magistrsko delo
Katarina Šifrer (Author), Milena Valenčič Zuljan (Mentor)

Abstract

V literaturi zasledimo veliko različnih opredelitev pojma nadarjenosti. Eno od področij, ki je vplivalo na izbor teme, je tudi področje matematične nadarjenosti. Namen magistrskega dela je kvantitativna raziskava didaktičnih razsežnosti pouka matematike, in sicer z vidika izkušenj, potreb in doživljanj matematično nadarjenih učencev pri pouku. V raziskavi je sodelovalo 55 učencev tretjega vzgojno-izobraževalnega obdobja iz treh različnih osnovnih šol in dijakov iz treh gimnazij. Vsi sodelujoči so nadarjeni na matematičnem področju. S pomočjo anketnega vprašalnika smo želeli raziskati izkušnje nadarjenih učencev pri pouku matematike. Zanimala nas je uporaba notranje učne diferenciacije in z njo povezani načini prilagajanja pouka za nadarjene. Ugotovili smo, da učitelji do neke mere pouk prilagajajo, uporabljajo različne učne oblike in metode pouka, vendar pa bi bila smiselna pogostejša uporaba skupinske učne oblike in uporaba pripomočkov, predvsem modelov in računalnika. Pri matematiki večinoma ne izdelujejo referatov in nimajo projektov. Učenci pravijo, da se v razredu dobro počutijo in radi pomagajo šibkejšim sošolcem. Pogrešajo več dodatnih nalog, ki bi bile miselno zahtevne. Pouk matematike je redko problemsko naravnan, kar prispeva k manjši zanimivosti pouka za nadarjene učence. Večina nadarjenih matematikov ima pri pouku matematike same pozitivne izkušnje, ki so v največ primerih povezane z lepimi ocenami in drugimi uspehi.

Keywords

pouk matematike;prilagajanje pouka;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Šifrer]
UDC: 51:159.922.76-056.45(043.2)
COBISS: 12161609 Link will open in a new window
Views: 517
Downloads: 103
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Other data

Secondary language: English
Secondary title: Didactic aspects of working with gifted children in mathematics class
Secondary abstract: Literature offers many different definitions of the concept of giftedness. One of the fields, which has influenced the selection of this topic, is the field of mathematical giftedness. The purpose of this master’s thesis is a quantitative research of the didactic dimension of mathematics lessons from the perspective of mathematically gifted pupils’ experience, needs and perceptions. Fifty-five pupils and students from the third cycle of three basic schools and from three different secondary schools were included in the research. Each participant has been identified as mathematically gifted. Using a survey questionnaire, the thesis explores the experiences of gifted pupils and students in mathematics class. Special interest was assigned to the use of internal teaching differentiation and the accompanying lesson adjustments for the gifted students. The survey has shown that the teachers adjust their lesson plans to some extent, while also using variety in forms and methods of teaching. The survey has also shown a lack of group work and use of other teaching accessories, such as models and computers. Students do not typically write reports or make projects in mathematics class. The students have said that they feel good in class and that they are willing to help their classmates. They have indicated that they miss additional, more mentally challenging tasks. The survey has also shown that mathematics lessons are rarely problem-oriented, which also contributes to a slightly less interesting lesson. Most mathematically gifted students have gained positive experiences, which can often be related to receiving good marks as well as other achievements.
Secondary keywords: gifted;mathematics;nadarjeni;matematika;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje: Matematika in računalništvo
Pages: V, 79 str.
ID: 10975512