INFLUENCE OF TYPING ON THE HOURS DEGREE OF INDEPENDENCE OF STUDENTS IN TEACHING MATHEMATICS

Abstract

In classical didactic theories as well as in the practice of the 20th century, different types of lessons were established that support the usual learning processes of younger schoolchildren. In the past decade, the transition of the education system and the reformation of the old school by introducing new work technologies, including the modernization of school textbooks, is transforming and merging various types of math classes. The process of learning is the process of changing individuals, under the influence of environmental conditions and activities. Significant roles in the process of constructing mathematical knowledge are teachers and textbooks that represent basic sources of information. This interdisciplinary paper deals with the role and significance of different didactic types of lessons through the prism of current problems in mathematics teaching. Using a single case study, teaching units in the first grade of primary school point out the qualitative difference between content intended for the hours of processing, practicing and determining mathematical knowledge. In addition to the lack of significance, which for early-school age have certain types of hours and different forms of transformation of mathematical contents, there is also a change in the natural temperature or learning speed, especially a harder measure. The annual and operational plans are not made in accordance with the nature of the subjects and the characteristics of the psychological development of the children, but are based on the subjective views of the authors of the textbooks who are very often in collision with the basic didactic principles of teaching. The mentioned factors lead to unnecessary pressure, student disability, problems with child restraint and parents' dissatisfaction with school.