doktorska disertacija
Darja Antolin (Author), Alenka Lipovec (Mentor)

Abstract

Doktorska disertacija obravnava tematiko starševske vpletenosti v matematično izobraževanje otrok. V teoretičnem delu je predstavljen pregled dosedanjih spoznanj o vplivu staršev na različne vidike matematičnega izobraževanja otrok, pomen zgodnjih matematičnih izkušenj staršev in povezanost teh matematičnih izkušenj z vključevanjem staršev v otrokovo matematično izobraževanje, izpostavljen pa je tudi vidik starševskega postavljanja podpore (ang. scaffolding) v okviru otrokovega razvoja na matematičnem področju. V empiričnem delu je predstavljena kvalitativna raziskava, katere namen je bil s pomočjo narativne metodologije pridobiti vpogled v zgodnje matematične izkušnje in v starševsko vpletenost v matematično izobraževanje otrok specifične skupine staršev, t.j. staršev, ki so matematiki (doktorji matematike). Raziskava je zajela matematike iz Slovenije in Kanade, torej iz dveh, s stališča politike spodbujanja sodelovanja staršev, precej različnih okolij. Znotraj raziskave smo želeli osvetliti pogled na starševsko vpletenost matematikov tudi skozi izkušnje in doživljanje otroka, katerega oba starša sta matematika ter primerjati starševsko vpletenost matematikov in vpletenost staršev, ki niso matematiki. Raziskava je pokazala, da so bile predhodne matematične izkušnje staršev matematikov v glavnem pozitivne, in nakazala dejavnike, ki razlikujejo zgodnje izkušnje matematikov in staršev, ki niso matematiki. V raziskavi je bila starševska vpletenost v matematično izobraževanje otrok zaznana na dveh ravneh, in sicer kot vključevanje v otrokovo šolsko matematiko in vključevanje v aktivnosti, ki niso neposredno povezane z otrokovim poukom matematike. Glavna ugotovitev raziskave nakazuje zadržanost matematikov glede vključevanja v otrokovo šolsko matematiko, kar se odraža predvsem v njihovem redkem vključevanju v proces opravljanja domače naloge in v druge s šolsko matematiko povezane obveznosti otrok. V primerjavi z njimi pa se starši, ki niso matematiki, pogosteje vključujejo v otrokovo izobraževanje na področju šolske matematike. Ugotovitve glede starševske vpletenosti na področju aktivnosti, ki niso neposredno povezane s šolsko matematiko, nakazujejo veliko prednost staršev, ki so matematiki. Raziskava je pokazala, da vključevanje matematikov kot staršev v matematično izobraževanje njihovih otrok ni omejeno z okvirji matematičnega kurikuluma, v njihovem vključevanju se kaže zavedanje pomena nudenja primerne opore pri izgradnji otrokovega znanja (scaffolding), obenem pa preko neposrednih aktivnosti, kakor tudi posredno s samim načinom življenja prenašajo na svoje otroke zavedanje funkcionalnih, logičnih in estetskih vrednot matematike. Del raziskave, ki se je osredotočal na perspektivo otroka, je podkrepil ugotovitve o starševski vpletenosti matematikov v matematično izobraževanje njihovih otrok in obenem nakazal, da lahko otrok, ki odrašča v družini, kjer je matematika integralni del vsakdanjega življenja, to povezanost vseh stvari v okolju z matematiko občasno doživlja kot nadležno.

Keywords

matematično izobraževanje;vloga staršev;matematične aktivnosti;matematične izkušnje;narativni pristop;disertacije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: D. Antolin]
UDC: 37.091.3:51(043.3)
COBISS: 20721672 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Early mathematical experiences of mathematicians and their parental involvement in their children's mathematics education
Secondary abstract: The doctoral dissertation deals with parental involvement in children's mathematics education. The theoretical part provides an overview of previous research findings on the parents' impact on various aspects of children's mathematics education, presents the importance of parents' early mathematical experiences and the connection between parents' mathematical experiences and parental involvement in children's mathematics education. Furthermore, the aspect of parental scaffolding in the context of a child's mathematics development is considered. The empirical part presents qualitative research where narrative aproach was applied to gain an in-depth insight into early mathematical experiences and parental involvement in children's mathematics education of special group of parents, i. e. parents who are mathematicians (have a PhD in mathematics). Research involved mathematicians from countries with different parental involvement encouragement policies: Slovenia and Canada. The research aimed to highlight the view of mathematicians' parental involvement also through experiences of a child whose both parents are mathematicians and to compare parental involvement of mathematicians and parents who are not mathematicians. The study showed that the previous mathematical experiences of mathematicians were mainly positive and indicated factors that distinguish early mathematical experiences of mathematicians and those of parents who are not mathematicians. The study perceived parental involvement in the children's' mathematics education at two levels: parental involvement in children's school mathematics and parental involvement in activities, which are not directly related to school mathematics. The main finding of the research indicates mathematicians' restrained attitude regarding involvement in their children's school mathematics; that is mostly reflected through their rare participation in children's homework and in other children's obligations related to school mathematics. Compared with them, the parents who are not mathematicians appear to be often involved in their children's school mathematics education. Findings regarding parental involvement in activities that are not directly related to school mathematics indicated great advantage of parents who are mathematicians. The research suggests that mathematicians' parental involvement in their children's mathematics education is not limited with frames of mathematics curriculum. In their involvement awareness of parental scaffolding was perceived. Research findings also suggest that mathematicians, through direct activities as well as indirectly with their lifestyle, appear to transmit to their children awareness of functional, logical and aesthetic values of mathematics. Findings regarding the child's perspective substantiated findings of our research on mathematicians' parental involvement and as well indicated that a child, who grows up in a family where mathematics is an integral part of everyday life, may occasionally perceive connection of all things in the environment with mathematics, as annoying.
Secondary keywords: mathematics education;the role of parents;mathematical activities;mathematics experiences;scaffolding;narrative approach;dissertations;
URN: URN:SI:UM:
Type (COBISS): Dissertation
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za računalništvo in matematiko
Pages: 166, [45] str.
ID: 8729677