magistrsko delo
Katjuša Slatenšek (Author), Samo Repolusk (Mentor)

Abstract

V magistrskem delu se ukvarjamo z vprašanjem, kako lahko učitelj motivira učence za redno opravljanje domačih nalog pri pouku matematike. V teoretičnem delu se najprej posvetimo učni motivaciji, njeni vlogi v procesu samoregulacije, sestavinam, strategijam in vrstam. Spoznamo tudi motivacijske vzorce učencev in načine, kako lahko učitelj učence posameznega motivacijskega vzorca motivira. V nadaljevanju predstavimo termin domača naloga: njene cilje, namen, vrste in principe. Pozornost namenimo tudi raziskavam o smiselnosti in učinkovitosti domačih nalog pri pouku matematike. Nato se osredotočimo na učiteljevo vlogo v procesu domačih nalog. V prvi vrsti mora učitelj poskrbeti, da bodo naloge učinkovite. V ta namen jih mora skrbno načrtovati, dovolj časa pa mora nameniti tudi posredovanju domače naloge in rednemu preverjanju ter ustrezni povratni informaciji učencev. Le na ta način bodo matematične domače naloge imele pozitiven učinek tudi na znanje učencev. Z upoštevanjem teoretičnih spoznanj o učinkovitih domačih nalogah smo v teoretičnem delu predstavili zglede različnih tipov matematičnih nalog. Zadnji del teoretičnega dela namenimo vlogi učenca in staršev v procesu matematičnih domačih nalog. Namen empiričnega dela magistrske naloge je predstaviti nekatere dejavnike, ki vplivajo na učenčevo motivacijo za redno opravljanje matematičnih domačih nalog, in pridobiti informacijo o učiteljevem načrtovanju, posredovanju ter preverjanju domačih nalog. Raziskavo smo opravili na vzorcu 122 učencev 6., 7., 8. in 9. razreda dveh osnovnih šol, ki so jih poučevali štirje različni učitelji matematike. Ugotovili smo, da učitelji matematike še zmeraj vztrajajo pri klasičnih domačih nalogah, podobnim tistim, ki so jih učenci reševali že pri pouku. Večinoma gre za ponavljajoči se tip domačih nalog, ki učencem niso zanimive. Kognitivno zahtevnejših domačih nalog učitelji ne načrtujejo, prav tako pa ne namenjajo veliko pozornosti posredovanju, sprotnemu preverjanju domačih nalog in dajanju povratnih informacij učencem o opravljenih domačih nalogah. Učenci si želijo več zanimivejših domačih nalog, ki jih bodo lahko izvajali tudi s pomočjo računalnika in spleta - prav pri matematiki jim lahko to tudi omogočimo.

Keywords

magistrska dela;pouk matematike;domače naloge;učna motivacija;učinkovitost domačih nalog;osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [K. Slatenšek]
UDC: 37.091.2/.3:51(043.2)
COBISS: 22788616 Link will open in a new window
Views: 2737
Downloads: 329
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Other data

Secondary language: English
Secondary title: Motivation for doing homework at mathematics
Secondary abstract: In this master's thesis we dealt with the question on how a teacher can motivate students to do homework at mathematics. The theoretical part presents learning motivation and its role in self-regulation, components, strategies and types of motivation. We also deal with the patterns of student motivation and ways of how to motivate students of certain pattern. In addition, we present term homework, its goals, purpose, types and principles. We also present researches about viability and effectiveness of homework in mathematics. Then we focus on teacher's role in homework. First, the teacher must ensure that the assignments are effective. Therefore, he must carefully planned homework. Sufficient time must be given to the homework mediation, examination and feedback. This way, math homework will have a positive impact on students' knowledge. Considering the theoretical knowledge, we presented different types of math assignment. In last part of theoretical part, we write about students' role, which refers to homework and parental involvement in student math homework. The purpose of the empirical part is to present some of the factors, which influence student motivation to do homework and to obtain information about teacher's creating, mediation and examination of math homework. The research was conducted on a sample of 122 students of the 6th, 7th, 8th and 9th grades of two primary schools, taught by four different teachers of mathematics. We came to the conclusion, that teachers still insist on traditional homework assignments, similar to those, solved in class. In most cases it is a repeated type of homework that students do not find interesting. Teachers do not create cognitively challenging homework and do not pay much attention to mediation, examination or giving feedback on students' homework. Students wish for more interesting homework, where they can use a computer. Luckily, this is possible in math.
Secondary keywords: master theses;mathematics lessons;homeworks;learning motivation;effectiveness of homeworks;primary schools;Univerzitetna in visokošolska dela;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za matematiko in računalništvo
Pages: 169 f.
ID: 9214078