Autonomizacja ucznia w uczeniu się matematyki na pierwszym i drugim etapie edukacyjnym
Learner autonomization in learning mathematics at the first and second educational levels

Summary/Abstract: The subject of this article is teachers' support of student autonomy in learning mathematics, referred to as autonomisation. Mathematical tasks and problems are an appropriate means of achieving this goal. Their use by teachers of the first and second educational stage was traced. The study was qualitative in a constructivist paradigm. The interview and observation methods were used to collect data. The concept of Gustav Trelinski was used to interpret the research material. On the basis of the study, it was found that although the use of mathematical tasks and problems has a developmental effect on students' autonomy in learning mathematics, early school education respective mathematics teachers rarely use this means in their daily lesson work.

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