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Lecturer(s)
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Chytrý Vlastimil, doc. PhDr. Ph.D.
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Course content
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1. Constructivist approach to teaching (the mechanism of the cognitive process). 2. Deductive construction geometry (axioms, definitions, theorems). 3. Axiomatic system of Euclidean geometry (Euclid, Hilbert). 4. Geometric figures as sets of points. 5. Roles for construction of geometric figures. 6. Classification of the relative positions of two geometric figures by their intersection. 7. Convexity geometric shapes. 8. Relations in geometry. 9. Projection (definition, properties, projection between sets, domain, range of values, plain view). 10. Identity of lines, the concepts introduced on the basis of matching lines. 11. Identity angles and concepts introduced on the basis of matching angles. 12. Identity projections. 13. Identity of geometrics figures in the plane. 14. Identity geometrics objects in space.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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The course Geometry Methodology creatively developing a system of geometrical concepts necessary for teaching geometry at primary school. Increased attention is devoted to geometric, particularly spatial imagination, quality graphic communication and modern elements that penetrate into the teaching of geometry.
Students can: - Work with individual geometric concepts, - Formulate definitions of geometric concepts, - Explain how to introduce geometrical concepts into teaching and how they continue to work, - Work with the definitions in solving standard geometric problems, - Correct use of specialized terminology and symbolism, - Use of communicative skills in technical language and has acquired the means of graphic communication, - Create jobs appropriate to the topic, - Create a teaching unit focused on the issue.
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Prerequisites
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It is believed theorists tackling the challenges associated with the concepts of relations and operations.
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Assessment methods and criteria
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unspecified
Understanding and learning of geometrical concepts, the exact wording of their definitions, followed by application of the specific examples, the use of knowledge of geometrical concepts to problem solving, proper use of specialized terminology and symbolism, communicative skills in technical language and mastery of graphic communication resources. Knowledge of the context studied substances in developing geometric curriculum at primary school. The student is expected to continue: 1. 80% attendance at seminars. 2. Successful fulfillment of a credit test. 3. Activity in seminars.matching lines.
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Recommended literature
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BĚLÍK, Miroslav. Učební text pro studium učitelství prvního stupně základní školy. Vyd. 1. Ústí nad Labem: Univerzita J. E. Purkyně, 2005, 46s..
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E-learningový kurz. dostupný z: https://moodle.pf.ujep.cz/course/category.php?id=6.
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HEJNÝ, Milan, KUŘINA, František. Dítě, škola a matematika. 2. vyd. Brno: Portál, 2009. ISBN 80-7290-189-3..
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CHYTRÝ Vlastimil, PRCHALOVÁ, Jana. Geometrie s didaktikou II. I. Vyd. Ústí nad Labem: Univerzita J. E. Purkyně, 2013, 82s..
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JIROTKOVÁ, Darina. Cesty ke zkvalitňování výuky geometrie. Vyd. 1. Praha: Univerzita Karlova, Pedagogická fakulta, 2010, 330 s. ISBN 978-80-7290-399-3..
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PERNÝ, Jaroslav. Kapitoly z elementární geometrie I. Vyd. 2., upr. Liberec: Technická univerzita v Liberci, 2009, 58 s. ISBN 978-80-7372-539-6..
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PERNÝ, Jaroslav. Kapitoly z elementární geometrie II. Vyd. 1. Liberec: Technická univerzita v Liberci, 2005, 57 s. ISBN 80-7372-025-6..
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