This paper aims to analyse the language learning motivations of Chinese students majoring in Central and Eastern European languages at universities in the Yangtze River Delta. Thanks to the cooperation of the People’s Republic of China with the countries of this part of Europe, this group of learners is increasing, while the Yangtze River Delta was an important place for the implementation of the Chinese initiative, therefore, getting acquainted with the motivations of students learning Central and Eastern European languages may be important for the education of future participants of global exchange. This research used a survey strategy. It turned out that the respondents had mainly internal motivations. External factors, such as the teacher, can have a positive influence on the development of motives. What is needed is a concern for those who have become less motivated during their studies.
{"title":"Analiza motywacji do uczenia się chińskich studentów kierunków języków Europy Środkowo-Wschodniej studiujących w Delcie Rzeki Jangcy","authors":"Huling Zhang","doi":"10.24917/20820909.13.8","DOIUrl":"https://doi.org/10.24917/20820909.13.8","url":null,"abstract":"This paper aims to analyse the language learning motivations of Chinese students majoring in Central and Eastern European languages at universities in the Yangtze River Delta. Thanks to the cooperation of the People’s Republic of China with the countries of this part of Europe, this group of learners is increasing, while the Yangtze River Delta was an important place for the implementation of the Chinese initiative, therefore, getting acquainted with the motivations of students learning Central and Eastern European languages may be important for the education of future participants of global exchange. This research used a survey strategy. It turned out that the respondents had mainly internal motivations. External factors, such as the teacher, can have a positive influence on the development of motives. What is needed is a concern for those who have become less motivated during their studies.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88187807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the reflection and the data gathered for the Ph.D. thesis “Chinese students in the Polish educational system – from basic communication to cognitive academic language proficiency skills” presents the specificity of teaching Polish as a second language to young people (12–13 years old) who come from the distant culture and countries. The first part is a brief outline of the Chinese migration in Poland, with particular emphasis on the youngest generation of migrants. The second part of the paper showed the methodology and analysis of the conducted research with conclusions that enabled to answer the research questions. The article the examples of suggestions that may presumably enforce the process of teaching Polish in school conditions by students with experience of migration.
{"title":"Od języka podstawowej komunikacji do języka edukacji szkolnej - zarys procesu nabywania polszczyzny w warunkach szkolnych na przykładzie nastoletnich chińskich uczniów","authors":"A. Mikulska","doi":"10.24917/20820909.13.6","DOIUrl":"https://doi.org/10.24917/20820909.13.6","url":null,"abstract":"The article presents the reflection and the data gathered for the Ph.D. thesis “Chinese students in the Polish educational system – from basic communication to cognitive academic language proficiency skills” presents the specificity of teaching Polish as a second language to young people (12–13 years old) who come from the distant culture and countries.\u0000The first part is a brief outline of the Chinese migration in Poland, with particular emphasis on the youngest generation of migrants.\u0000The second part of the paper showed the methodology and analysis of the conducted research with conclusions that enabled to answer the research questions.\u0000The article the examples of suggestions that may presumably enforce the process of teaching Polish in school conditions by students with experience of migration.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88772823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using the project method in teaching Polish as a foreign language allows for effective individualisation of teaching. The individualisation of teaching should be applied in mixed and multi-level groups, which often occur at German universities. The time of the pandemic was an opportunity to translate the project method into remote teaching. The article describes an example of remote teaching based on this method. It is accompanied by teaching materials facilitating the development of the student vlog and documentation structuring the project work.
{"title":"Binnendifferenzierung im Online-Format - Projektarbeit im Polnischunterricht","authors":"Ewa Krauss","doi":"10.24917/20820909.13.13","DOIUrl":"https://doi.org/10.24917/20820909.13.13","url":null,"abstract":"Using the project method in teaching Polish as a foreign language allows for effective individualisation of teaching. The individualisation of teaching should be applied in mixed and multi-level groups, which often occur at German universities. The time of the pandemic was an opportunity to translate the project method into remote teaching. The article describes an example of remote teaching based on this method. It is accompanied by teaching materials facilitating the development of the student vlog and documentation structuring the project work.\u0000 ","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73336702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Ponomarova, A. Boiarska-Khomenko, O. Gulich, O. Zhernovnykova, V. Masych, N. Olefirenko
The essence, purpose, tasks, approaches, principles, content, forms and methods of methodical training of future teachers of Physics, Mathematics and Computer Science, as well as Masters in Educational and Pedagogical Sciences are revealed. Methodical training of future teachers is considered as one that should provide a synthesis of subject, psychological, pedagogical and methodological knowledge, skills, abilities and personal qualities of applicants for Higher Pedagogical Education. As the analysis of the experience of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv National Pedagogical University, implementation of the developed concept of methodical training of future teachers allows to provide preconditions for creation of a trajectory of their further professional development focused on their personal and professional growth, successful professional self-realization. Key words: future teachers; Physics; Mathematics; Computer Science; Educology; methodical training.
