Abstract:

Paper is focus on determining the preparedness level of using digital instruments in future mathematics teaching by prospective mathematics teachers. The ability to use and understand information is one of the main requirement for effective educational process. It is closely linked to pedagogical constructivism principles which emphasise pupils’ own building of set of experience, which is generally seen as non-transferable. Even though this building process results from the obtained information, it is conditioned by the cognitive pre-conceptions of pupils. Implementing of digital technologies significantly innovate the traditional concept of teaching. The fact that nowadays pupils have the possibility of accessing an infinite quantity of pieces of information by clicking a single button constitutes a special challenge for the structure of the educational system. On the grounds of the constructivist concept of teaching, the role of the teacher changes and the teacher becomes a facilitator. Therefore paper attemps to show the connection between mathematics and digital literacy and the ways how use it in mathematics lessons. There is presented the results of survey which was based on the international study Teacher Education and Development Study in Mathematics (TEDS-M), especially from the set of questions which examine the beliefs of future mathematics teachers about their current studies and prospective work.

Keywords:

Mathematical literacy, digital literacy, teacher, TEDS-M.