magistrsko delo
Tina Štupar (Author), Vida Manfreda Kolar (Mentor)

Abstract

Matematika je šolski predmet, ki učencem pogosto povzroča težave. Če želijo učitelji pomagati takim učencem, morajo učne težave pravočasno prepoznati in načrtovati ustrezne ukrepe pomoči. V teoretičnem delu smo opredelili splošne in specifične učne težave učencev pri matematiki, vzroke učnih težav in značilnosti učencev, ki imajo pri matematiki učne težave. Podrobneje smo predstavili priporočila in ukrepe pomoči, s katerimi lahko učitelji učencem pomagajo pri učenju matematike, predvsem v okviru dopolnilnega pouka. Predstavili smo tudi vpliv didaktičnih iger na pouk matematike. V empiričnem delu smo raziskali, kako učitelji razrednega pouka izvajajo dopolnilni pouk matematike, katere načine dela uporabljajo, kaj učenci od 2. do 5. razreda menijo o dopolnilnem pouku matematike in kako učinkovite so didaktične igre pri utrjevanju znanja matematike pri dopolnilnem pouku v 3. razredu. Rezultati raziskave so pokazali, da so uporaba učnih pripomočkov, individualno delo, podajanje jasnih navodil in uporaba didaktičnih iger za učiteljice najučinkovitejši načini dela pri dopolnilnem pouku, medtem ko so najnižje ocenile učinkovitost sodelovalnega učenja, dela v paru in v manjših skupinah. Učenci imajo pri dopolnilnem pouku najraje reševanje nalog na tablo in didaktične igre, ne marajo pa velikega števila učnih listov in tega, da je pouk pogostokrat zgodaj zjutraj. Želijo si več matematičnih iger, dela v parih in skupinskega dela. Raziskava je pokazala, da so didaktične igre za utrjevanje znanja pri dopolnilnem pouku učinkovite in motivirajo učence za učenje. Naša raziskava učiteljem ponuja smernice za delo pri dopolnilnem pouku matematike in konkretne primere didaktičnih iger. Bralci bodo dobili vpogled v to, kako drugi učitelji izvajajo dopolnilni pouk matematike in kakšno mnenje o dopolnilnem pouku imajo učenci.

Keywords

učne težave;didaktične igre;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Štupar]
UDC: 51:373.3(043.2)
COBISS: 11890249 Link will open in a new window
Views: 811
Downloads: 109
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Other data

Secondary language: English
Secondary title: Teaching methods used in remedial mathematics classes (2nd to 5th grade)
Secondary abstract: Mathematics (math) is a school subject that often causes problems for pupils. If teachers want to help the pupils, they should identify their learning disabilities in time and take adequate measures. In theoretical part we have defined the pupils’ general and specific learning disabilities in mathematics, what causes them and what characteristics pupils that struggle with math have. We have presented recommendations and assistance measures more thoroughly which teachers can use to help pupils learn mathematics, mainly within a remedial class. We have also presented the impact of didactic games on mathematics. In empirical part we have researched how remedial math is being taught by class teachers, what ways of teaching they implement, what opinions pupils from second to fifth grade have on remedial math and how efficient didactic games in third grade remedial classes actually are. The results of our research have shown that the use of teaching aids and didactic games, as well as individual work and clear instructions, are the most effective ways of teaching in remedial classes. On the other hand, collaborative learning, pair- and small group work have been rated to be the least effective ways of teaching. Pupils prefer solving tasks directly on the board as well as playing didactic games, however they do not favour large amounts of worksheets and early morning lessons. They wish to have more mathematical games, pair- and group work. To sum up, the research has shown that the use of didactic games, as a way to acquire and consolidate knowledge in a remedial class, is efficient yet a great learning motivation. Our research offers teachers the guidelines for teaching remedial math including some concrete examples of didactic games. The readers are given an insight on how teachers carry out remedial math and what opinions pupils have on remedial classes.
Secondary keywords: mathematics;remedial teaching;matematika;dopolnilni pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Pages: 107 str.
ID: 10896201