Teaching work experience 3

Students acquire field experiences with classroom observation and instruction. Mathematics teacher guides a student to gain real classroom experiences. Students observe classroom teaching and under teacher's observation also teach themselves. Teaching is discussed and analysed. In field practice is carefully designed in collaboration with high school teacher advisor and university teacher. Student acompanies a week of high school teacher's work (about 25 school hours) and within that teaches at least eight hours.

In agreement with the course teacher, a student can partially fulfil course obligations also by other specific practical pedagogical work. Within the course students can attend professional meetings.

H. Freudenthal: Mathematics as an Educational Task, Springer, Berlin, 1972.
S. G. Krantz: How to Teach Mathematics, 2nd edition, AMS, Providence, 1999.
F. Pediček: Edukacija danes, Obzorja, Maribor, 1994.
G. Polya: Mathematics and Plausible Reasoning, Princeton Univ. Press, Princeton, 1990.
Srednješolski učbeniki.
H. W. Heymann: Why Teach Mathematics : A Focus on General Education, Springer, New York, 2004.

In field experiences are an obligatory part of pedagogical training. It is organized to be as reflective and creative as possible. It designed to promote a successful interaction between content and didactical principles of teaching. Prospective teachers learn about the problems of modern mathematics teaching.

Students acquire the ability to understand and handle the complexity of modern teaching of mathematics. Practical experiences are ingrained into their teaching principles.

Classroom observation, instruction, discussions, consultations

Classroom bservation, instruction, report
Adequate ability of professional communication in Slovenian is required.
Grading: pass/fail

KOBAL, Damjan. Technology and simple math ideas inspire teaching. V: ICME - 12 : the 12th International Congress on Mathematical Education, July 8-15, 2012, COEX, Seul, Korea. Cheongju: Korea National University of Education, 2012, 7 str. [COBISS-SI-ID 17151577]
KOBAL, Damjan, et al. Integrating algebra and geometry with complex numbers. V: International Seminar in Mathematics Education 2011. Park City: Park City Mathematics Institute - Institute for Advanced Study, cop. 2013, 9 str. [COBISS-SI-ID 17152345]
KOBAL, Damjan. Iluzija objektivnosti ali objektivnost odgovornosti. Obzornik za matematiko in fiziko, ISSN 0473-7466, 2007, letn. 54, št. 1, str. 18-28. [COBISS-SI-ID 14302297]
KOBAL, Damjan. Inner product space and circle power. Publicationes mathematicae, ISSN 0033-3883, 2012, vol. 81, fasc. 1-2, str. 1-9. [COBISS-SI-ID 16336473]
KOBAL, Damjan. Bijections preserving invertibility of differences of matrices on H [sub] n. Acta mathematica Sinica, English series, ISSN 1439-8516, 2008, vol. 24, no. 10, str. 1651-1654. [COBISS-SI-ID 15588441]
KOBAL, Damjan. Preserving diagonalisability on upper triangular matrices. Linear and Multilinear Algebra, ISSN 0308-1087, 2006, vol. 54, no. 3, str. 189-194. [COBISS-SI-ID 13971801]