Computational thinking is a highly appreciated skill by mathematicians. It was forecasted that, in the next few years, half of the jobs in science, mathematics, technology and engineering (abbreviated as STEM, including arts as STEAM) will use some kind of computation. It is therefore necessary to enhance the learning of mathematics by collaborative problem-solving activities focused on both learning mathematics and developing computational thinking. The problems in science offer a reasonable context in which to investigate the common overarching concepts (e.g., measuring the length). An interdisciplinary STEAM collaborative problem-solving activity was designed and piloted with 27 lower secondary students aged 13.07 ± 1.21 years. Different levels of willingness to use the technology were observed and the factors influencing it were identified. We found that strong background knowledge implies high demands when controlling the used device. On the other hand, when a nice and user-friendly application was used, students did not need to perceive any control over it. After the intervention, the students’ views on the tablet changed and they reported more STEAM-related functions of the device.

Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.

Visual perception is a complex psychological operation that is used to understand our environment. Its measurement gradually penetrates various areas of human life as well as the educational process. The presented study has a theoretical–analytical character; its aim was to identify the nature of publications that are devoted to the issue of eye-tracking focused on the educational process. The selection of the analyzed articles was carried out in the Web of Science database in January 2021, and all peer-reviewed articles (marked articles) that were in the Education category were included in the Educational Research database. Those texts were further analyzed with the use of the generally recognized PRISMA guidelines. The number of studies that are focused on eye-tracking had an upward trend, studies from Europe were the most often represented, the authors focused on reading comprehension, and the most common sample were university students. Implications for practice and suggestions for further research can be found in the conclusion.

Článek je metodologického charakteru a věnuje se primárně možnostem zpracování dat získaných na základě Likertova škálování. Nakládání s takovým typem dat nejprve představuje v obecné rovině a poté ukazuje, jak pracovat s konkrétními daty z oblasti environmentální výchovy. Konkrétně jde o data získaná pomocí škály Nature relatedness scale, která je určena ke zjišťování vztahu jedince k přírodě kvantitativní cestou. Autoři si dali za cíl popsat způsob zpracování dat získaných pomocí Likertovy škály a reflektovat celý postup na konkrétních, reálně získaných datech z oblasti environmentální gramotnosti. Své závěry opírají o řadu výzkumů.

In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

The aim of this study was to determine the influences and impacts of the socioeconomic status (SES) of families on university students and their studies during anti-pandemic measures resulting from the COVID-19 pandemic. Another aspect of the study was to investigate the various educational elements used during the course of distance teaching. This research was performed on a sample of 1280 respondents. Statistically significant differences in the case of SES grades were observed only with the following variables: (i) difficulty factor for the combined education form, (ii) age, and (iii) the duration of the teaching practice ($p<0.05$). The post-hoc analysis (LSD test) did not show a linear trend in the sense that the values of the respective variables also increased as the SES increased. These data proved that the higher the economic status of the family, the lower the value of the variable.