Fleksibilna diferenciacija pri matematiki na razredni stopnji

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[V. Mlakar]
UDK:	373.32:51(043.2)
COBISS:	9552457
Št. ogledov:	989
Št. prenosov:	230
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Flexible differentiation in mathematics in primary school
Sekundarni povzetek:	This thesis deals with multilevel lessons in the context of flexible differentiation with Mathematics at primary level. We wanted to find out the pupils' attitudes towards flexible differentiation and to compare the mathematic achievements of pupils within the level groups as well as between the level groups. The theoretical part introduces the different differentiation types, which are present in our schools, taxonomy skills that help teachers put together the tasks and to assess them, the mathematical problems as well as examples of tasks and exercises from the thematic set Numerals Up to One Million which were solved by the level-group pupils participating in the study. The empirical part deals with our findings regarding the pupils’ attitude to flexible differentiation, to lessons in level groups, the differences in knowledge between pupils of different levels when solving various-difficulty tasks according to Gagne. We learn the differences in achievements of pupils within the level groups and what the connection between the attitude to multilevel lessons and achievements of pupils is. The survey involved 32 fifth grade pupils. Data were collected from test results of the thematic set Numerals Up to One Million and a questionnaire. The survey results show that most pupils have a positive attitude to multilevel school lessons; however they still prefer classroom lessons. Further on, the pupils of higher level groups are more successful in solving the tasks and exercises of various taxonomic levels according to Gagne than those from lower level groups. We have also found out that there is a correlation between achievements of pupils and attitudes towards teaching in multilevel groups: the pupils with better achievements had a better attitude to the multi level classes than the pupils who were less successful.
Sekundarne ključne besede:	mathematics;primary school;differentiation;matematika;osnovna šola;diferenciacija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	VI, 113 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Flexible differentiation in mathematics in primary school
Ključne besede (ePrints):	diferenciacija
Ključne besede (ePrints, sekundarni jezik):	differentiation
Povzetek (ePrints):	Diplomsko delo obravnava nivojski pouk v okviru fleksibilne diferenciacije pri matematiki na razredni stopnji. Želeli smo ugotoviti, kakšen je odnos učencev do fleksibilne diferenciacije in primerjati dosežke učencev pri matematiki znotraj nivojskih skupin in med nivojskimi skupinami. V teoretičnem delu so predstavljene različne vrste diferenciacije, ki so prisotne v naših šolah, taksonomije znanj, ki učiteljem pomagajo pri ocenjevanju in sestavljanju nalog, matematični problemi ter primeri nalog iz tematskega sklopa Števila do milijon, ki so jih pri pouku v nivojih reševali učenci, sodelujoči v raziskavi. V empiričnem delu smo ugotavljali, kakšen je odnos učencev do fleksibilne diferenciacije oz. do pouka v nivojskih skupinah, kakšne so razlike v znanju med učenci različnih nivojev pri reševanju nalog različnih težavnosti po Gagneju, kakšne so razlike v dosežkih učencev znotraj nivojske skupine ter kakšna je povezanost med odnosom do pouka v nivojskih skupinah in dosežki učencev. V raziskavi je sodelovalo 32 učencev petega razreda. Podatke smo zbrali s pomočjo preizkusa znanja iz tematskega sklopa Števila do milijon in anketnega vprašalnika. Rezultati raziskave so pokazali, da ima večina učencev pozitiven odnos do pouka v nivojskih skupinah, vendar pa imajo vseeno raje pouk v razredu ter da so učenci višjih nivojskih skupin bolj uspešni pri reševanju nalog različnih taksonomskih ravni po Gagneju kot tisti iz nižjih nivojskih skupin. Ugotovili smo tudi, da obstaja povezava med dosežki učencev ter odnosom do pouka v nivojskih skupinah, in sicer imajo učenci z boljšimi dosežki boljši odnos do pouka v nivojskih skupinah kot tisti s slabšimi dosežki.
Povzetek (ePrints, sekundarni jezik):	This thesis deals with multilevel lessons in the context of flexible differentiation with Mathematics at primary level. We wanted to find out the pupils' attitudes towards flexible differentiation and to compare the mathematic achievements of pupils within the level groups as well as between the level groups. The theoretical part introduces the different differentiation types, which are present in our schools, taxonomy skills that help teachers put together the tasks and to assess them, the mathematical problems as well as examples of tasks and exercises from the thematic set Numerals Up to One Million which were solved by the level-group pupils participating in the study. The empirical part deals with our findings regarding the pupils’ attitude to flexible differentiation, to lessons in level groups, the differences in knowledge between pupils of different levels when solving various-difficulty tasks according to Gagne. We learn the differences in achievements of pupils within the level groups and what the connection between the attitude to multilevel lessons and achievements of pupils is. The survey involved 32 fifth grade pupils. Data were collected from test results of the thematic set Numerals Up to One Million and a questionnaire. The survey results show that most pupils have a positive attitude to multilevel school lessons; however they still prefer classroom lessons. Further on, the pupils of higher level groups are more successful in solving the tasks and exercises of various taxonomic levels according to Gagne than those from lower level groups. We have also found out that there is a correlation between achievements of pupils and attitudes towards teaching in multilevel groups: the pupils with better achievements had a better attitude to the multi level classes than the pupils who were less successful.
Ključne besede (ePrints, sekundarni jezik):	differentiation
ID:	8311208