magistrsko delo
Tjaša Jaklin (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Didaktični pripomočki so vsakdanji spremljevalec pouka in so pri pouku matematike nepogrešljivi. V magistrskem delu so obravnavane vsebine, povezane z didaktičnimi pripomočki. Predstavljeni so didaktični pripomočki, pregled terminov, ki se pojavljajo v literaturi, klasifikacija ter vloga in pomen pripomočkov pri učenju matematike. Navedene so teorije in raziskave, ki zagovarjajo pomen uporabe pripomočkov (Hejnyjeva teorija, Dienesova in Goldingova načela, pomen izkustvenega učenja idr.) ter ključni dejavniki izbire didaktičnih pripomočkov. Zavod Republike Slovenije za šolstvo (ZRSŠ) je objavil seznam priporočenih učnih pripomočkov za specifične predmete in razrede. V magistrskem delu so navedeni, opisani in podkrepljeni s slikami priporočeni didaktični pripomočki za pouk matematike v osnovni šoli (od 1. do 5. razreda). V empiričnem delu magistrskega dela so prikazane ugotovitve analize anketnih vprašalnikov učencev 3., 4. in 5. razredov. Namen raziskave je bil ugotoviti stališča učencev do uporabe didaktičnih pripomočkov na področju matematike. Rezultati so pokazali, da večina učencev pozna didaktične pripomočke in da pri matematiki učenci najpogosteje uporabljajo ravnilo s šablono, sledi številski trak, naslednji najpogosteje uporabljeni so geometrijski modeli teles, tehtnice in uteži ter link kocke. Če pogledamo celostno, se stališča učencev do didaktičnih pripomočkov med seboj razlikujejo. Ugotovimo, da imajo učenci v večini o didaktičnih pripomočkih pozitivno stališče. Največ anketiranih je svoje stališče do didaktičnih pripomočkov ocenilo s še kar rad in da se matematiko najraje učijo včasih s pripomočki, včasih brez. Ključne ugotovitve o stališču učencev do uporabe izbranih didaktičnih pripomočkov, predstavljenih v empiričnem delu, so razrednim učiteljem lahko pomemben podatek pri vključevanju le-teh v pouk.

Keywords

didaktični pripomočki;učenje matematike;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Jaklin]
UDC: 37.091.6:51(043.2)
COBISS: 10952521 Link will open in a new window
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Downloads: 181
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Other data

Secondary language: English
Secondary title: Students' attitudes towards the use of teaching material in mathematics
Secondary abstract: Didactic tools are an everyday companion of class and are indispensable at mathematics. The thesis deals with content-related teaching aids. Featured are teaching aids, review of terms that appear in the literature, the classification and the role and importance of tools in learning mathematics. Theories and researches are listed that advocate the importance of using teaching aids (Hejny’s theory, Dienes Golding’s principles, the importance of experiential learning, etc.) as well as key factors in the choice of teaching aids. The National Education Institute of the Republic of Slovenia has published a list of recommended learning aids for specific subjects and classes. In this thesis these are listed, described and illustrated with pictures of the recommended didactic tool for teaching math in elementary school (from 1st to 5th grade). The empirical part of the master’s thesis shows the findings of the analysis of questionnaires from the pupils of 3rd, 4th and 5th grades. The purpose of the study was to determine students' views to use of teaching aids in mathematics. The results showed that the majority of students are familiar with teaching tools and that math students most often used a ruler to the template, followed by the numeric tape, the next most commonly used are the geometric model of the body, scales and weights and link cubes. As a whole the students' views of teaching aids differ. We find that students mostly have positive view of the teaching aids. Most respondents estimated their views on teaching aids with “tolerably” and that they like to learn mathematics sometimes with and sometimes without teaching aids. Key findings on the position of pupils to the use of selected teaching materials presented in the empirical part can provide an important indication the classroom teachers in integrating them into their teaching.
Secondary keywords: mathematics;primary education;teaching aid;matematika;osnovnošolski pouk;učni pripomočki;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 62 str.
ID: 9130961