Regulation of Hartmanice River

Bakalářská p ráce se zabývá posouzením stávajícího stavu části Hartmanického potoka a jeho vegetačního doprovodu. Potok protéká obcí Hartmanice v Pardubickém kraji. Zájmový úsek se nachází v ř. km 1,080 – 1,662. Posouzení stávajícího stavu je provedeno na základě vlastní obchůzky, vlastního zaměření toku a pořízené fotodokumentace. V práci jsou navrženy možné varianty stabilizace břehu a doplnění vegetačního doprovodu. Kapacita toku je vypočtena pomocí programu HEC- RAS 4.1.0. Výkresová dokumentace je vytvořena v programu Auto CAD.This bachelor thesis deals with the assessment of the current condition of the part of Hartmanice stream and his vegetation accompaniment. Stream flows through the Hartmanice village in Pardubice region. Designed stretch begins in the R.K. 1,080 – 1,662. Assessment of the current condition is based on the personal perambulation, the personal geodetic survey plus photographs. In this thesis are designed the possible variants of stabilization of the river banks and completion of vegetation accompaniment. The capacity of the flow is counted by the HEC – RAS program. Drawings are created by the Auto - CAD program.

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Tento článek se věnuje vzdělávací pomůcce Concept Cartoons a možnostem jejího využití v profesionální přípravě budoucích učitelů 1. stupně základní školy. Konkrétně představuje metodu, jak Concept Cartoons mohou být použity jako nástroj pro diagnostiku znalostí obsahu a didaktických znalostí obsahu v matematice. První část příspěvku se věnuje teoretickému rámci (didaktických) znalostí obsahu a vzdělávací pomůcce Concept Cartoons jako takové. Popisuje původní metodu pro použití pomůcky při výuce na základní škole ustanovenou Keoghovou a Naylorem, a potom představuje naši práci na diagnostické metodě Concept Cartoons, včetně komentovaného souhrnu našeho dosavadního výzkumu v oblasti kvalitativní diagnostiky (didaktických) znalostí obsahu v matematice. Druhá část příspěvku představuje další krok v metodologii: smíšený přístup k dané problematice, který umožňuje obohatit kvalitativní výsledky o kvantitativní charakteristiky. Smíšená metoda je názorně předvedena na malé empirické studii, která poskytuje náhled na možnou konkrétní podobu onoho kvantitativního obohacení.The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers' knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided.&nbsp

Assessing Future Teachres' Knowledge on Fractions: Written Tests vs Concept Cartoons

The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers' education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole

Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers – future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.&nbsp

Course concepts based on educational vignettes: the case of open approach and concept cartoons

coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by EU Erasmus+ Program

ON THE WAY TO DEVELOP OPEN APPROACH TO MATHEMATICS IN FUTURE PRIMARY SCHOOL TEACHERS

In our contribution we focus on the possibility to develop open approach to mathematics in future primary school teachers during a university course on mathematics conducted in inquiry-based manner. In the first part of the research we analyse data obtained in the beginning and in the end of the mathematics course with respect to two main aspects related to open approach to mathematics: searching for all solutions of a task, and acceptance of different forms of notation of a given solution. Data analysis revealed in the participants three different shifts towards open approach to mathematics, and showed that after the active participation in the course each of the participants improved at least in one of the monitored aspects, and that none of the participants got worse in any of the aspects. In the second part of the research we analyse problems posed by participants several months after the end of the course, again with respect to the two aspects related to open approach to mathematics. As a special diagnostic instrument in our research we use an educational tool called Concept Cartoons

ON THE WAY TO OBSERVE HOW FUTURE PRIMARY SCHOOL TEACHERS REASON ABOUT FRACTIONS

In our contribution we focus on the possibility to use an educational tool called Concept Cartoons in future primary school teachers’ education, as an instrument for observing how future primary school teachers reason about fractions. In the introduction section we present Concept Cartoons, and also the primary school level of the fractions topic. In the first part of the research we analyse data obtained when future primary school teachers were solving a problem in the Concept Cartoon form. The task which we adapted to this form belongs to primary school mathematics, it focuses on the concept of a fraction per se (on the parts-and-whole decision and on comparison of two pre-partitioned models with diverse wholes). Using Concept Cartoons, we can observe which statements about the issue our respondents consider as correct, and which kinds of reasoning they use in their justifications. In the second part of the research we analyse problems that the respondents themselves posed in the Concept Cartoon form, with particular focus on tasks devoted to fractions

