České Budějovice, Czech Republic

Training Teachers of Mathematics

Učitelství matematiky

Integrated Master's degree
Table of contents

Training Teachers of Mathematics at JU

Language: CzechStudies in Czech
Subject area: teacher training and education science
Years of study: 5
University website: www.jcu.cz

Definitions and quotes

Mathematics
Mathematics (from Greek μάθημα máthēma, "knowledge, study, learning") is the study of such topics as quantity, structure, space, and change. It has no generally accepted definition.
Training
Training is teaching, or developing in oneself or others, any skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, productivity and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market recognize as of 2008 the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations may refer to this sort of training as professional development
Mathematics
Think of it: of the infinity of real numbers, those that are most important to mathematics—0, 1, √2, e and π—are located within less than four units on the number line. A remarkable coincidence? A mere detail in the Creator's grand design? I let the reader decide.
Eli Maor, e: The Story of a Number (1994)
Mathematics
Extension and abstraction without apparent direction or purpose is fundamental to the discipline. Applicability is not the reason we work, and plenty that is not applicable contributes to the beauty and magnificence of our subject.
Peter Rowlett, "The unplanned impact of mathematics", Nature 475, 2011, pp. 166-169.
Mathematics
The final truth about a phenomenon resides in the mathematical description of it; so long as there is no imperfection in this, our knowledge of the phenomenon is complete. We go beyond the mathematical formula at our own risk; we may find a model or a picture which helps us understand it, but we have no right to expect this, and our failure to find such a model or picture need not indicate that either our reasoning or our knowledge is at fault. The making of models or pictures to explain mathematical formulas and the phenomena they describe is not a step towards, but a step away from reality; it is like making a graven image of a spirit.
Sir James Jeans, The Mysterious Universe (1930)
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