Teaching work experience 1

Completed Analysis 1 and fluency in Slovenian which is necessary to follow school lessons in Slovenian schools.

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 participates within at least fourty school hours and within that teaches at least seven hours. Student mainly visits high school classes, but also elementary school.

In agreement with the course teacher, a student can partially or fully fulfil course obligations also by other specific practical pedagogical work.

1. S. G. Krantz: How to Teach Mathematics, 2nd ed., Providence : American mathematical society, cop. 1999.
2. G. Polya: Induction and analogy in mathematics, 12th print. and 1st Princeton Paperback print. - Princeton : Princeton University Press, 1990
3. G. Polya: Patterns of plausible inference, 2nd ed. - Princeton (New Jersey) : Princeton University Press, 1968.
4. G. Pavlič ... [et al.]: Linea nova : matematika za gimnazije, 2. izd., Ljubljana : Modrijan izobraževanje, 2022.
5. G. Pavlič ... [et al.]: Planum novum : matematika za gimnazije, 2. izd., Ljubljana : Modrijan izobraževanje, 2023.
6. G. Pavlič ... [et al.]: Spatium novum : matematika za gimnazije, 2. izd., Ljubljana : Modrijan izobraževanje, 2022.
7. G. Pavlič ... [et al.]: Tempus novum : matematika za gimnazije, 2. izd., Ljubljana : Modrijan izobraževanje, 2023.
8. H. W. Heymann: Why teach mathematics? : a focus on general education, Dordrecht : Kluwer, cop. 2003.

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 observation, 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]