1. TECHNOLOGY IN MODERN CURRICULA Cvetka Rojko

2. The Contents Educational system in Slovenia and changes of mathematical curricula Role and significance of technology in the curricula Examples

3. Educational System in Slovenia

4. Key Competences for lifelong learning – A European Reference Framework Communication in the mother tongue; Communication in foreign languages; Mathematical competence and basic competences in science and technology; Digital competence ; Learning to learn; Social and civic competences; Sence of initiative and entrepreneurship; and Cultural awarness and expression. (http://europa.eu/scadplus/leg/en/cha/c11090.htm)

5. The main guidelines in changing of curricula Concept of competences More opened curriculum Higher autonomy of schools, teachers and students Stronger interdisciplinary connections The learning process focused onto the student Different role of a teacher

6. Changes in mathematical curricula Following: Problems in previous curricula – low motivation, low capacity, low work habits What the students need, when they finish the secondary vocational or technical education (new demands of different vocations, further education)? Important guidelines in new curricula: Connection between mathematics and other fields Use of technology Differentiation of the goals  inductive and deductive approaches, different role of the teacher

7. Mathematical competences understanding and ability of using of basic mathematical concepts; ability of collecting, organizing and analyzing data; ability of using mathematical tools in communication; ability of use of technology in mathematical procedures; ability of interpretation and critical estimation in using mathematics in vocational situations; ability of problem solving in mathematics; ability of planning and organizing working procedures; ability of cooperation and team work; responsibility for own knowledge and learning; accepting and experiencing mathematics as a cultural worth; trusting in ones own mathematical capacity and development of positive self-esteem.

8. Two viewpoints of use of technology Development of mathematical knowledge and competences with the support of technology Development of knowledge for use of technology while doing mathematics

9. Kind of technology to use numerical and graphical calculators, dynamic geometry software (or other software for geometrical constructing, that students use in their vocation – for vocational school), software for 3D constructing, computer algebra system (for technical school), different software for learning specific matter in mathematics, other software, which is used in different vocations or technical disciplines and enable learning or use of mathematics. Other technology? (e-mail, internet, virtual classroom, …)

10. Purpose of use of technology in vocational and technical education deal with more complex and realistic examples, especially from the specific vocation, development of more complex mathematical strategies, use of mathematics in other subjects and in vocation, learning to perform mathematical procedures with technological tools, help in the process of learning for some students with less calculation skills or specific lack in the knowledge, overcoming of the troubles in routine work

11. Examples dealing with the realistic cases from vocationvocation or life, performing of mathematical and empirical investigations, investigations modeling and use of mathematical models performing of interdisciplinary projects, in which also the teacher of mathematics is present

12. Changes in the praxis Depend on teacher The only real curriculum is such as our students are going through.