{"title":"On pre-service STEM teachers' training in Ukraine","authors":"N. Ponomarova, A. Boiarska-Khomenko, O. Gulich, O. Zhernovnykova, V. Masych, N. Olefirenko","doi":"10.24917/20809751.14.13","DOIUrl":"https://doi.org/10.24917/20809751.14.13","url":null,"abstract":"The essence, purpose, tasks, approaches, principles, content, forms and methods of methodical training of future teachers of Physics, Mathematics and Computer Science, as well as Masters in Educational and Pedagogical Sciences are revealed. Methodical training of future teachers is considered as one that should provide a synthesis of subject, psychological, pedagogical and methodological knowledge, skills, abilities and personal qualities of applicants for Higher Pedagogical Education. As the analysis of the experience of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv National Pedagogical University, implementation of the developed concept of methodical training of future teachers allows to provide preconditions for creation of a trajectory of their further professional development focused on their personal and professional growth, successful professional self-realization.\u0000Key words: future teachers; Physics; Mathematics; Computer Science; Educology; methodical training.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89315247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we aim to characterise and define the phenomena of the infinite limit of a function at infinity. Based on the intuitive and formal approaches, we obtain as results five phenomena organised by a definition of this limit: intuitive unlimited growth of a function, for plus and minus infinity, and intuitive unlimited decrease of a function, for plus and minus infinity (intuitive approach), and the round-trip phenomenon of infinite limit functions (formal approach). All this is intended to help overcome the difficulties that pre-university students have with the concept of limit, contributing from phenomenology, Advanced and Elementary Mathematical Thinking, and APOS theory. Keywords: limit, infinity, functions, phenomenology, Advanced Mathematical Thinking, APOS
{"title":"Infinite limit of a function at infinity and its phenomenology","authors":"Mónica Arnal-Palacián","doi":"10.24917/20809751.14.3","DOIUrl":"https://doi.org/10.24917/20809751.14.3","url":null,"abstract":"In this paper we aim to characterise and define the phenomena of the infinite limit of a function at infinity. Based on the intuitive and formal approaches, we obtain as results five phenomena organised by a definition of this limit: intuitive unlimited growth of a function, for plus and minus infinity, and intuitive unlimited decrease of a function, for plus and minus infinity (intuitive approach), and the round-trip phenomenon of infinite limit functions (formal approach). All this is intended to help overcome the difficulties that pre-university students have with the concept of limit, contributing from phenomenology, Advanced and Elementary Mathematical Thinking, and APOS theory.\u0000Keywords: limit, infinity, functions, phenomenology, Advanced Mathematical Thinking, APOS","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90472283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many theorems concerning incircle of a random triangle can be transferred by analogy onto it's excircle. In the following paper we aim to show analogies between mixtilinear incircle and mixtilinear excircle by presenting variants of theorems proved in (Pater, Sochacki, 2020).
{"title":"The mixtilinear excircle vs the mixtilinear incircle","authors":"Mikołaj Pater, Robert Sochacki","doi":"10.24917/20809751.14.2","DOIUrl":"https://doi.org/10.24917/20809751.14.2","url":null,"abstract":"Many theorems concerning incircle of a random triangle can be transferred by analogy onto it's excircle. In the following paper we aim to show analogies between mixtilinear incircle and mixtilinear excircle by presenting variants of theorems proved in (Pater, Sochacki, 2020).","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74463784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this note is to report on an educational experiment conducted in the academic year 2020/21 in a Polish high school under the pandemic situation. We discuss some various scenarios of implementation of the peer instruction method as developed by Eric Mazur blended with the flipped class approach. The material used during the experiment is discussed in grade 11 and concerns polynomials and their properties. The experiment was conducted in two classes. We were primarily interested in using peer instruction to eliminate errors in students' reasoning resulting from deep misconceptions.
{"title":"On the peer-to-peer instruction in high school mathematics education, a case study","authors":"Oktawia Targosz, Beata Strycharz-Szemberg","doi":"10.24917/20809751.14.6","DOIUrl":"https://doi.org/10.24917/20809751.14.6","url":null,"abstract":"The purpose of this note is to report on an educational experiment conducted in the academic year 2020/21 in a Polish high school under the pandemic situation. We discuss some various scenarios of implementation of the peer instruction method as developed by Eric Mazur blended with the flipped class approach. The material used during the experiment is discussed in grade 11 and concerns polynomials and their properties. The experiment was conducted in two classes. We were primarily interested in using peer instruction to eliminate errors in students' reasoning resulting from deep misconceptions.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85671537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents some theorems about fixed points of nonexpansive mappings of certain convex subsets of Banach spaces, aswell as examples of applications of these theorems, among others, to justify the correctness of the square roots approximation process in Heron’s algorithm (from the 1st century AD).
