Master's thesis
Albulena Gashi (Author), Vida Manfreda Kolar (Mentor)

Abstract

The purpose of this research is to examine the role of manipulative tools in learning and teaching multiplication and division in second grades in Kosovo. In Kosovo there are a lot of teachers that still use the traditional method for teaching mathematics to children. Traditional method consists of learning a concept by observing the teacher “do” problems at the board and copying down the steps during note taking. Use of manipulative tools presents a more effective approach towards developing students' understanding of mathematical concepts. The usage of manipulative tools also has positive affects on students’ motivation while teaching and learning mathematics. Concrete nature of manipulatives makes them particularly appropriate for kindergartners and young elementary school children. The purpose of our research is to investigate the influence of the teaching approach on pupils’ understanding of multiplication and division: two different methods were compared, a traditional method which is used in most Kosovo schools and method of teaching and learning through use of manipulative tools. This research was conducted in a selected primary school and two second-grade classes were included. The first one was the experimental group and the other one was the control group. While working with pupils, manipulative tools were used with the experimental group whereas only school textbooks were used with the control group. The data has been derived from the assessment of the knowledge test for multiplication and division that was conducted before and after the experiment. Additionally, data were also extracted from a questionnaire for second grade teachers The results show that the use of manipulative tools positively impacts the students' results in solving multiplication and division tasks. From the analysis of the questionnaires distributed to the teachers, it has been concluded that the place of residence does not affect the extent to which the teachers use manipulative means, but on the other hand the age of teachers influences the use of manipulative tools during the teaching of multiplication and division in the second grade – younger teachers tend to use more manipulatives the elder teachers’.

Keywords

mathematics;

Data

Language: English
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Gashi]
UDC: 51:373.3(043.2)
COBISS: 32026883 Link will open in a new window
Views: 1776
Downloads: 197
Average score: 0 (0 votes)
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Other data

Secondary language: Slovenian
Secondary title: Vloga didaktičnih pripomočkov pri učenju in poučevanju množenja in deljenja v 2. razredu osnovne šole na Kosovem
Secondary abstract: Namen te raziskave je preučiti vlogo didaktičnih sredstev pri učenju in poučevanju množenja in deljenja v drugem razredu osnovne šole na Kosovu. Na Kosovu veliko učiteljev še vedno uporablja tradicionalno metodo poučevanja matematike, kar pomeni, brez uporabe didaktičnih sredstev, ampak le knjige, zvezke, mize in krede. Če bi učitelji med poučevanjem matematike uporabljali različna manipulativna orodja, bi to otrokom pomagalo do boljšega in lažjega razumevanja. Uporaba didaktičnih sredstev pozitivno vpliva tudi na motivacijo učencev med poučevanjem in učenjem matematike. Zaradi konkretne narave ponazoril so le-ta še posebej primerna v vrtcih in nižjih razredih osnovne šole. Namen naše raziskave je raziskati vpliv učnega pristopa na razumevanje množenja in delitve učencev: primerjali smo dva različna pristopa: tradicionalnega, ki se uporablja v večini kosovskih osnovnih šol in pristop poučevanja in učenja z uporabo didaktičnih sredstev. Raziskava je bila izvedena v izbrani osnovni šoli, vključena sta bila dva oddelka drugega razreda. Prvi oddelke je predstavljal kontrolno skupino, drugi pa eksperimentalno skupino. Pri delu z učenci so bila v eksperimentalni skupini uporabljana didaktična sredstva, pri kontrolni skupini pa le šolski učbeniki. Podatki so bili pridobljeni iz testov znanja za množenje in deljenje, ki so bili ivedeni pred in po eksperimentu. Poleg tega so bili podatki pridobljeni tudi iz vprašalnika za kosovske učitelje drugega razreda osnovnih šol. Rezultati so pokazali, da uporaba didaktičnih sredstev pozitivno vpliva na dosežke učencev pri reševanju nalog množenja in deljenja. Na osnovi analize vprašalnikov, razdeljenih učiteljem, ugotovljamo, da lokacija prebivališče ne vpliva na to, v kolikšni meri učitelji uporabljajo didaktična sredstva, po drugi strani pa starost učiteljev vpliva na njihovo uporabo med poučevanjem množenja in deljenja v drugem razredu - mlajši učitelji ponavadi uporabljajo več didaktičnih sredstev kot starejši učitelji.
Secondary keywords: učni pristop;didaktična sredstva;množenje;deljenje;Kosovo;mathematics;primary education;matematika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 91 f.
ID: 12074488