Darja Antolin (Author), Alenka Lipovec (Author)

Abstract

Članek izpostavlja pomembnost veščin postavljanja podpore staršev pri usmerjanju matematičnega razvoja njihovega otroka. Ko starši svojemu otroku pomagajo pri učenju matematike, se postavljanja podpore običajno ne zavedajo, niti niso seznanjeni s tehnikami postavljanja podpore. V kvalitativni raziskavi, pri kateri smo uporabili narativni pristop, smo raziskovali spretnosti postavljanja podpore staršev matematikov pri matematičnem razvoju njihovih otrok. Rezultati nudijo poglobljen vpogled v vključevanje staršev, v tem primeru staršev matematikov, s poudarkom na njihovih spretnostih postavljanja podpore. Ugotovitve kažejo, da se starši matematiki zavedajo kognitivne ravni razvoja svojega otroka, da matematične dejavnosti prilagajajo otrokovi razvojni stopnji in spodbujajo otrokovo matematično razumevanje.

Keywords

postavljanje podpore;učenje matematike;poučevanje matematike;narativni pristop;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM PEF - Faculty of Education
UDC: 37.091.3:51
COBISS: 19839240 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
Views: 1331
Downloads: 119
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Other data

Secondary language: English
Secondary title: Scaffolding as part of parental involvement of mathematicians in their children's mathematics education
Secondary abstract: This article discusses the importance of parents' scaffolding skills in supporting and guiding their children's mathematical development. Usually, parents are not aware of scaffolding when helping their children learn mathematics, and they are not much acquainted with scaffolding techniques. In our qualitative research where narrative approach has been used, we investigated how parents who are mathematicians scaffold their children's mathematical development. The results provide an in-depth insight into parental involvement of this special group of parents, focusing on their scaffolding practices. Our findings suggest that mathematicians are aware of their child's level of cognitive development. Furthermore, mathematicians accommodate their mathematical activities to the child's developmental level in order to encourage his or her mathematical reasoning.
Secondary keywords: scaffolding;learning mathematics;teaching mathematics;narrative approach;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 43-56
Volume: ǂLetn. ǂ6
Issue: ǂšt. ǂ1
Chronology: apr. 2013
ID: 9106264