magistrsko delo
Ana Jagodic (Author), Marija Kavkler (Mentor)

Abstract

Izmed šolajočih učencev je kar med 5 % in 9 % takih učencev, ki imajo izrazite in vztrajne težave z usvajanjem matematičnih znanj in spretnosti. Skupina učencev z izrazitimi učnimi težavami je heterogena, skupna lastnost teh učencev pa so izrazite težave pri usvajanju matematičnih znanj in spretnosti. Čim zgodnejše odkrivanje učencev z izrazitimi učnimi težavami pri matematiki je pomembno, ker z zgodnjo in učinkovito obravnavo lahko omilimo ali preprečimo nastop negativnih posledic učnih težav. Glede na raziskave je učencem z izrazitimi težavami pri učenju matematike pogosto skupno to, da nimajo razvitega občutka za števila in količine v enaki meri kot njihovi vrstniki brez težav, slabše razvit občutek za števila in količine pa naj bi bil napovednik pojava učnih težav pri matematiki. Občutek za števila in količine je konstrukt, za katerega v literaturi ne obstaja enotna definicija, je pa temeljni predpogoj za uspešno usvajanje matematičnega znanja. Avtorji prepoznavajo tri vrste pojmovanj občutka za števila in količine: notranji, temeljni in uporabni občutek za števila in količine. V našem magistrskem delu smo upoštevali pojmovanje temeljnega občutka za števila in količine, in sicer se občutek za števila in količine pojmuje kot fluentnost v ocenjevanju količine, zmožnost prepoznavanja nesmiselnih rezultatov, fleksibilnost pri miselnem računanju in zmožnost predstavljanja različnih reprezentacij števil in uporabo najprimernejše reprezentacije. Raziskave kažejo, da naj bi posledice šibko razvitega občutka za števila in količine pomembno vplivale na vseživljenjsko učenje matematike. Za uspešno razvijanje občutka za števila in količine je ključno zgodnje prepoznavanje učencev z nezadostno razvitim občutkom za števila in količine in nato čimprejšnja in ustrezna obravnava učencev. Cilj našega magistrskega dela je bil zasnovati in v praksi preizkusiti preizkus občutka za števila in količine v 3. razredu in tako specialnim in rehabilitacijskim pedagogom ter drugim strokovnim delavcem ponuditi instrumentarij, ki bi jim pomagal pri oceni razvitosti občutka za števila in količine pri učencih. Preizkus občutka za števila in količine smo izvedli s 50 učenci 3. razreda, za katere so strokovni delavci na šoli zaznali, da imajo izrazite učne težave pri matematiki. Učenci so prihajali iz 19-ih šol iz osrednjeslovenske regije. Vzorec so sestavljale 3 podskupine: učenci, usmerjeni v program s prilagojenim izvajanjem in dodatno strokovno pomočjo (N = 21), učenci brez odločbe o usmeritvi (N = 22) in učenci v postopku pridobivanja odločbe (N = 7). Preizkus smo izvedli tudi s kontrolno skupino učencev 3. razreda (N = 9), ki pri matematiki nimajo izrazitih učnih težav. Vzporedno smo razrednikom vključenih učencev razdelili vprašalnik, v katerem smo jih prosili, da na tristopenjski ocenjevalni lestvici označijo, v kolikšni meri po njihovem mnenju učenec obvlada določeno matematično znanje. Postavke vprašalnika za razrednike so se ujemale z nalogami na preizkusu, nismo pa v vprašalnik za razrednike zajeli vseh nalog preizkusa. Zanesljivost preizkusa in vprašalnika smo preverili s Cronbachovim koeficientom alfa. Rezultati so potrdili, da so učenci z izrazitimi učnimi težavami na preizkusu razvitosti občutka za števila in količine učencev v 3. razredu dosegli statistično pomembno manj točk kot učenci iz kontrolne skupine. Ugotovili smo, da imajo najvišjo napovedno vrednost za doseganje točk na preizkusu razvitosti občutka za števila in količine za 3. razred naloge določanja predhodnika in naslednika, matematične besedilne naloge, naloge razumevanja koncepta mestnih vrednosti, nastavljanja vsote denarja, urejanja števil, štetja na pamet, prirejanja števil h količini, urejanja količin in razdruževanja. Rezultati so pokazali tudi, da med rezultatom učencev na preizkusu razvitosti občutka za števila in količine za 3. razred in spolom ni prisotne statistično pomembne razlike in da je med rezultatom učencev na preizkusu in povprečno oceno pri matematiki ter med razrednikovo oceno uspešnosti reševanja nalog in izkazano uspešnostjo pri pripadajočih nalogah na preizkusu prisotna statistično pomembna povezanost. Ugotovili smo, da ni prisotne statistično pomembne razlike v rezultatu učencev na preizkusu glede na podskupino izrazitih učnih težav.

