The paper proposes an innovative approach to the teaching of mathematics at secondary school using information and communication technologies. We present our experience with teaching analytical geometry at a grammar school with support of CABRI geometry.

This article presents results of pedagogical experiment carried out on high school students. This experiment focused on particular themes of curriculum - trigonometric functions, equations and inequalities. To make this form of education more appealing we utilized creative experimentation in virtual environment and didactical software Graphmatica. Our primary interest was to find how much their mathematical thinking improved. This improvement was caused by improved instantiation and visualization of mathematical terms through numerical and graphical models created by the computer. We then measured the amount of knowledge improvement achieved by the aforementioned means.

The development of real-life problem solving abilities is an important aim in mathematics teaching. The different types of dependencies can be applied to characterize patterns and relationships between quantities in the investigated real situations. Misunderstanding of differences between various types of dependencies and insufficient skills in mathematical expression of quantitative relationships can lead to mistakes in application of correct type of dependency for the mathematical representation of a real situation. The paper is focused on the investigation of the different types of dependencies representing the mathematical basis of solving the selected real-life problems. New information technologies are used to analyze the quantitative relationships and to model dependencies between data using different representations and models.

Although mathematics has belonged to basic pillars of European education for many years, we can observe that mathematical education battles with many problems in recent years. Mathematical education recedes to the background, students consider mathematics as a hard subject and even unnecessary. If we want to change the approach of student to mathematics, we have to change our teaching methods. We see a great potential in the involvement of computers and ICT technologies and cognitive methods in education. In this paper we present our results and experiences with using of Computer Algebra Systems, Microworlds and programs of interactive geometry at the Faculty of Economics of VŠB-TU Ostrava. All the results mentioned here are available in the e-learning courses in CMS Moodle.

In this contribution, we discuss the development of creative abilities in pre-service teachers through their preliminary didactics preparation. We focus on using the presentation software in teaching mathematics. The students - future teachers solve selected problems in didactic subjects with the use of ICT technology. The focus in on practicing different solving strategies, elaboration and presentation of student's own solution. This way we indirectly attempted to improve creative abilities of future teachers. These abilities can develop unexpectedly in working on a presentation using non traditional methods and procedures in teaching mathematics. The basic role of teachers is to free the pupils from fear and positively motivate them and new modern technologies can help.

The article introduces the dynamic interactive software SketchUp and shows its didactic utilization. Some examples of didactic method with the use of the mentioned software are given. The paper contains also the characteristics of SketchUp, its features and tools. It can serve as a guide for those who first met with SketchUp.

The article discusses the contribution of dynamic geometric programs to teaching of stereometry in high school and warns against some pitfalls associated with their use. Several specific examples are presented – positional and metric problems, investigating the sets of points of given properties in space.

In this article we present some topics and ideas on how to use the ICT in math education. We are concerned with the bases of projection of solids, graphic approach to percent calculation and its application in chemistry, modeling of the volume of the pyramid, geometric meaning of the algebraic expression and quadratic function. We follow a simple goal – not to solve the examples precisely but show the implementations of the ICT by using Cabri 3D and Geogebra software. This means that we solve some problems by the use of geometry.

The article contains a description of our experience with didactical use of Poly 1.11 software in geometry instruction. Special polyhedra are presented through virtual manipulation. The method is very visual and suitable for studying relatively complicated solids. Computer-generated representations can motivate further exploration of the properties of these special polyhedra.

The article discusses opportunities for modernization of a selected topic of school mathematics. A traditional approach is adapted and supplemented by interactive and animative elements. The role of electronic materials in mathematics teaching rests primarily on facilitation of the visualization of processes with concentration on their mathematical and geometrical substance (transferring and comparing angles, their graphical sum, etc.), visualization of relationships (triangle interior angles theorem), introduction of dynamic elements to teaching and opportunities for an interactive experiment. The electronic materials are presented in various forms and besides external resources, we will present authorial animations and electronic assignments distributed on www.webmatika.sk.