Pomoč učencu s težavami pri pisnem deljenju in odštevanju v petem razredu osnovne šole

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[J. Pori]
UDC:	51:376(043.2)
COBISS:	8909897
Views:	1047
Downloads:	190
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Helping a fifth grade student with learning disabilities in long division and subtraction
Secondary abstract:	Kavkler (2007) says that mathematics learning disabilities are the most common learning difficulties and therefore need special attention. They range from general to specific, mild to moderate, short-term to distinct and from such that cause general difficulties with mathematics to such that only appear in one mathematical field. Kavkler (1999, 147-148) claims also that “there is a heterogeneous group of students who, due to different reasons (absence due to disease, short attention span, no motivation to do exercises which result in automatization of procedures, etc.) experience difficulties in written calculations”. The purpose of the thesis is to present the characteristics of mathematics learning disabilities, different strategies and support for students who have difficulties with automatization of arithmetic facts and procedures and also to examine the influence of training in helping students remembering the procedures in long division and subtraction. One fifth-grade student was involved with this training. The diagnostic evaluation has been made with the help of a 10-minute test for evaluation of automatization of arithmetic facts and procedures which was taken from Sugarman’s test for determining calculation strategies, a 5-minute test with calculations with a preset result to determine flexibility in solving mathematical problems, part of a test called Disabilities in reading and writing (space perception), a questionnaire to determine learning styles and exercises composed for this research that check the mastering of written calculations and rounding numbers and results. I prepared training for the student based on theoretical findings. It included the use of colour and graphic illustrations, verbalisation, the use of a calculator and different activities. The training lasted five weeks in all and took place three times per week. The evaluation of the training considering reaching the preset goals showed that the boy improved and strengthened his knowledge of long division and subtraction. Before the training of long division with a single and two digit divisor both bridging through ten and not the student scored two points out of twenty-nine in the test checking the mastering of long division, after training he scored twenty. In the test of long subtraction bridging through ten and not he scored nine points out of twelve before training and twelve out of twelve after. Nevertheless, he will still need a lot of practice and support in order to slowly reach the level of automatization, especially considering long division.
Secondary keywords:	learning difficulty;mathematics;learning strategy;učne težave;matematika;strategija učenja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	X, 97 str., [8] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Pomoč učencu s težavami pri pisnem deljenju in odštevanju v petem razredu osnovne šole
Keywords (ePrints):	pisno računanje;avtomatizacija postopkov;
ID:	8308215