Improving the Attitude towards Mathematics via an ICT Rearrangement of the 8th Grade Math Curriculum

摘要

Under consideration is an experimental teaching in mathematics of an eight-grade high abilities student, whose attitude towards mathematics initially was negative. The educational goal includes developing student's competence of synthetic type, i.e. a package of knowledge, skills and attitudes, which are multifunctional and transferable. The European framework of key-competences is chosen to design an individual educational trajectory (IET). An original didactic model is adopted as theoretical base for this IET. The main issue in the IET was how to change the student's attitude towards mathematics to positive. For resolving this issue, a rearrangement of the syllabus is done by incorporating ICT. A large part of the routine paper-and-pencil drills was replaced with dynamic-geometry-software exercises. Parallel to the compulsory lessons in math, the IET included two project-oriented initiatives. The goal of these initiatives were to reinforce the synthesis of the student's analytical knowledge and skills, which were built separately in math, ICT and arts. On this stage of the IET, the informal learning served as an accelerator in turning attitude in positive direction. At the final stage of the experimental teaching, the student covers the general standard for positive attitude towards mathematics.