Publications and Presentations

2024 Publications

Kohanová, I., Porkertová, M., Slavíčková, M. & Švecová, S. (2024). Argumentácia v matematike. Zbierka úloh pre 7. - 9. ročník ZŠ. [Argumentation in mathematics. A collection of tasks for 7th - 9th grade of elementary school.] Bratislava, Slovakia: Orbis Pictus Istropolitana.

 

2023 Publications

Kohanová, I., Porkertová, M., Slavíčková, M. & Švecová, S. (2023). Argumentácia v matematike. Zbierka úloh pre 5. a 6. ročník ZŠ. [Argumentation in mathematics. A collection of tasks for the 5th and 6th grade of elementary school.] Bratislava, Slovakia: Orbis Pictus Istropolitana.

Çakıroğlu, E., Kohanová, I., İşler-Baykal, I., Slavíčková, M., Di Paola, B., Michal, J. , & Høynes, S.M. (2023). Mathematics teachers' uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4109–4116). Alfréd Rényi Institute of Mathematics and ERME. ⟨hal-04417327⟩

Jánošková, K., Hrušková, K., Valášková D., & Vráblová, L. (2023). Pre-service Mathematics Teachers Thoughts about Reasoning and Proof in Mathematics Lessons. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 3783–3784). Alfréd Rényi Institute of Mathematics and ERME. ⟨hal-04407616⟩

Novotná, J., & Slavíčková, M. (2023). Reasoning and proving tasks on geometry in two distinct textbooks: One topic, two lenses. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 232–239). Alfréd Rényi Institute of Mathematics and ERME. ⟨hal-04410982⟩

Michal, J. (2023). Pre-service teachers’ conceptions and beliefs of reasoning and proof in school mathematics. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 192–199). Alfréd Rényi Institute of Mathematics and ERME. ⟨hal-04410969⟩

İşler-Baykal, I. & Çakıroğlu, E. (2023). Types of reasoning and representations determined in the examples provided by mathematics teachers. TÜRKBİLMAT-6 Proceedings. (pp. 437-439). Ankara, Turkiye.

İşler-Baykal, I., Erbasan, E., & Akyüz, D. (2023). Undergraduate and graduate mathematics education students’ ways of reasoning addressed in their mathematics lesson plans.  EJERCongress 2023 Proceedings. (pp. 951-952), Ankara, Turkiye.

Di Paola, B., Battaglia, O. R., Kohanová, I., Slavíčková, M. & Fazio, C. (2023). A Phenomenological Study About the Effect of Covid-19 Pandemic on the Use of Teaching Resources in Mathematics. In G. Fulantelli et al. (Eds.) Higher Education Learning Methodologies and Technologies Online. HELMeTO 2022. Communications in Computer and Information Science (pp. 292–303). Springer Cham. https://doi.org/10.1007/978-3-031-29800-4_23

Lada, M., Kohanová, I., & Turgut, M. (2023). Designing a History and philosophy of mathematics course for preservice teachers: An emerging framework. In E. Barbin et al. (Eds.) History and Epistemology in Mathematics Education. Proceedings of the 9th EUROPEAN SUMMER UNIVERSITY. Edizioni Nuova Cultura - Roma.

2022 Publications

Vankúš, P., & Jakubička, A. (2022). Review of the methodology used in the research on the mathematics-related affective domain.  Proceedings of the Twelfth Congress of the European Research in Mathematics Education (CERME12). https://hal.science/hal-03745934/document

Di Paola, B., Fazio, C., Battaglia, R. O., & Slavíčková, M. (2022). A phenomenological study about the effect of Covid-19 pandemic on teachers' use of teaching resources about reasoning & proving in mathematics. Book of Abstracts: HELMeTO 2022 (pp. 177-179). https://drive.google.com/file/d/1d4OYdCARW-tCs85IQULU9stVWUjcJyTp/view

Gundersen, S. H. & Kohanová I. (2022). Zooming in mathematical conversations in the light of the formative assessment. Proceedings of the Twelfth Congress of the European Research in Mathematics Education (CERME12). https://hal.archives-ouvertes.fr/hal-03753434/document

Jánošková, K. & Slavíčková, M. (2022). Ako študenti učiteľstva vnímajú argumentáciu a dôkazy. Dva dni s didaktikou matematiky 2022 : Zborník príspevkov (pp. 44-49). http://www.comae.sk/zbornik2022.pdf

Jánošková, K., Kiss, T., Vráblová, L., & Slavíčková, M. (2022). Ako študenti učiteľstva vnímajú argumentáciu a dôkazy. Dva dny s didaktikou matematiky 2022 : sborník příspěvků (pp. 29-34). https://8d8f55af62.clvaw-cdnwnd.com/0023db53731df613e31376e312bef977/200000209-4984e49850/Sborn%C3%ADk%20Dva%20dny%20s%20DM%202022.pdf

Kiss, T. & Michal, J. (2022). Use of mathematics and physics teachers’ resources during and post Covid-19 pandemic. Book of Abstracts: HELMeTO 2022 (pp. 180-182). https://drive.google.com/file/d/1d4OYdCARW-tCs85IQULU9stVWUjcJyTp/view

