin Billich
Page 3 and 4: TEACHING MATHEMATICS II:INNOVATION,
Page 5 and 6: Scientific IssuesCatholic Universit
Page 7: CONTENTSBillich Martin. Zobrazenia
Page 12 and 13: 10 Martin BillichV práci [3] Jung
Page 14 and 15: 12 Martin Billich(a) Int S i ∩Int
Page 16 and 17: 14 Jaroslava BrinckováKombinatoric
Page 18 and 19: 16 Jaroslava Brincková4. Pre žiak
Page 20 and 21: 18 Jaroslava Brinckovájúceho št
Page 22 and 23: 20 Ján Gunčaga- vyučovanie matem
Page 24 and 25: 22 Ján Gunčaga3. Teória Zoltána
Page 26 and 27: 24 Ján Gunčaga5. SymbolizovanieV
Page 28 and 29: 26 Ján GunčagaZ hľadiska vzťahu
Page 30 and 31: 28 Ján Gunčaga7. učiť žiakov d
Page 33 and 34: Catholic University in RužomberokS
Page 35 and 36: Popis výskumu zameraného na vyuč
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Page 46 and 47: 44 Marika Kafkovábyly, jsou a ješ
Page 48 and 49: 46 Marika Kafkovánikdy nedostane z
Page 50 and 51: 48 Marika Kafkovánedala řešit ji
Page 52 and 53: 50 Mária Kolkovápokusu. Veľa ča
Page 54 and 55: 52 Mária KolkováObrázok 1 - Rie
Page 56 and 57: 54 Mária Kolková3. Vzťah medzi s
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56 Mária Kolkováže riešenie Cez
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Catholic University in RužomberokS
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62 Jan Kopka, Leonard Frobisher, Ge
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70 Lilla Koreňováštyroch triedac
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72 Lilla KoreňováOdborníci odhad
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74 Lilla KoreňováÚloha 5. Aké r
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76 Lilla Koreňová1. Určite áno2
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78 Lilla Koreňová1. Určite áno2
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CommentsOn J-conic sections 83We to
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On J-conic sections 85Figure 2. The
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On J-conic sections 87Preparing a c
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Refleksje nad wykorzystywaniem wied
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Losowe gry hazardowe a proces decyz
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ZakończenieLosowe gry hazardowe a
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116 Daša Palenčárová2. Implicit
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118 Daša PalenčárováÚloha 1 (s
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120 Daša PalenčárováNajčastej
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Premena interaktívnej tabule z hra
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Vedomosti študentov zo štatistiky
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Kľúčové kompetencie a diskrétn
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Examples of introducing chosen conc
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Examples of introducing chosen conc
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Examples of using ICT for forming r
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Tvorba školského vzdelávacieho p
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Language Aspects of the Initial Pha
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Language Aspects of the Initial Pha
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174 Takács István Árpád• What
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176 Takács István ÁrpádAsk the
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178 Takács István Árpád3. Concl
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180 Štefan TkačikDemokritos rozvi
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182 Štefan Tkačik2. Eudoxova exha
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184 Štefan Tkačikhranoly. Ostanú
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186 Štefan TkačikPre každé čí
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188 Štefan TkačikDefinícia 1. Fu
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190 Štefan TkačikArchimedov integ
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192 Erika TomkováAk PS chváli, mi
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194 Erika TomkováPrednosťou vytvo
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196 Erika Tomkováré, keď pri jed
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198 Erika Tomková[8] JODAS, V.: Ob
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200 Peter Vankúš, Emília Kubicov
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Katedra matematiky - Katolícka univerzita v Ružomberku

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