Abstract:

The submitted paper deals with the influencing of a pupil's relationship to mathematics through a teacher´s innovation evaluated on the basis of the theory of innovation complemented by further research including important aspects of diffusion of innovations according to Rogers. It is a part of an extensive survey focused on the impact of a teacher´s progressivity on a pupil's different abilities/skills. The research itself was based on a questionnaire survey following on Kankaanrinta's proposal, which was adapted for the Czech conditions by Černoch and Siňor. This tool contains 25 items. The reliability of the whole tool concerning a teacher´s innovation is α = .78, signifying a sufficient tool reliability. The pupil's relationship to mathematics was then tested by three different tools and the one whose reliability reaches acceptable α = .72 is presented here. 283 pupils aged 10 to 12 (136 boys and 142 girls) participated in the survey. The results show that pupils were motivated equally regardless of a teacher's innovation. Pupil's motivation decreases with teacher's innovation, but these differences did not appear to be significant at the commonly used significance level 5 %. The research in detail is presented in the paper.

Keywords:

Motivation, pupil's relationship to mathematics, innovation.