magistrsko delo
Tina Orejaš (Author), Marija Kavkler (Mentor)

Abstract

Z razvojem informacijsko-komunikacijske tehnologije (IKT) se v sodobnem času spreminja tudi izobraževanje. Najbolj pomembno pri teh spremembah je, da se IKT uporabi smiselno in glede na zastavljene cilje izobraževanja in izbrane metode dela. Eno izmed področij, kjer imajo učitelji še veliko prostora za izboljšanje, je uporaba IKT za pomoč učencem z diskalkulijo in drugimi težavami pri učenju. Nekaj težav pri uporabi IKT v šoli prispeva obstoječa programska oprema, ki pri nas še ni izpopolnjena do te mere, da bi jo učitelji lahko neposredno uporabili za pomoč učencem z diskalkulijo in drugimi težavami pri učenju. Obstaja kar nekaj uporabnih gradiv na spletu, vendar jih je treba uporabiti z razmislekom. V raziskavi sem uporabila kavzalno-neeksperimentalno metodo in kvalitativni pristop. Glavni cilj magistrskega dela je bil ugotoviti, v kolikšni meri učitelji matematike v procesu poučevanja uporabljajo IKT za pomoč učencem z diskalkulijo, ter izdelati spletno stran za izboljšanje konceptualnega in deloma proceduralnega znanja obravnave ulomkov. Spletna stran vsebuje preproste animacije in vaje, ki lahko pomagajo učiteljem, ki poučujejo učence z diskalkulijo, pri konceptualnih in proceduralnih znanjih o ulomkih. Gradiva so namenjena učencem od 2. do 6. razreda. Informacije o uporabi IKT pri učencih z diskalkulijo sem pridobila z vprašalniki, ki jih je izpolnilo 15 učiteljic matematike. Poleg tega sem z opazovanjem dveh učenk z diskalkulijo in z razgovorom s specialno in rehabilitacijsko pedagoginjo spoznala posebne potrebe, ki jih imajo ti učenci, in skušala ugotoviti, katere prilagoditve potrebujejo, da lažje usvojijo konceptualno znanje ulomkov. To je bilo moje izhodišče za načrtovanje, oblikovanje in evalvacijo spletne strani, kjer so omenjena gradiva za pomoč učiteljem pri poučevanju učencev z diskalkulijo. Pri evalvaciji so sodelovale tudi učiteljice, saj so s pomočjo evalvacijskega vprašalnika pripomogle k izboljšanju gradiv in k oblikovanju predlogov za dodatne izboljšave in nadaljnje delo.

Keywords

učne težave pri matematiki;učenci;e-gradiva;komunikacijska tehnologija;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Orejaš]
UDC: 004:51(043.2)
COBISS: 12431177 Link will open in a new window
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Downloads: 82
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Other data

Secondary language: English
Secondary title: Information and communication technology-assisted education for pupils with dyscalculia
Secondary abstract: With the development of the information and communications technology (ICT), education has also been changing in modern times. The most important thing about these changes ist that ICT is used reasonably and according to given education objectives and chosen work methods. The usage of ICT in order to help students with dyscalculia and other learning problems is one of fileds, where teachers have a lot to improve. There are some difficulties with application of ICT in school because the existing software in Slovenia is still not improved insomuch that teachers could use it directly for help to students with dyscalculia and other learning problems. There are many useful materials online, but they should be used reasonably. In the research I have used a causal non-experimental method and a qualitative approach. The main objective of the master's thesis was to establish to what extent do mathematics teachers during teaching use ICT to help students with dyscalculia. Another objective was to create a webpage for improvement of conceptual and partly procedural knowledge of fractions discussion. The webpage includes simple animations and exercises that can help teachers who teach students with dyscalculia. The animations and exercises are helpful in conceptual and procedural knowledge about fractions. Materials are for students from second to sixth grade. Information about the usage of ICT when teaching students with dyscalculia was extracted by questionnaires, which I gave to 15 mathematics teachers. Furthermore, I observed two students with dyscalculia and by talking to special and rehabilitation teacher I met the special needs of those students. I tried to find out which adjustments they need in order to easily learn conceptual knowledge of fractions. That was my starting point for planning, formation and evalvation of webpage, where helpful materials for teachers who teach students with dyscalculia can be found. Teachers have also participated in evaluation. Through evaluational questionnaire they have aided to material improvement and to formation of suggestions for additional improvements and future work.
Secondary keywords: acalculia;mathematics;information technology;diskalkulija;matematika;informacijska tehnologija;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 75 str.
ID: 11145939