A TEDx video about teaching mathematics; in Slovak, you have to select English subtitles. “Mathematics as a source of joy” Had to share it, but I am afraid the video does not explain too much, and there is not much material in English to link to—I only found twoarticles. So here is a bit more info:
The video is about an educational method of a Czech math teacher Vít Hejný; it is told by his son. Prof. Hejný created an educational methodology based mostly on Piaget, but specifically applied to the domain of teaching mathematics (elementary- and high-school levels). He taught the method to some volunteers, who used it to teach children in Czech Rep. and Slovakia. These days the inventor of the method is dead, he started writing a book but didn’t finish it, and most of the volunteers are not working in education anymore. So I was afraid the art would be lost, which would a pity. Luckily, his son finished the book, other people added their notes and experiences, and recently the method was made very popular among teachers; and in Czech Rep. the government officially suports this method (in 10% of schools). My experience with this method from my childhood (outside of the school system, in summer camps), is that it’s absolutely great.
I am afraid that if I try to describe it, most of it will just sound like common sense. Examples from real life are used. Kids are encouraged to solve the problems for themselves. The teacher is just a coach or moderator; s/he helps kids discuss each other’s solutions. Start with specific examples, only later move to abstract generalization of them. Let the children discover the solution; they will remember it better. In some situation specific tools are used (e.g. the basic addition and subtraction is taught by walking on a numeric axis on the floor; also see pictures here). For motivation, the specific examples are described using stories or animals or something interesting (e.g. the derivative of the function is introduced using a caterpillar climbing on hills). There is a big emphasis on keeping a good mood in the classroom.
This was fun. I like how he emphasizes that every kid can figure out all of math by herself, and that thinking citizens are what you need for a democracy rather than a totalitarian state—because the Czech republic was a communist dictatorship only a generation ago, and many teachers were already teachers then.
A cultural detail which may help to explain this attitude:
In communist countries a carreer in science or education of math or physics was a very popular choice of smart people. It was maybe the only place where you could use your mind freely, without being afraid of contradicting something that Party said (which could ruin your career and personal life).
So there are many people here who have both “mathematics” and “democracy” as applause lights. But I’d say that after the end of communist regime the quality of math education actually decreased, because the best teachers suddenly had many new career paths available. (I was in a math-oriented high school when the regime ended, and most of the best teachers left the school within two years, and started their private companies or non-governmental organizations; usually somehow related to education.) Even the mathematical curriculum of prof. Hejný was invented during communism… but only in democracy his son has the freedom to actually publish it.
A TEDx video about teaching mathematics; in Slovak, you have to select English subtitles. “Mathematics as a source of joy” Had to share it, but I am afraid the video does not explain too much, and there is not much material in English to link to—I only found two articles. So here is a bit more info:
The video is about an educational method of a Czech math teacher Vít Hejný; it is told by his son. Prof. Hejný created an educational methodology based mostly on Piaget, but specifically applied to the domain of teaching mathematics (elementary- and high-school levels). He taught the method to some volunteers, who used it to teach children in Czech Rep. and Slovakia. These days the inventor of the method is dead, he started writing a book but didn’t finish it, and most of the volunteers are not working in education anymore. So I was afraid the art would be lost, which would a pity. Luckily, his son finished the book, other people added their notes and experiences, and recently the method was made very popular among teachers; and in Czech Rep. the government officially suports this method (in 10% of schools). My experience with this method from my childhood (outside of the school system, in summer camps), is that it’s absolutely great.
I am afraid that if I try to describe it, most of it will just sound like common sense. Examples from real life are used. Kids are encouraged to solve the problems for themselves. The teacher is just a coach or moderator; s/he helps kids discuss each other’s solutions. Start with specific examples, only later move to abstract generalization of them. Let the children discover the solution; they will remember it better. In some situation specific tools are used (e.g. the basic addition and subtraction is taught by walking on a numeric axis on the floor; also see pictures here). For motivation, the specific examples are described using stories or animals or something interesting (e.g. the derivative of the function is introduced using a caterpillar climbing on hills). There is a big emphasis on keeping a good mood in the classroom.
EDIT: Classroom videos (not subtitles, but some of them should be obvious): 1st grade, 2nd grade, 3rd grade, 4th grade.
This was fun. I like how he emphasizes that every kid can figure out all of math by herself, and that thinking citizens are what you need for a democracy rather than a totalitarian state—because the Czech republic was a communist dictatorship only a generation ago, and many teachers were already teachers then.
A cultural detail which may help to explain this attitude:
In communist countries a carreer in science or education of math or physics was a very popular choice of smart people. It was maybe the only place where you could use your mind freely, without being afraid of contradicting something that Party said (which could ruin your career and personal life).
So there are many people here who have both “mathematics” and “democracy” as applause lights. But I’d say that after the end of communist regime the quality of math education actually decreased, because the best teachers suddenly had many new career paths available. (I was in a math-oriented high school when the regime ended, and most of the best teachers left the school within two years, and started their private companies or non-governmental organizations; usually somehow related to education.) Even the mathematical curriculum of prof. Hejný was invented during communism… but only in democracy his son has the freedom to actually publish it.
That’s very true. Small addition: Many smart people went into medicine, too.