Keywords

tretješolci;učenci z učnimi težavami;izrazite učne težave pri matematiki;občutek za števila in količine;preizkus razvitosti občutka za števila in količine;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Jagodic]
UDC: 373.32.016:51(043.2)
COBISS: 12553801 Link will open in a new window
Views: 929
Downloads: 76
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Number and quantity sense of students in year 3 with significant learning difficulties in Mathematics
Secondary abstract: Among the schooling pupils, there are between 5 % and 9 % of such pupils who have significant and persistent difficulties in acquiring mathematical knowledge and skills. A group of pupils with significant learning difficulties is heterogeneous and the common characteristic of these pupils is that they have significant problems in the acquisition of mathematical knowledge and skills. The early detection of pupils with significant learning difficulties in Mathematics is vital, because early and effective treatment can diminish or prevent the onset of the negative consequences of learning difficulties. According to research, pupils with significant difficulties in Mathematics often have in common that they do not have such a developed number and quantity sense as their peers. A less developed number and quantity sense is supposed to be a predictor of the emergence of learning difficulties in Mathematics. A number and quantity sense is a construct, for which there is no single definition in the literature, but it is a fundamental precondition for the successful acquisition of mathematical knowledge. Authors recognize three types of notions of number and quantity sense: an inner, basic and useful number and quantity sense. In our master's degree thesis, we considered the concept of a fundamental number and quantity sense in which the number and quantity sense is perceived as fluency in quantity estimation, the ability to recognize meaningless results, the flexibility in mental calculation, and the ability to represent different representations of numbers and the use of the most appropriate representation. Research shows that the effects of a weakly developed number and quantity sense have a significant impact on lifelong learning in Mathematics. For a successful development of a number and quantity sense, early recognition of pupils with an insufficiently developed number and quantity sense is crucial, and then an immediate and appropriate treatment of pupils. The goal of our master's degree thesis was to design and use the test of the number and quantity sense in the 3rd grade, which would be available to specialists and rehabilitation pedagogues and other professionals to help them evaluate the development of the number and quantity sense in pupils. A test of the number and quantity sense was carried out with 50 pupils of the 3rd grade, who were perceived by professional staff at school that they had significant learning difficulties in Mathematics. The pupils came from 19 schools of the central region of Slovenia. The sample consisted of 3 subgroups: pupils who are directed into a programme with customized implementation and further professional assistance (N = 21), pupils without a program of customized implementation and further professional assistance (N = 22) and pupils in the process of obtaining a programme of customized implementation and further professional assistance (N = 7). The experiment was also conducted with a control group of pupils of the 3rd grade (N = 9) who do not have significant learning difficulties in Mathematics. At the same time, we distributed the questionnaires to the teachers of the pupils and asked them to indicate on the three-tier assessment scale the extent to which in their opinion the pupil has mastered certain mathematical knowledge. The questionnaire settings for teachers tally with the test tasks, but we did not include all the experiment tasks in the teachers’ questionnaire. We tested the reliability of the test and the questionnaire with Cronbach's alpha coefficient. The results confirmed that pupils with significant learning difficulties achieved statistically significantly less points than pupils from the control group in the test of the development of the number and quantity sense of 3rd grade. We have established that the highest predictive value for achieving points in the test of the development of the number and quantity sense for the 3rd grade have the task of determining the predecessor and successor, the mathematical textual task, the task of understanding the concept of place values, setting the sum of money, numbering, counting, arranging numbers to quantity, managing quantity and decomposition. The results also showed that there is no statistically significant difference between the pupils’ results in the number and quantity sense of the 3rd grade and gender. A statistically significant connection also exists between the pupils’ results in the test and the average grade in Mathematics and between the teacher’s assessment of the success of solving the tasks and demonstrated pupil’s performance in the corresponding tasks in the test. We have found that there is no statistically significant difference in the pupils’ results in the test with respect to subgroups of pupils with significant learning difficulties.
Secondary keywords: learning difficulty;mathematics;učne težave;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: 131 str.
ID: 11204056