{"title":"Fixed point theorems of generalized contractions and their applications","authors":"Eugeniusz Barcz","doi":"10.24917/20809751.14.1","DOIUrl":"https://doi.org/10.24917/20809751.14.1","url":null,"abstract":"The paper presents some theorems about fixed points of nonexpansive mappings of certain convex subsets of Banach spaces, aswell as examples of applications of these theorems, among others, to justify the correctness of the square roots approximation process in Heron’s algorithm (from the 1st century AD).","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74533218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback is one of the pillars of formative assessment. It is a comment (conveyed in various forms) to the work done. Thanks to it, both students and teachers obtain information that allows them to direct their further work. Instead of giving the student a summative assessment (in the form of a grade), the teacher can formulate a formative assessment in the form of feedback. In order to provide the student with good feedback, the teacher should emphasize what the student did well, which needs to be corrected, give tips on how to correct mistakes and shortcomings, and indicate directions for further work. In teaching math, feedback is very helpful. Students making mistakes often do not understand what they are and do not know how to correct them. Also, when the student is unable to solve a given task, he often does not know how to look for clues to solve the problem. Thanks to the feedback, the student receives this information. On the other hand, the teacher, while conducting the lesson, finds out whether the problem he has explained has been understood, or whether he has to explain it again in a different way. It is essential for the effective teaching of mathematics. As a result of the covid pandemic, most schools introduced on-line teaching. Teachers were forced to use remote learning tools, whether they knew them before or not (then they had to learn them quickly). Due to the new situation faced by teachers and students, the role of feedback in teaching, in particular in teaching mathematics, may have changed. The response to this is the study presented below, which compares the importance of feedback from mathematics lessons to on-line and stationary (classroom) learning.
{"title":"Comparison of the importance of feedback in mathematics lessons in on-line and stationary learning","authors":"Eliza Jackowska-Boryc, A. Pyzara","doi":"10.24917/20809751.14.7","DOIUrl":"https://doi.org/10.24917/20809751.14.7","url":null,"abstract":"Feedback is one of the pillars of formative assessment. It is a comment (conveyed in various forms) to the work done. Thanks to it, both students and teachers obtain information that allows them to direct their further work. Instead of giving the student a summative assessment (in the form of a grade), the teacher can formulate a formative assessment in the form of feedback. In order to provide the student with good feedback, the teacher should emphasize what the student did well, which needs to be corrected, give tips on how to correct mistakes and shortcomings, and indicate directions for further work. \u0000In teaching math, feedback is very helpful. Students making mistakes often do not understand what they are and do not know how to correct them. Also, when the student is unable to solve a given task, he often does not know how to look for clues to solve the problem. Thanks to the feedback, the student receives this information. On the other hand, the teacher, while conducting the lesson, finds out whether the problem he has explained has been understood, or whether he has to explain it again in a different way. It is essential for the effective teaching of mathematics. \u0000As a result of the covid pandemic, most schools introduced on-line teaching. Teachers were forced to use remote learning tools, whether they knew them before or not (then they had to learn them quickly). Due to the new situation faced by teachers and students, the role of feedback in teaching, in particular in teaching mathematics, may have changed. The response to this is the study presented below, which compares the importance of feedback from mathematics lessons to on-line and stationary (classroom) learning.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84782379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents a~teaching proposal for the Mathematics Education course for university students of Education with a specialisation in Early Childhood Education, in order to motivate pre-service teachers to self-discovery and to encourage individual mathematical problem solving. The proposal was pre-tested in practice. Interactive activities were carried out in which pre-service teachers individually solved mathematical problems at thematic stations and had the opportunity to learn by manipulating objects and discovering solutions to problems. The study was conducted using an action research approach. The results of the study are described in four areas of the researcher's activity: preparing the learning environment (organising the research), observing the subjects, communicating with the subjects (interviewing the pre-service teachers) and using the results.
{"title":"Inspiring pre-service teachers of early years education to create an inquiry environment for children to learn mathematics","authors":"Agnieszka Bojarska-Sokołowska","doi":"10.24917/20809751.14.9","DOIUrl":"https://doi.org/10.24917/20809751.14.9","url":null,"abstract":"The paper presents a~teaching proposal for the Mathematics Education course for university students of Education with a specialisation in Early Childhood Education, in order to motivate pre-service teachers to self-discovery and to encourage individual mathematical problem solving. The proposal was pre-tested in practice. Interactive activities were carried out in which pre-service teachers individually solved mathematical problems at thematic stations and had the opportunity to learn by manipulating objects and discovering solutions to problems. The study was conducted using an action research approach. The results of the study are described in four areas of the researcher's activity: preparing the learning environment (organising the research), observing the subjects, communicating with the subjects (interviewing the pre-service teachers) and using the results.","PeriodicalId":33912,"journal":{"name":"Annales Universitatis Paedagogicae Cracoviensis Studia Naturae","volume":"63 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91362025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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