Palacký University, Faculty of Education (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 5705-5710
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1154
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
In 2020, the Ministry of Education, Youth and Sports of the Czech Republic issued the document titled Strategy of the Education Policy in the Czech Republic until 2030+. The goal of the 2030+ Strategy is to modernize education to help children and adults survive in the dynamic and ever-changing world of the 21st century.

The Strategy is devoted in part to digital education. Education in digital technologies plays a key role in the economy and in modern society. An important factor in the educational process is the relationship of students and teachers to digital technologies.

In this article, we will consider whether basic knowledge of programming can contribute effectively to classroom skills of a mathematics teacher applying digital technologies to school mathematics.

We carried out a research investigation with the aid of a questionnaire to find out the attitude of future mathematics teachers to the possibility of learning the basics of programming and the subsequent use of this skill in educating students.

In the article we give examples of topics and simple computer programs that can revitalize the teaching of mathematics in primary and secondary schools. It is not assumed that mastery of the basics of programming is completely necessary for all mathematics teachers. However, this skill, properly implemented in the classroom, can have an undeniable pedagogical contribution to the education of the new generation of students.
Mathematics teachers, programming, pedagogical contribution.