Session Information
WERA SES 03 A, Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making
Symposium
Contribution
This paper presents the results of a review of the development and trends in two independent countries with the common basis. Before the change of the political system in 1989, Czechoslovakia had a strongly centralized educational system. After 1989, this system underwent a deep reform offering more freedom in all domains of life, including education. The possibility of engaging in large international cooperation was introduced. In 1993 Czechoslovakia split into two independent countries, the Czech Republic and Slovakia. While emerging from a common base, the educational system has developed independently in the newly born countries. However, the cooperation in the domain of education is still strong. The first part of our contribution will focus on the changes that were introduced between 1989 and 1993. Common historical, theoretical and empirical studies across mathematics education in Czechoslovakia will be presented. In the second part of the contribution, an overview of influences that shape mathematics teacher education in the Czech Republic and Slovakia after 1993 will be presented. The historical evolution of different conceptions to teacher education will be presented chronologically. The two teacher education systems will be compared and contrasted and similarities and differences will be articulated. We will look for the empirical research that investigates the effectiveness of different paths to learning to teach mathematics. A question we will seek to answer is whether one country may have been more open to innovative reform than the other in the years after the political system changed. We hypothesize that more active reform may be related to the role that engagement in national and international research has played on each system. We will explore the mathematics education research literature to answer this question paying particular attention to new trends in mathematics education research and consequences of international cooperation, and we will discuss the challenges and benefits in participating in international collaborative studies using our experiences in a project called FIRSTMATH. Keywords: Mathematics teacher education, New trends in mathematics education, International cooperation
References
Favilli, F. (Ed.) (2006). Lower Secondary School Teacher Training in Mathematics. Comparison and Best Practices. Pisa: PLUS edizioni. Gábor O., Kopanev O., Križalkovič, K. (1989). Teória vyučovania matematiky. Bratislava: Slovenské pedagogické nakladateľstvo. ISBN: 80-08-00285-9. Novotná, J. (1997). Research in Didactics of Mathematics in the Czech Republic. In: An International View on Didactics of Mathematics as a Scientific Discipline. Working Group 25 - ICME 8 - Seville July 1996. Ed.: N. A. Malara. Modena: University of Modena. Novotná, J. (2006). Czech Republic. Czech Educational System. In Mathematics Classrooms in Twelve Countries. The Insider’s Perspective (pp. 335-339). Eds.: D. Clarke, C. Keitel, Y. Shimizu. Sense Publishers. ISBN 90-77874-95-X. Novotná, J. - Margolinas, C. – Sarrazy, B. (2013). Developing Mathematics Educators. In Third International Handbook of Mathematics Education (pp. 431-457). Eds.: M.A. Clements, A.J. Bishop, Ch. Keitel, J. Kilpatrick, F.K.S. Leung. Springer. Šunderlík, J., Čeretková, S. (2012). Identification of learning situations during prospective teachers’ student teaching in two countries. In: PreProceedings form The 12th International Congress on Mathematical Education, Seoul, Korea, July 6-15 2012 (pp. 5612-5619). Seoul: COEX.
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