Kvaliteta učne pomoči učencem pri matematiki

diplomsko delo

Marina Golob (Author), Milena Ivanuš-Grmek (Mentor)

Abstract

V diplomskem delu je, po pregledu strokovne literature s tega področja, predstavljeno, kaj je šolska neuspešnost, kaj so učne težave, kako jih prepoznamo in kako uspešno pristopiti k preprečevanju splošnih učnih težav in kakšna so priporočila za pomoč učencem s splošnimi učnimi težavami. Ko smo obravnavali pomoč učencem, smo se omejili predvsem na področje matematike. V empiričnem delu diplomskega dela prikazujemo rezultate raziskave, ki smo jo opravili na treh slovenskih osnovnih šolah in katere namen je raziskati pogostost učnih težav pri matematiki pri učencih v 7., 8. in 9. razredu. Pri tem smo se bolj osredotočili na vprašanja, ali ima spol učencev pomembno vlogo pri kvantiteti učnih težav pri matematiki, kateri so najpogostejši pokazatelji učnih težav pri učenju matematike, na koga se učenci z učnimi težavami obrnejo in kako jim le-ta pomaga. Zanimalo nas je še, kako pogosto učenci obiskujejo dopolnilni pouk matematike, pogostost in trajanje individualne učne pomoči in kako so učenci zadovoljni s kakovostjo učne pomoči na področju matematike, ki so je deležni. Ugotovili smo, da ima učne težave na področju matematike manj kot polovica vseh anketiranih učencev. Več učnih težav imajo dekleta kot fantje, vendar redkeje obiskujejo dopolnilni pouk matematike. Največ učnih težav pri matematiki imajo tako dekleta kot fantje v 8. razredu. Po učno pomoč se najpogosteje obrnejo k staršem in sošolcem, šele nato k predmetnemu učitelju ali inštruktorju. Dobra polovica učencev z učnimi težavami, ki obiskujejo dopolnilni pouk pri matematiki, je zadovoljna s kakovostjo te oblike pomoči. Približno četrtina vseh učencev, ki so deležni kakršne koli oblike učne pomoči pri matematiki, ni zadovoljna. Učenci si želijo več informacij o tem, kako naj se učijo, potrebujejo obsežnejšo razlago snovi in razumljivejšo razlago. ž

Keywords

matematika;učne težave;učna pomoč;dopolnilni pouk;inštrukcije;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[M. Golob]
UDC:	37.091.398:51(043.2)
COBISS:	19578888
Views:	2755
Downloads:	384
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	ǂThe ǂquality of teaching aid for pupils in mathematics
Secondary abstract:	This diploma thesis presents, after a review of certain literature related to this field, what is school failure, what are learning difficulties, how to identify them, and how to approach in order to prevent general learning difficulties as well as what is recommended as way of aid for pupils with general learning difficulties. While dealing with the aid for pupils, we limited ourselves predominantly to the field of mathematics. The empiric part of the thesis includes research carried out at three Slovene primary schools, the aim of which was to study the frequency of the maths-related learning difficulties with pupils of 7th, 8th and 9th grades. Within this, we focused mainly on the questions such as whether the gender of the pupils plays an important role when the quantity of maths-related learning difficulties is concerned, what are the most frequent indicators of learning difficulties in maths learning, who the pupils with learning difficulties can turn to for help and how this aid is given. We were interested to know how often the pupils attend remedial classes, how often they are given individual aid, how long such individual lessons last, and how far the pupils are satisfied with the quality of teaching aid they receive in the field of mathematics. We have found that less than a half of all the pupils included in the research have maths-related learning difficulties. Girls are more frequently subject to such difficulties than boys, however, they attend remedial classes less often than boys. Most mathematics-related learning difficulties appear in the 8th class, with both boys and girls. They most often have recourse to their parents and schoolmates, and only later to their teacher or instructor. A good half of the pupils with learning difficulties who attend remedial classes of mathematics is satisfied with the quality of the given aid. About a quarter of all the pupils receiving any kind of teaching aid related to maths, though, is not happy with it and they wish to have more information about how to learn, or what method of learning to apply; they require further and more intelligible explanation of the subject-matter.
Secondary keywords:	pupils with learning difficulties;general learning difficulties;specific learning difficulties;school failure;teaching aid;remedial classes;individual assistance;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages:	V, 80 f., 5 f. pril.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;organization of instruction;mathematics;natural sciences;naravoslovne vede;matematika;mathematics;matematika;
ID:	1001386