GEOMETRY TAUGHT IN 1ST TO 5TH YEAR OF STUDY OF PRIMARY SCHOOLS IN CZECH REPUBLIC – COMPARISON OF EDUCATIONAL CONTENT IN SELECTED PRIMARY SCHOOLS
In 2015, the curriculum reform was introduced to practices in the Czech Republic. The previous detailed educational curriculums for courses was redefined by Framework Educational Program (RVP). In this program, the minimal educational content of the longer time-periods is declared; concretely, for the first level of primary schools in the 3rd to 5th year of study. Further, the individual School Educational Programs (SVP) were prepared by schools in which the individual ways for achieving of the educational content were chosen. These approaches were formulated in RVP. The educational content was there described for each denoted year of study.
Similarities and differences of the educational content focused on SVP in the particular schools were the subject of interest in the context of an educational area of mathematics. This area can be divided into four thematic fields:
(1) Number and the arithmetical operation,
(2) Dependences, relations and data-processing,
(3) Geometry - Planimetry and Stereometry,
(4) Non-standard application tasks and problems.
In the presented paper, Geometry – Planimetry and Stereometry are discussed in the context of the described topics. The following problems are focused on:
(1) which educational content was selected in an approximately same time-period,
(2) which educational content was chosen into the significantly different time-periods by schools,
(3) if exists any educational content, that was chosen over the frame of the obligatory content of RVP by schools.
SVP was analyzed in relation to the topic of Geometry – Planimetry and Stereometry in 15 primary schools. These schools were voluntarily registered and signed in our offer in the region of our university. All formulated research questions were answered in this paper. Further, steps of building of the particular mathematical objects were observed across years of study with the evaluation of continuities on the related topics and time-requirements. These results are detailed described in this contribution. In conclusions, commentaries are noted to the presented results.
The further research continuous with an increased number of the analyzed SVP with discussions of the further topics of mathematics and with mapping of relations between the structure of SVP and successes of students in the international compared tests. The aim of the last analysis are recommendations for a modification of SVP.