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European Research in Mathematics Education I: Group 4 400 5. References GLU (1997): Glossar zu Niklas Luhmanns Theorie sozialer Systeme, von C. Baraldi, G. Corsi & E. Esposito. Frankfurt am Main: Suhrkamp. Luhmann, N. (1996): Takt und Zensur im Erziehungssystem. In N. Luhmann & K.-E. Schorr (eds.), Zwischen System und Umwelt. Fragen an die Pädagogik, pp. 279-294. Frankfurt am Main: Suhrkamp. Luhmann, N. (1997): Die Gesellschaft der Gesellschaft. Frankfurt am Main: Suhrkamp. Maturana, H. R. & Varela, F. J. (1987): Der Baum der Erkenntnis. Bern: Scherz. Saussure, F. de (1967): Grundfragen der allgemeinen Sprachwissenschaft. Berlin: Walter de Gruyter & Co. Steinbring, H. (1997): Epistemological investigation of classroom interaction in elementary mathematics teaching. Educational Studies in Mathematics, 32(1), 49–92. Steinbring, H. (1998): Elements of epistemological knowledge for teachers. Journal of Mathematics Teacher Education, 1(2), 157–189. http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html
European Research in Mathematics Education I: Group 4 401 ON THE ACTIVATING ROLE OF PROJECTS IN THE CLASSROOM Marie Tichá 1 , Marie Kubínová 2 1 Department of Didactics of Mathematics, Mathematical Institute, Academy of Sciences of the Czech Republic, 11567 Praha 1, Czech Republic ticha@math.cas.cz 2 Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, 11639 Praha 1, Czech Republic marie.kubinova@pedf.cuni.cz Abstract: In our contribution we will deal with following items: to explain what goals we intend to reach when we include the projects in mathematics education, - to show how we proceed when working on projects, - to present concrete samples from school practice, - to show the areas in which the work on project was profitable for students (did we achieve our goals?), - to mention main obstacles for including projects in classroom, - to formulate questions that remained open, to show future direction of our work. On the other hand we will not aim at theoretical specification of concept of project. Keywords: project, grasping situation, social interactions 1. Introduction Our experience from teaching process showed that one of fundamental questions of mathematical education is improperly directed activity of both students and teachers in the course of education (lessons). Everything is, at the first sight, often all right. However deeper observation shows that teaching process deals mainly with the receptive education and intensive exercise of certain operations according to models, samples etc. even when solving word problems. Teaching process framed this way is easy and convenient for both teachers and students. It is also easy to evaluate its results. The question „What I know from mathematics?“ is not the substantial one for students but rather the question „For what is it useful?“ (i.e. the question of sense, utilisation). http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html
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