Palacký University in Olomouc (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 7585-7588
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1833
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
In connection with the current discussed reform of curricular documents in the Czech Republic the perception of digital literacy and its implementation into the educational process is changed, into the teaching mathematics including. In addition to the requirement of the teachers’ digital competencies, there is also a requirement to respond to the actual change the perception of the objectives of mathematical education especially in the relationship between building and developing both pupils’ mathematical and digital literacy. The article describes the transformation of digital literacy perception, it identifies its planned anchorage during mathematical teaching and it presents the documents on which the reform is based.

In the last years, there has been a trend in the educational process of implementing digital technologies in teaching. Today we can no longer imagine an educational process without e-learning support that can be integrated into the educational process in various forms such as blended learning or m-learning. The possibilities of digital technology can be used very effectively even in inquiry-based education, which emphasizes the theory of pedagogical constructivism, more intensive implementation of activities oriented at changing the method pupils obtaining and acquiring new knowledge including the active use of digital technologies. These technologies have always been implemented into teaching only as supporting didactic tools to present the curriculum more visual, for easier access to information, to submit the curriculum in more interactive form, to support constructivist approaches, etc. So far, however, the goal of their involvement has not been the development of pupils' digital literacy. However, in the curricular reforms implemented, digital literacy should be one of the main objectives in teaching specialized subjects (in this case mathematics), which should be achieved through appropriately designed curriculum and adequate use of digital technologies. The main objective of teaching mathematics is decomposed to the development of mathematical literacy and digital literacy.

The staff of the Department of Mathematics, Faculty of Education, Palacký University in Olomouc, started the project in which research will be conducted between primary and lower secondary school mathematics teachers aiming to find out how the current teachers are prepared for this reform. The article will present theoretical background, content and scope of research. The obtained data will draw conclusions on the current state of current educational reality and will be reviewed the undergraduate preparation of future mathematics teachers. The results of the research will be published in subsequent articles in subsequent conferences.
Digital literacy, mathematical literacy, revision of curriculum.