Kiss, T. & Michal, J. (2022). Zmena v používaní zdrojov vo vyučovaní matematiky vplyvom dištančného vyučovania. Dva dni s didaktikou matematiky 2022: Zborník príspevkov. (pp. 56-63). http://www.comae.sk/zbornik2022.pdf

Michal, J., Novotná, J., & Slavíčková, M. (2022). Teachers' Reasoning in Different Topics of School Mathematics. ICERI2022 Proceedings (pp. 3240-3243). https://dx.doi.org/10.21125/iceri.2022.0804

Michal, J., Novotná, J., & Slavíčková, M. (2022). Ve kterých oblastech matematiky učitelé zařazují úlohy na argumentaci a dokazování. Setkání učitelů matematiky všech typů a stupňů škol 2022 (pp. 133-137). http://www.jcmf.zcu.cz/konference/setkani2022/srni2022.pdf

Sevinc, S., Kohanová, I., Isiksal-Bostan, M., Kubáček, Z., Isler-Baykal, I., Lada, M., Cakiroglu, E., & Di Paola, B. (2022). Developing an integrated framework for analyzing ways of reasoning in mathematics. ICERI2022 Proceedings (pp. 2082-2089). https://dx.doi.org/10.21125/iceri.2022.0529

Slavíčková, M. & Novotná, J. (2022). Analysis of Prospective Mathematics Teachers Lesson Plans. Proceedings of the 19th International Conference Efficiency and Responsibility in Education 2022 (pp. 142-148).

Slavíčková, M. & Novotná, J. (2022). Possible approaches for the pre-service mathematics teacher’s preparation to apply the digital technology in their own teaching. Proceedings of the Twelfth Congress of the European Research in Mathematics Education (CERME12). https://hal.archives-ouvertes.fr/hal-03748748

Slavíčková, M. & Novotná, J. (2022). Pre-Service Mathematics Teachers’ Lesson Plans as a Source of Information About Their Readiness to Teach Online. Proceedings of the 21st European Conference on e-Learning - ECEL 2022 (pp. 382-389). https://papers.academic-conferences.org/index.php/ecel/article/view/764/808

Slavíčková, M. & Vargová, M. (2022). Differences in the comprehension of the limit concept and desired ''connected knowing'' in calculus between prospective mathematics teachers and managerial mathematicians. Book of Abstracts: HELMeTO 2022 (pp. 151-153). https://drive.google.com/file/d/1d4OYdCARW-tCs85IQULU9stVWUjcJyTp/view

Slavíčková, M. (2022). Je aj obrázok argumentom? Dva dny s didaktikou matematiky 2022 : sborník příspěvků (pp. 86-90). https://8d8f55af62.clvaw-cdnwnd.com/0023db53731df613e31376e312bef977/200000209-4984e49850/Sborn%C3%ADk%20Dva%20dny%20s%20DM%202022.pdf

Slavíčková, M. (2022). Rozvoj argumentačných schopností žiakov na druhom stupni základných. Setkání učitelů matematiky všech typů a stupňů škol 2022 (pp. 217-222). http://www.jcmf.zcu.cz/konference/setkani2022/srni2022.pdf

Slavíčková, M., Kohanová, I., Pepin, B., & Zatrochová, M. (2022). Enhancement of research excellence in Mathematics Teacher Knowledge: collaborative designing of lessons and learning progressions. Proceedings of the Twelfth Congress of the European Research in Mathematics Education (CERME12). https://hal.archives-ouvertes.fr/hal-03749499/

2021 Publications

Kubáček, Z. (2021). Na čo (bolo) treba rysovať. Jak učit matematice žáky ve věku 10–16 let (pp. 11-27). https://jum.ujep.cz/wp-content/uploads/2022/06/JUM_2021_sbornik.pdf

Slavíčková, M. (2021). Rozvíjanie argumentačnej úrovne. Jak učit matematice žáky ve věku 10–16 let (pp. 107-113). https://jum.ujep.cz/wp-content/uploads/2022/06/JUM_2021_sbornik.pdf

Slavíčková, M. (2021). Implementation of Digital Technologies into Pre-Service Mathematics Teacher Preparation. Mathematics9(12), 1319. Retrieved from http://dx.doi.org/10.3390/math9121319

Slavíčková, M. (2021). Zacielené na argumentáciu. Dva dni s didaktikou matematiky 2021. Zborník prípsevkov. (pp. 86 - 89). Retrieved from https://dvadni.sk/documents/zbornik-2021.pdf

Málková, D.,& Jirotková, D. (2021). Language of letters in elementary mathematics as tool for development of thinking.  In J. Novotná, H. Moraová (Eds.), Proceedings of SEMT 2021 (pp. 290-300). Prague: Charles University, Faculty of Education. Retrieved from https://www.semt.cz/proceedings/semt-21.pdf

Jůzová, K., & Jirotková, D. (2021). A gifted pupil in Czech school: Primary school teachers' perspective on education of gifted pupils. In J. Novotná, H. Moraová (Eds.), Proceedings of SEMT 2021 (pp. 241-251). Prague: Charles University, Faculty of Education. Retrieved from https://www.semt.cz/proceedings/semt-21.pdf

Novotná, J. (2021).  Hrajeme si v matematice. In. Dva dni s didaktikou matematiky 2021. Zborník príspevkov (pp. 77-83 ). Bratislava: Fakulta matematiky, fyziky a informatiky UK