magistrsko delo
Marjeta Trček (Author), Marija Kavkler (Mentor)

Abstract

Za uspešno sodelovanje pri konstrukcijskih in računskih geometrijskih nalogah so pomembne dobre spretnosti vidno-motorične koordinacije, fine motorike, vidno prostorske predstavljivosti in orientacije, vidno-prostorskega pomnjenja, verbalnih sposobnosti, proceduralnega učenja in obvladovanja zaporedij ter metakognitivne spretnosti, ki nadzorujejo postopke reševanja geometrijskih nalog. Učenci z razvojno motnjo koordinacije imajo primanjkljaje na vseh zgoraj omenjenih področjih, kar pomembno omejuje njihov proces učenja in sodelovanja pri pouku geometrije. Različne študije (Cheng idr., 2011; Lingam, Golding, Jongmans, Hunt in Ellis, 2010) so pokazale, da primanjkljaji, vezani na razvojno motnjo koordinacije, učencem otežujejo uspešno opravljanje aktivnosti v vsakdanjem življenju ter napredovanje tudi na drugih predmetnih področjih, kot so aritmetika, tehnika, naravoslovje, fizika ipd. Ti učenci zato potrebujejo specifične treninge urjenja različnih spretnosti, pomembnih za področje geometrije, ki jim bodo nudili prenos naučenih strategij tudi na druga predmetna področja ter v vsakodnevne življenjske situacije. Namen magistrskega dela je bil oblikovanje specifičnega treninga geometrijskih spretnosti, ki bi učencem omogočil razvoj geometrijskih spretnosti in jim hkrati nudil oporo pri sledenju pouku geometrije znotraj dejavnosti razreda. Trening je bil izveden z učencem šestega razreda rednega programa osnovne šole. Začetna ocena učenčevega funkcioniranja je pokazala primanjkljaje, podobne razvojni motnji koordinacije, ki so jih potrdili tudi rezultati vprašalnikov, namenjenih staršem in učitelju matematike. Učenec je bil izbran izmed devetih učencev 2. in 3. triletja, prepoznanih kot rizičnih za razvojno motnjo koordinacije s strani razrednih učiteljev, učiteljev matematike in šolskih svetovalnih delavcev. Učenec je bil v trening vključen na osnovi najnižjih rezultatov, dobljenih v procesu začetnega prepoznavanja in ocenjevanja posebnih potreb, vezanih na področje geometrije. Z namenom ugotavljanja učinkovitosti pripravljenega treninga geometrijskih spretnosti je bil učenec ponovno ocenjen po koncu desettedenskega treninga. Rezultati raziskave kažejo na izboljšanje spretnosti, pomembnih za področje geometrije, in tako povečanje učinkovitosti učenca z razvojno motnjo koordinacije pri reševanju geometrijskih konstrukcijskih in besedilnih nalog. Izrazit napredek se je pokazal na področju vidnega pomnjenja, metakognitivnih strategij uravnavanja procesa reševanja geometrijskih nalog in na področju vidno-prostorske predstavljivosti. Nekoliko manjši napredek se je pokazal na področju vidno-motorične koordinacije in fine motorike. Za uspešnejšo korekcijo primanjkljajev na področju vidno-motorične koordinacije in finomotoričnih spretnosti bi potrebovali daljše obdobje in specifični trening, namenjen izključno razvoju omenjenih spretnosti, na samem začetku procesa opismenjevanja. Pri učencu, vključenem v trening, se je pokazal izrazit napredek predvsem pri rabi strategij, ki mu bodo omogočale nadzor in upravljanje lastnega učenja ter strukturirale postopke reševanja geometrijskih besedilnih nalog. Strukturiran in kontinuiran trening geometrijskih spretnosti lahko izboljša funkcioniranje učencev z razvojno motnjo koordinacije na področju geometrije tako v skupinskih kot tudi individualnih učnih situacijah. Rezultati raziskave kažejo na pomembnost predhodnega ali vsaj sočasnega urjenja geometrijskih spretnosti ob predstavitvi določene geometrijske učne enote, predvsem, kadar so te vezane na področja primanjkljajev učencev z razvojno motnjo koordinacije.

Keywords

razvojna motnja koordinacije;trening geometrijskih spretnosti;kontinuum pomoči;pouk geometrije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Trček Kavčič]
UDC: 376: 51(043.2)
COBISS: 11363145 Link will open in a new window
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Downloads: 203
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Other data

Secondary language: English
Secondary title: Geometry skills training for children with developmental coordination disorder
Secondary abstract: Successful participation in constructional and computational activities at geometry class requires good visual-motor coordination skills, fine motor sills, visual-spatial ability and orientation, visual-spatial memory, verbal skills, procedural learning skills and mastering mathematical sequences, as well as meta-cognitive skills, which control the processes of solving geometry problems. Students with developmental coordination disorder have shortcomings in all of the abovementioned areas, which significantly limits their ability to learn and participate in geometry class. Various studies (Cheng et al., 2011; Ling Golding, Jongmans, Hunt and Ellis, 2010) have shown that shortcomings connected to the developmental coordination disorder make it more difficult for students to successfully carry out everyday activities as well as to progress in other subject areas, such as arithmetic, technology, science, physics, etc. These students therefore require specific training of skills relevant to the subject of geometry, which would also enable them to transfer knowledge of learned strategies to other subjects as well as everyday life situations. The purpose of this Master’s thesis was to design a specific type of training that would enable students to develop their geometry skills, as well as provide them with support in following the subject matter taught at school geometry class. Training was conducted by including a sixth grade student from the regular primary school programme. The initial assessment of the student’s functioning had revealed shortcomings similar to those of the developmental coordination disorder, which were then confirmed by the results of the questionnaires filled out by for parents and teachers of mathematics. The student was selected out of a group of nine other students from the 2nd and 3rd triennial, identified as being at risk of developmental coordination disorder by their homeroom teachers, mathematics teachers and school counsellors. The student was included in this training on the basis of achieving the lowest results obtained in the initial process of identifying and evaluating specific needs related to the subject of geometry. In order to determine the efficiency of the prepared geometry skills training, the student was re-evaluated after the end of the ten week training period. Results of the analysis show an improvement in the student’s skills relevant to the subject of geometry, and thus an increase in the effectiveness of the student with developmental coordination disorder in solving geometry constructional and written activities. Significant progress has also been shown in the area of visual memory, metacognitive strategies of regulating the process of solving geometry problems and in the area of possessing visual-spatial ability. Slightly less progress has been detected in the area of visual-motor coordination and fine motor skills. For a successful correction of shortcomings in visual-motor coordination skills and fine motor skills, a longer period and a more specific type of training would be required, designed exclusively for the development of the aforementioned skills, and carried out at the very beginning of the process of acquiring literacy skills. The student involved in the training showed significant levels of progress, particularly in the use of strategies that will enable him to gain control and management of his own learning process, and will structure the processes of tackling written geometry exercises. Structured and continuous training of geometry skills can improve the functioning of students with developmental coordination disorder in the subject of geometry in both group and individual learning situations. Research results highlight the importance of preliminary or at least simultaneous activities for enhancing geometry skills when presenting specific learning units of this subject, especially when the latter are related to the area of students’ shortcomings connected to the developmental coordination disorder.
Secondary keywords: geometry;motor disorder;geometrija;gibalne motnje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, posebne razvojne in učne težave
Pages: 121 str.
ID: 9233264