Abstract
The ways to getting to know the surrounding world are observation, measuring and experimenting. These empirical methods represent the basis of science education.
The subsequent steps are generalization of the gained knowledge and construction of a theoretical model of the studied phenomenon. Observation informs us that an apple falls from the tree to the ground, experimenting and measuring gives us more information on its acceleration during the fall.
Subsequently we can create a mathematical model that describes this phenomenon. The phenomenon can be encrypted in the formula.
The created model describes the studied phenomenon only with a limited accuracy. The limiting factors are the accuracy and amount of measured data (accuracy of determination of the invariable of gravity g), the number of aspects influencing the situation (e.g. disregarding drag) and the intricacy of the mathematical apparatus needed for the construction of the model (the model cannot be applied to falls from big heights).
However, in order to answer questions of practical nature, an approximate, sufficiently accurate model will do. Computer technology allows creation of numerical models that simulate the particular situation with sufficient accuracy without the need to describe the solution in mathematical terms.
If we want to introduce pupils to these solutions, teachers have to be trained to it. It is not enough for a teacher to have the theoretical knowledge needed for creation of the given numerical model.
They must also know and be able to use the software that enables the creation of the needed simulation. That is why two new subjects were introduced into pre-service mathematics teacher training at Faculty of Education, Charles University - Physics for mathematics teachers and Mathematical software and numerical methods.
In these subjects, students learn to model physical phenomena using computer technology.