A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically

Pedagogical Content Knowledge in Mathematics of Future Elementary School Teachers Who Are About to Start Their Mathematics Education Courses

Předkládaná studie se věnuje problematice zkoumání didaktických znalostí obsahu v matematice v kontextu vzdělávání budoucích učitelů 1. stupně ZŠ. Jako nástroj pro zkoumání těchto znalostí představuje výukovou pomůcku Concept Cartoons. První část příspěvku uvádí přehled souvisejícího výzkumu, v druhé části popisujeme kvalitativní výzkum s přípravnou studií. Přípravná studie byla zaměřena na způsob použití Concept Cartoons jako nástroje pro zkoumání didaktických znalostí obsahu, vlastní výzkum byl zaměřen na zkoumání didaktických znalostí obsahu u budoucích učitelů 1. stupně ZŠ. Účastníky výzkumu byli studenti druhého ročníku pětiletého magisterského oboru Učitelství pro 1. stupeň ZŠ, kteří ještě nenavštěvovali univerzitní kurz didaktiky matematiky. Zájem byl soustředěn na znalosti v oblasti číselných oborů. Výsledky šetření potvrdily, že neformální základy didaktických znalostí obsahu mohou někteří budoucí učitelé úspěšně získávat z vlastních zkušeností v roli žáka/studenta na základní škole, střední škole a během nedidaktických univerzitních kurzů. Analýza dat odhalila několik respondentů s dobrou znalostí učebních úloh a žákových miskoncepcí. Zároveň jsme však objevili i respondenty, kteří nejsou schopni rozlišovat mezi identifikací, příčinou a nápravou chyby a kteří mají o možném uvažování žáků nerealistické mylné představy. Obecné výsledky šetření jsou ve studii doloženy konkrétními datovými úryvky.The study focuses on investigating pedagogical content knowledge in mathematics in the context of future elementary school teachers’ education. The primary strategy explored in this study is the use of a teaching tool called “concept cartoons”. The first part of the contribution gives an overview of the relevant research, while the second part describes our own empirical research and a preparatory study. The preparatory study focused on the ways in which concept cartoons could be used as a tool for investigating pedagogical content knowledge. The research itself focused on the investigation of pedagogical content knowledge of future primary elementary school teachers. The participants of our research were students of the second year of a five-year master degree university programme for future elementary school teachers who had not yet attended the respective mathematics education college course. We focused on assessing their knowledge in the field of number systems. The results of the research have confirmed that some future teachers are able to acquire some expertise in pedagogical content knowledge in non-formal settings, during their attendance of K-12or non-didactic university courses. The data analysis revealed the several participants had good knowledge of the relevant tasks and pupils’ misconceptions. Some participants, however, were unable to distinguish between the act of identifying a mistake and the ability to identify the cause and potential remedy of a mistake. They also had unrealistic expectations about pupils’ levels of reasoning. General results of the research are demonstrated by sample data segments

Distribution Analysis of the Selected Product through the Direct Sales and Possibility of Entering a New Market

89 s., 1 s. příl. :obr., tab. +CD ROMTématem této diplomové práce je analýza distribuce vybraného produktu formou přímého prodeje a možnosti vstupu na nový trh v podmínkách společnosti AQUEL BOHEMIA, s.r.o. Firma se na českém a několika zahraničních trzích specializuje na distribuci produktů formou přímého prodeje. Prostřednictvím svých obchodních zástupců nabízí na trh filtrační zařízení na doúpravu pitné vody, parní čističe, čističku vzduchu či vysavače. Obchodní zástupci fungují v rámci svého podnikání v multi level marketingové struktuře, kde mohou dále vytvářet vlastní obchodní síť. Práce je členěna na dvě základní části. První část se zabývá základními principy přímého prodeje a jeho zařazením ve struktuře komunikačního mixu, dále také fungováním a podstatou multi level marketingu a na závěr zmiňuje specifika rozhodnutí vstupu na trh zahraniční. Hlavní část analýzy se v druhé části věnuje působení společnosti na českém i zahraničních trzích. Blíže se soustředí na rozvoj a možnosti rozšíření exportu na trh rumunský. Na závěr následuje zhodnocení úspěšnosti distribuce vybraného produktu formou přímého prodeje na uvedených trzích