Abstract:

In the recent months, the COVID-19 pandemic resulted in the closure of schools around the World. Pupils and students were locked down and enforced to move to distant education, predominantly over the Internet. The lowered communication with their educators raised the importance of “communication” with supportive learning materials: textbooks, working sheets, problems solvers, etc. This poses additional load to Mathematics education. High quality materials, including electronic ones became a must. In parallel to the reviewed ones, there are now plenty unofficial ones, placed on the Net. They have various formats starting with texts through video lectures to animations and virtual reality. Some are simply explanatory, others exploit interaction.

In our contribution, we analyse which of them can contribute to quality of Mathematics courses and hold them coordinated with the taxonomy of learning objectives. We show how their well-specified coordination with the traditional teaching methods and aids can contribute to learner’s deeper knowledge. The study is based on the analysis of Czech and Slovak textbooks and both traditional and electronic materials, on the comparison of their content with the criteria of Revised Bloom's Taxonomy.

In our study, we will also demonstrate the ways of incorporating appropriate pieces of informal (tacit) knowledge into each level of Revised Bloom's Taxonomy. They support students’ understanding of the complexity of mathematics and illustrate that its rules and formulas are not omnipotent and their application is context sensitive.

Keywords:

Mathematics Context-related, Learning Materials, Mathematics education, Revised Bloom's Taxonomy.