Analýza a priori jako součást přípravy učitele na výuku

Hana Nováková

doi:10.14712/18047106.70

Vol. 4 No. 2 (2013): sciED Research Reports

A priori analysis as a part of teachers’ lesson planning

Hana Nováková,

DOI: https://doi.org/10.14712/18047106.70

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Nováková, H. (2020). A priori analysis as a part of teachers’ lesson planning. Scientia in Educatione, 4(2), 20-51. https://doi.org/10.14712/18047106.70

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Abstract

The paper focuses on a research in the domain of didactical engineering as defined and described in the Theory of Didactical Situations. The research enquires into a priori analysis of didactical situations and its relationship to the process of lesson planning by primary and secondary in-service and pre-service mathematics teachers. The paper describes an experiment designed and carried out with the aim of pinpointing and giving account of the possible causes of differences between a priori analysis and teachers’ lesson plans. It also shows and explains differences between primary, secondary and pre-service mathematics teachers.

References

BROUSSEAU, G. Theory of didactical situations in mathematics. N. Balacheff, M. Cooper, R. Sutherland, V. Warfield, (Eds. & Trans). Dordrecht : Kluwer, 1997. Search in Google Scholar
BROUSSEAU, G. Théorie des situations didactiques. [Textes rassemblés et préparés par N. Balacheff, M. Cooper, R. Sutherland, V. Warfield]. Grenoble : La pensée sauvage, 1998. Search in Google Scholar
BROUSSEAU, G. Úvod do Teorie didaktických situací v matematice. Praha : Univerzita Karlova, Pedagogická fakulta, 2012. Search in Google Scholar
BROUSSEAU, G., SARRAZY, B. Glossaire de quelques concepts de la théorie des situations didactiques en mathématiques. Bordeaux : DAEST, Université Bordeaux 2, 2002. Search in Google Scholar
CHARNAY, R. L’analyse a priori, un outil pour l’enseignant. In Grugnetti, Jaquet, Medici, Polo, Rinaldi (Eds.) Actes des journées d’étude sur le Rally mathématique transalpin, RMT: potentialités pour la classe et la formation, Vol. 3, s. 199–213. Search in Google Scholar
ARMT : Dip. di Mat. Università di Parma, Dip. Mat. Università di Cagliari, 2003. Search in Google Scholar
DIVÍŠEK, J. Didaktika matematiky pro učitelství 1. stupně ZŠ. Praha : SPN, 1989. Search in Google Scholar
FERMAT, P. Précis des OEuvres mathématiques et de l’Arithmétique de Diophante, par É. Brassine. Toulouse : Imprimerie de Jean-Mathieu Douladoure, 1853. Reprint 2005. Search in Google Scholar
HARMER, J. The Practice of English Language Teaching. London and New York : Longman Handbooks for Language Teachers, 1992. Search in Google Scholar
HAUSENBLAS, O. a kol. Klíčové kompetence na gymnáziu. Praha : Výzkumný ústav pedagogický, 2008. Search in Google Scholar
HRABÁKOVÁ, H. Využití Teorie didaktických situací v prostředí české školy. [Diplomová práce]. Praha : Univerzita Karlova, Pedagogická fakulta, 2005. Search in Google Scholar
MUTTON, T., HAGGER, H., BURN, K. Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching, 2011, 17(4), p. 399–416. Search in Google Scholar
NOVOTNÁ, J. Ukázky analýzy a priori pro slovní úlohy. P. Dvořák, J. Herman (Eds.). Sborník z JŠDS Vrabcov, jaro 2003. Praha : Univerzita Karlova, Pedagogická fakulta, OR Didaktika matematiky, 2003a, s. 31–54. Search in Google Scholar
NOVOTNÁ, J. Didaktické situace ve vyučování matematice. [Přednáška]. Vzdělávání učitelů. Seminář učitelů matematiky okresu Mladá Boleslav. Pořadatel SPI Mladá Boleslav, 2003b. Search in Google Scholar
NOVÁKOVÁ, H. Analýza a priori jako součást přípravy učitele na výuku. [Dizertační práce]. Praha : Univerzita Karlova, Pedagogická fakulta, 2013. Search in Google Scholar
OBST, O. Projektování výuky. In Z. Kalhous, O. Obst, a kol. (Eds.), Školní didaktika. Praha : Portál, 2002, s. 354–365. Search in Google Scholar
PANASUK, R. M., TODD, J. Effectiveness of Lesson Planning: Factor Analysis. Journal of Instructional Psychology, 2005, 32(3), p. 215–232. Search in Google Scholar
RYS, S. Hospitace v pedagogické praxi. Praha : SPN, 1975. Search in Google Scholar
SPAGNOLO F., ČIŽMÁR, J. Komunikácia v matematike na strednej škole. Brno : Masarykova univerzita, Přírodovědecká fakulta, 2003. Search in Google Scholar
TAYLOR, P. H. How teachers plan their courses. Slough, Berkshire : National Foundation for Educational Research in England and Wales, 1970. Search in Google Scholar
TOCHON, F. V. A quoi pensent les enseignants quand ils planifient leurs cours? Revue Fran¸caise de pédagogie, 1989, No. 86, p. 23–33. Search in Google Scholar
WARD, R. A., ANHALT, C. O., VONSON, K. D. Mathematical Representations and Pedagogical Content Knowledge: An Investigation of Prospective Teachers’ Development. In Focus on Learning Problems in Mathematics, 2003. 15 p. [ERIC Number: ED477697] Search in Google Scholar
ZAHORIK, J. A. Teachers’ planning models. Educational Leadership, 1975, 33(2), p. 134–139. Search in Google Scholar

