Mathematics

• To learn to act, i.e. to acquire work competence, accept various
situations, work in teams, act under different social conditions and work
activities.
• To learn to live together, i.e. to develop understanding of other people,
accept the idea of mutual dependency, manage conflicts reflecting
values of pluralism and mutual understanding.
• To learn to be, i.e. to develop own personality and ability to act with
autonomy, independent judgment, personal responsibility, to use the
personal potential.
New orientation in education in the Czech Republic is reflecting the above
mentioned four pillars. It mainly includes mastering methods how to learn, how
to use new information and communication technologies, how to avoid
overloading by information, to learn how to process information, change it into
knowledge, how to apply knowledge, to think critically and evaluate
information, how to work independently and in teams, how appropriately react
to different opinions, understand mutual correlations, solve problems, act on
independent judgments, how to take responsibility for own decisions etc.
New curricular concept based on these principles pays emphasis on key
competences, acquiring attitudes and values, strengthening integration of
learning and inter-subject relations, higher rate of differentiation and
implementing new topics. Taking into account the transformation of primary
education in the Czech Republic and new Framework Education Programme
for Primary Education (RVP ZV), the pre-service teacher preparation at the
Faculty of Education, University of Hradec Kralove, was substantially
innovated.
After the Velvet revolution in 1989 events in the Czech Republic evoked
changes in all spheres of the society and the system of education has been
changed reflecting not only professional but also social aspects, e.g.
• general development towards democracy and information and
knowledge society transformed the existing structure of the educational
system;
• new competences were defined which reflected the new learning
content;
• new teaching methods, organizational forms, ways of evaluation were
introduced;
• new relations between elements participating in the educational process
were set; subjects as Humanities, foreign languages, Informatics,
Environmentalistics were emphasized;
• learner´s responsibility for his/her own education, creativeness and
motivation were required;
• economic aspects of education and competitiveness had to be taken
into account;
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