Prospective teacher readiness for working with graded tasks in primary mathematics

Abstract

To provide an appropriate difficulty of mathematical tasks to suit the cognitive level of individual pupils in the classroom is a difficult task. One solution can be to use so-called graded tasks. Working with graded tasks and in particular the creation of them, however, itis difficult for teachers, because the individual tasks must be properly escalated. The aim of the paper is to identify the level of readiness of prospective elementary school teachers to work with graded mathematics problems, namely students of the Faculty of Education, Palacký University in Olomouc, who study in full-time and combined forms. A questionnaire was used to our structures, in which respondents evaluated the effectiveness of graded tasks in the classroom, their impact on the development of mathematical thinking, their demands on teacher training, etc.