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[1] BROUSSEAU, G. Theory of didactical situations in mathematics. N. Balacheff, M. Cooper, R. Sutherland, V. Warfield, (Eds. & Trans). Dordrecht : Kluwer, 1997. Search in Google Scholar

[2] BROUSSEAU, G. Théorie des situations didactiques. [Textes rassemblés et préparés par N. Balacheff, M. Cooper, R. Sutherland, V. Warfield]. Grenoble : La pensée sauvage, 1998. Search in Google Scholar

[3] BROUSSEAU, G. Úvod do Teorie didaktických situací v matematice. Praha : Univerzita Karlova, Pedagogická fakulta, 2012. Search in Google Scholar

[4] BROUSSEAU, G., SARRAZY, B. Glossaire de quelques concepts de la théorie des situations didactiques en mathématiques. Bordeaux : DAEST, Université Bordeaux 2, 2002. Search in Google Scholar

[5] CHARNAY, R. L’analyse a priori, un outil pour l’enseignant. In Grugnetti, Jaquet, Medici, Polo, Rinaldi (Eds.) Actes des journées d’étude sur le Rally mathématique transalpin, RMT: potentialités pour la classe et la formation, Vol. 3, s. 199–213. Search in Google Scholar

[6] ARMT : Dip. di Mat. Università di Parma, Dip. Mat. Università di Cagliari, 2003. Search in Google Scholar

[7] DIVÍŠEK, J. Didaktika matematiky pro učitelství 1. stupně ZŠ. Praha : SPN, 1989. Search in Google Scholar

[8] FERMAT, P. Précis des OEuvres mathématiques et de l’Arithmétique de Diophante, par É. Brassine. Toulouse : Imprimerie de Jean-Mathieu Douladoure, 1853. Reprint 2005. Search in Google Scholar

[9] HARMER, J. The Practice of English Language Teaching. London and New York : Longman Handbooks for Language Teachers, 1992. Search in Google Scholar

[10] HAUSENBLAS, O. a kol. Klíčové kompetence na gymnáziu. Praha : Výzkumný ústav pedagogický, 2008. Search in Google Scholar

[11] HRABÁKOVÁ, H. Využití Teorie didaktických situací v prostředí české školy. [Diplomová práce]. Praha : Univerzita Karlova, Pedagogická fakulta, 2005. Search in Google Scholar

[12] MUTTON, T., HAGGER, H., BURN, K. Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching, 2011, 17(4), p. 399–416. Search in Google Scholar

[13] NOVOTNÁ, J. Ukázky analýzy a priori pro slovní úlohy. P. Dvořák, J. Herman (Eds.). Sborník z JŠDS Vrabcov, jaro 2003. Praha : Univerzita Karlova, Pedagogická fakulta, OR Didaktika matematiky, 2003a, s. 31–54. Search in Google Scholar

[14] NOVOTNÁ, J. Didaktické situace ve vyučování matematice. [Přednáška]. Vzdělávání učitelů. Seminář učitelů matematiky okresu Mladá Boleslav. Pořadatel SPI Mladá Boleslav, 2003b. Search in Google Scholar

[15] NOVÁKOVÁ, H. Analýza a priori jako součást přípravy učitele na výuku. [Dizertační práce]. Praha : Univerzita Karlova, Pedagogická fakulta, 2013. Search in Google Scholar

[16] OBST, O. Projektování výuky. In Z. Kalhous, O. Obst, a kol. (Eds.), Školní didaktika. Praha : Portál, 2002, s. 354–365. Search in Google Scholar

[17] PANASUK, R. M., TODD, J. Effectiveness of Lesson Planning: Factor Analysis. Journal of Instructional Psychology, 2005, 32(3), p. 215–232. Search in Google Scholar

[18] RYS, S. Hospitace v pedagogické praxi. Praha : SPN, 1975. Search in Google Scholar

[19] SPAGNOLO F., ČIŽMÁR, J. Komunikácia v matematike na strednej škole. Brno : Masarykova univerzita, Přírodovědecká fakulta, 2003. Search in Google Scholar

[20] TAYLOR, P. H. How teachers plan their courses. Slough, Berkshire : National Foundation for Educational Research in England and Wales, 1970. Search in Google Scholar

[21] TOCHON, F. V. A quoi pensent les enseignants quand ils planifient leurs cours? Revue Fran¸caise de pédagogie, 1989, No. 86, p. 23–33. Search in Google Scholar

[22] WARD, R. A., ANHALT, C. O., VONSON, K. D. Mathematical Representations and Pedagogical Content Knowledge: An Investigation of Prospective Teachers’ Development. In Focus on Learning Problems in Mathematics, 2003. 15 p. [ERIC Number: ED477697] Search in Google Scholar

[23] ZAHORIK, J. A. Teachers’ planning models. Educational Leadership, 1975, 33(2), p. 134–139. Search in Google Scholar

Scientia in educatione

A priori analysis as a part of teachers’ lesson planning

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