Fleksibilna diferenciacija pri matematiki na razredni stopnji

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Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[V. Mlakar]
UDC:	373.32:51(043.2)
COBISS:	9552457
Views:	989
Downloads:	230
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Flexible differentiation in mathematics in primary school
Secondary abstract:	This thesis deals with multilevel lessons in the context of flexible differentiation with Mathematics at primary level. We wanted to find out the pupils' attitudes towards flexible differentiation and to compare the mathematic achievements of pupils within the level groups as well as between the level groups. The theoretical part introduces the different differentiation types, which are present in our schools, taxonomy skills that help teachers put together the tasks and to assess them, the mathematical problems as well as examples of tasks and exercises from the thematic set Numerals Up to One Million which were solved by the level-group pupils participating in the study. The empirical part deals with our findings regarding the pupils’ attitude to flexible differentiation, to lessons in level groups, the differences in knowledge between pupils of different levels when solving various-difficulty tasks according to Gagne. We learn the differences in achievements of pupils within the level groups and what the connection between the attitude to multilevel lessons and achievements of pupils is. The survey involved 32 fifth grade pupils. Data were collected from test results of the thematic set Numerals Up to One Million and a questionnaire. The survey results show that most pupils have a positive attitude to multilevel school lessons; however they still prefer classroom lessons. Further on, the pupils of higher level groups are more successful in solving the tasks and exercises of various taxonomic levels according to Gagne than those from lower level groups. We have also found out that there is a correlation between achievements of pupils and attitudes towards teaching in multilevel groups: the pupils with better achievements had a better attitude to the multi level classes than the pupils who were less successful.
Secondary keywords:	mathematics;primary school;differentiation;matematika;osnovna šola;diferenciacija;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	VI, 113 str.
Type (ePrints):	thesis
Title (ePrints):	Flexible differentiation in mathematics in primary school
Keywords (ePrints):	diferenciacija
Keywords (ePrints, secondary language):	differentiation
Abstract (ePrints):	Diplomsko delo obravnava nivojski pouk v okviru fleksibilne diferenciacije pri matematiki na razredni stopnji. Želeli smo ugotoviti, kakšen je odnos učencev do fleksibilne diferenciacije in primerjati dosežke učencev pri matematiki znotraj nivojskih skupin in med nivojskimi skupinami. V teoretičnem delu so predstavljene različne vrste diferenciacije, ki so prisotne v naših šolah, taksonomije znanj, ki učiteljem pomagajo pri ocenjevanju in sestavljanju nalog, matematični problemi ter primeri nalog iz tematskega sklopa Števila do milijon, ki so jih pri pouku v nivojih reševali učenci, sodelujoči v raziskavi. V empiričnem delu smo ugotavljali, kakšen je odnos učencev do fleksibilne diferenciacije oz. do pouka v nivojskih skupinah, kakšne so razlike v znanju med učenci različnih nivojev pri reševanju nalog različnih težavnosti po Gagneju, kakšne so razlike v dosežkih učencev znotraj nivojske skupine ter kakšna je povezanost med odnosom do pouka v nivojskih skupinah in dosežki učencev. V raziskavi je sodelovalo 32 učencev petega razreda. Podatke smo zbrali s pomočjo preizkusa znanja iz tematskega sklopa Števila do milijon in anketnega vprašalnika. Rezultati raziskave so pokazali, da ima večina učencev pozitiven odnos do pouka v nivojskih skupinah, vendar pa imajo vseeno raje pouk v razredu ter da so učenci višjih nivojskih skupin bolj uspešni pri reševanju nalog različnih taksonomskih ravni po Gagneju kot tisti iz nižjih nivojskih skupin. Ugotovili smo tudi, da obstaja povezava med dosežki učencev ter odnosom do pouka v nivojskih skupinah, in sicer imajo učenci z boljšimi dosežki boljši odnos do pouka v nivojskih skupinah kot tisti s slabšimi dosežki.
Abstract (ePrints, secondary language):	This thesis deals with multilevel lessons in the context of flexible differentiation with Mathematics at primary level. We wanted to find out the pupils' attitudes towards flexible differentiation and to compare the mathematic achievements of pupils within the level groups as well as between the level groups. The theoretical part introduces the different differentiation types, which are present in our schools, taxonomy skills that help teachers put together the tasks and to assess them, the mathematical problems as well as examples of tasks and exercises from the thematic set Numerals Up to One Million which were solved by the level-group pupils participating in the study. The empirical part deals with our findings regarding the pupils’ attitude to flexible differentiation, to lessons in level groups, the differences in knowledge between pupils of different levels when solving various-difficulty tasks according to Gagne. We learn the differences in achievements of pupils within the level groups and what the connection between the attitude to multilevel lessons and achievements of pupils is. The survey involved 32 fifth grade pupils. Data were collected from test results of the thematic set Numerals Up to One Million and a questionnaire. The survey results show that most pupils have a positive attitude to multilevel school lessons; however they still prefer classroom lessons. Further on, the pupils of higher level groups are more successful in solving the tasks and exercises of various taxonomic levels according to Gagne than those from lower level groups. We have also found out that there is a correlation between achievements of pupils and attitudes towards teaching in multilevel groups: the pupils with better achievements had a better attitude to the multi level classes than the pupils who were less successful.
Keywords (ePrints, secondary language):	differentiation
ID:	8311208