Nevralgične točke pri pouku matematike in učenčeva pravica zmote

diplomsko delo

Nataša Zorec (Author), Martin Kramar (Mentor)

Abstract

Diplomsko delo obravnava analizo težavnostnih mest pri pouku matematike in učiteljeve reakcije na zmote učencev. Sestavljena je iz dveh delov. V prvem so predstavljena temeljna teoretična pojmovanja. Pri tem so v ospredju nevralgične točke pri pouku matematike, torej tista kritična mesta, ki učencem pogosto povzročajo težave, in zmote učencev. Opredeljene so tudi učne težave, njihov izvor in odpravljanje pri pouku matematike ter odnosi v šoli. V drugem, empiričnem delu, so predstavljene ugotovitve raziskovanja, katerega težišče je proučevanje težavnostnih mest pri pouku matematike in ali imajo učenci pravico zmote; torej ali imajo pravico povedati svoje mnenje oziroma svoje prepričanje tudi, če je napačno. Pri tem me je zanimalo predvsem, katera so tista poglavja, ki učencem pogosto povzročajo težave, kako učitelj reagira na njihove napačne odgovore, kakšen je njihov odnos do matematike, od kod izhajajo učenčeve težave, kako jih odpravljajo, v čem se kažejo in kako pogosto učenci opravljajo domače naloge. Raziskava je bila izvedena med osnovnošolskimi učenci. Anketiranih je bilo 75 učencev. Dobljeni rezultati so statistično obdelani glede na tri neodvisne spremenljivke (spol, razred in učni uspeh). Raziskavi sledi sklep, kjer navajam glavne ugotovitve raziskave, predloge za izboljšave in nadaljnje raziskovanje.

Keywords

pedagogika;učne težave;pouk matematike;nevralgične točke;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2010
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[N. Zorec]
UDC:	37.091.3(043.2):51
COBISS:	17793800
Views:	3116
Downloads:	209
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Critical points in mathematics class and learner’s right to err
Secondary abstract:	The diploma work examines critical points in mathematics class and teachers' response to learners' errors. The paper consists of two parts. In the first part, the author outlines basic theoretical concepts. The main focus is problem areas or critical points in the learning process identified in mathematics class, and learners' errors. Mathematics learning difficulties, their origins and their resolutions are also defined, as well as relationships inside school. The second, empirical part of the paper presents results of the research focused on critical points in mathematics class and learner's right to err. The important question here is whether learners are entitled to their own opinion, even if it is erroneous. The author specifically addresses the problem areas in the learning process, the teacher's response to learner's errors, learner's attitude towards mathematics, the origins of mathematics learning difficulties, their manifestation and their resolution, and the frequency of doing homework. The research was carried out among 75 primary school learners. The research results were statistically analyzed, with gender, class and learning success serving as independent variables. The conclusion contains the main findings of the research, improvement suggestions and further research suggestions.
Secondary keywords:	mathematics class problem areas;mathematics learning difficulties;learner's errors;origins of mathematics learning difficulties;relationships inside school.;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages:	100 f., [4] f. pril.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;organization of instruction;mathematics;natural sciences;naravoslovne vede;matematika;mathematics;matematika;
ID:	18706