Abstract:

We are entering a period in which our students are the children of Generation Z. This is the most technologically savvy generation of all time. Generation Z prefers interactive and pragmatic teaching methods allowing students to use their own creativity in problem solving. According to the latest research, Generation Z children appreciate the time to focus and think through a problem at their own pace.

Will the facts from the historical development of mathematics and the acquisition of current mathematical knowledge help us to educate students of Generation Z?

In the presented article, we will focus on the problems of student education in the field of mathematics within the context of the present time. We analyse and identify the needs and processes of acquiring knowledge on the basis of problem tasks that have been solved by students at different levels of primary, secondary and higher education, regardless of their mathematical apparatus.

Our main goal is to observe the progress the students made thanks to elementary and high school schooling system in the language of historical evolution. We will verify the evolution of thinking of students according to the historical background practically and compare it with didactic methods used nowadays.

Our way of thinking goes from the most basic to the most complicated concepts as well, but the whole process is hastened by the assistance of a more experienced person - a teacher.
Our aim is to check up on a healthy development of students' minds and to verify whether the school curriculum does not overtake natural psychological development.

Based on acquired knowledge, we propose a structure for the creation of a suitable mathematical study material. This material needs to contain different forms of curriculum processing to suit the way of acquiring knowledge of the current generation, while maintaining continuous attention and slowing down the decline of the ability to concentrate. We all want the students to obtain as much information in school as possible and to achieve that we must fluently change our ways of teaching through years. Recent events as pandemic or multiple crises have some consequences which should be considered when talking about education. We realize this need and have an aim to create a suitable material for better education of the current and next generation of students.

The authors acknowledge support of this research by VEGA 1/0069/23 and VEGA 1/0267/21 grants.

Keywords:

Didactics, education, mathematics, study material, Generation Z.