magistrsko delo
Vesna Rižnik (Author), Marija Kavkler (Mentor)

Abstract

Učenci z lažjo motnjo v duševnem razvoju imajo večji zaostanek v spoznavnem razvoju kot njihovi vrstniki, zato potrebujejo pri usvajanju abstraktnejših vsebin pri matematiki več podpore. Ulomki so življenjsko pomembna tema, saj se učenci z njimi srečujejo tako v vsakdanjem življenju, kot tudi na poklicni poti. Pri učencih, ki obiskujejo šolo s prilagojenim izobraževalnim programom z nižjim izobrazbenim standardom, je pri razumevanju tako abstraktne teme, kot so ulomki, ključnega pomena, da poteka poučevanje sistematično, vključno s poudarkom na verbalizaciji dejavnosti in postopkov, pomembna je postopna uporaba različnih reprezentacij ter sprotno preverjanje razumevanja. Težavnost teme potrjujejo vsakoletni nizki rezultati iz Nacionalnega preverjanja znanja za učence v prilagojenem programu z nižjim izobrazbenim standardom. Namen magistrskega dela je ugotoviti, ali lahko pri devetošolcih, ki imajo lažjo motnjo v duševnem razvoju in obiskujejo osnovno šolo s prilagojenim programom z nižjim izobrazbenim standardom, z uporabo različnih strategij in učnih pripomočkov, izboljšamo njihovo konceptualno in proceduralno znanje ulomkov. V magistrskem delu je predstavljen 15 urni trening, katerega namen je bil izboljšati nivo znanja in motivacijo učencev za učenje ulomkov ter jim preko uporabe različnih reprezentacij in življenjskih primerov prikazati pomembnost teme v vsakodnevnih situacijah. Pred uvedbo treninga smo z Desetminutnim testom za ugotavljanje avtomatizacije aritmetičnih dejstev in postopkov ter z nalogami objektivnega tipa za preverjanje obvladovanja ulomkov, preverili učenčeva predznanja. Pridobljene podatke smo uporabili za pripravo in načrtovanje treninga, ki smo ga izvajali pri urah dopolnilnega pouka. Pri pripravi treninga smo se osredotočili na najpogostejše napake pri razumevanju ulomkov, povzete po različnih raziskovalcih, saj so se le-te pojavljale tudi pri naši skupini devetošolcev. Učenci so imeli največ težav pri razumevanju velikostnih odnosov med ulomki ter pri določanju enakovrednih ulomkov (konceptualno znanje), zaradi posploševanja lastnosti celih števil, na lastnosti racionalnih števil. Za razlago in razumevanje odnosov med ulomki smo kot ključno reprezentacijo uporabili številsko premico, ki je bila učinkovita za razumevanje povezave med števcem in imenovalcem, velikostnih razmerij, urejenje ulomkov po velikosti ter ugotavljanje enakovrednih ulomkov. Pri računanju z ulomki (proceduralno znanje) so učenci napačno posploševali pravila za računanje s celimi števili, na računanje z ulomki, hkrati pa jih je oviralo slabo avtomatizirano deklarativno znanje aritmetike. Primerjava začetnih in končnih rezultatov kaže, da so učenci s treningom, v katerega so bile vključene različne reprezentacije, aktivnosti, strategije ter življenjski primeri, izboljšali konceptualno ter proceduralno znanje ulomkov. Trening ulomkov je vključeval sistematično obravnavo predpogojev ter konceptualno in proceduralno znanje učenja seštevanja in odštevanja ulomkov. Učenci so se s pripravljenim treningom dodatno pripravili na Nacionalno preverjanje znanja, hkrati pa poglobili znanje o ulomkih, za uporabo v vsakodnevnih situacijah. Vsi uporabljeni didaktični materiali, pripomočki, aktivnosti in strategije, bodo lahko v pomoč specialnim in rehabilitacijskim pedagogom, pri oblikovanju ustreznih pristopov pri razlagi in poučevanju ulomkov.

Keywords

učenci z lažjo motnjo v duševnem razvoju;konceptualno znanje ulomkov;proceduralno znanje ulomkov;motivacija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [V. Rižnik]
UDC: 376:51(043.2)
COBISS: 12163913 Link will open in a new window
Views: 546
Downloads: 95
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Other data

Secondary language: English
Secondary title: Conceptual and procedural knowledge training of fractions in pupils with mild intellectual disability
Secondary abstract: Pupils with a mild intellectual disability experience a larger setback in cognitive development as their peers, which is why they need additional support for learning abstract math lessons. Fractions are of vital importance because pupils will encounter them in their everyday lives as well as in their professional careers. For children attending schools with special needs programme, it is very important that lessons as abstract as fractions are planned systematically and that each step of the lesson verbalised. It is also important to gradually include different visual aids and to regularly check pupils’ comprehension. The difficulty of the topic is annually confirmed with the results of a national assessment for pupils attending special needs programme. The aim of this master’s thesis is to discover if we can improve conceptual and procedural knowledge of fractions with the help of different strategies and learning aids in ninth-grade pupils with a mild intellectual disability who are attending a primary school with a special needs programme. In this thesis, we present a 15-hour training lesson, the aim of which is to deepen the pupils’ knowledge and motivation for learning fractions with the help of different representations and real-life examples and show them the importance of the topic in everyday life. Before the training, we checked the pupils’ knowledge with a test for identifying the automatization of arithmetic facts, which also included objective questions for checking fractions mastery. We used the acquired data to prepare and plan the training, which we performed in remedial class. While we were planning our training, we focused on the most common mistakes in understanding fractions, based on the findings of different researchers, since the same mistakes were also present with our group of ninth-graders. Pupils had the most problems with understanding nominal ratios between fractions and with determining fractions of equal values (conceptual knowledge), because they were generalizing the characteristics of integer numbers and applying them to rational numbers. To explain and understand the relation between fractions, we used the number line as the main representation aid. It proved effective for understanding the relation between the numerator and the denominator, the size ratios, arranging fractions in order and for finding equivalent fractions. In calculating with fractions (procedural knowledge), pupils were mistakenly generalizing the rules of calculating with integer numbers for fractions. At the same time, they were held back because of a bad automated declarative knowledge of arithmetic. The comparison of initial and final results showed that pupils deepened their conceptual and procedural knowledge of fractions with this training, which included different representations, activities, strategies and everyday examples. The fractions training included a systematic approach of predispositions as well as a conceptual and procedural knowledge of learning to add and subtract fractions. With this training programme, pupils had additional preparation for the national assessment and at the same time, they also deepened their knowledge of fractions for use in everyday situations. Every didactic material, aid, activity and strategy that we used will be available to special and rehabilitation teachers for devising appropriate approaches for explaining and teaching fractions.
Secondary keywords: backward child;mathematics;otrok s posebnimi potrebami;matematika;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 158 str.
ID: 10975746