magistrsko delo
Mojca Žerjav (Avtor), Marija Kavkler (Mentor)

Povzetek

Splošne učne težave dijakov lahko izvirajo iz neustreznih vzgojno-izobraževalnih interakcij, nekaterih notranjih dejavnikov ali pa iz okolja. Pri tem sta kulturna različnost in drugojezičnost pogosto podcenjena dejavnika kot vzroka učnih težav. Prav tako je pri dijakih, ki počasneje usvajajo znanja, pričakovano počasnejše napredovanje pri usvajanju šolskih veščin in znanj, saj se pri njih raven storilnosti ali učni dosežki ujemajo z intelektualnimi sposobnostmi. Najpogosteje imajo dijaki z učnimi težavami pri matematiki slabše izobraževalne dosežke pri tem predmetu že v osnovni šoli. Na nacionalnih preverjanjih znanja se je pokazalo, da imajo devetošolci med drugim velike težave z nalogami iz algebre, kamor spada tudi reševanje enačb in neenačb, ter z nalogami potenciranja in računanja z ulomki, ki pa so osnova za reševanje eksponentnih enačb in neenačb. Pri uspešnejšem napredovanju jim lahko pomagamo z upoštevanjem njihovih posebno-izobraževalnih potreb, kot so potreba po konkretnih vizualno-shematskih predstavitvah, zapisovanju vmesnih rezultatov, vztrajanju pri nalogah in upoštevanju zaporedij primerov. Za izboljšanje kakovosti učenja je najprej potrebno oceniti napake dijakov in eden od načinov ocenjevanja je analiziranje napak dijakov. Na takšen način lahko ugotovimo vzrok težav in najdemo rešitve za njihovo odpravo. Napake, ki jih glede na rezultate raziskav dijaki najpogosteje naredijo pri reševanju eksponentnih enačb, so: nerazumevanje koncepta eksponentnih enačb, neustrezna uporaba in vrstni red računskih operacij ter napačna uporaba skupne osnove potenc. Pred poučevanjem reševanja eksponentnih enačb in neenačb mora učitelj sam dobro razumeti njihov koncept ter med poučevanjem in utrjevanjem snovi vključevati življenjske primere ter situacije, saj s tem dijaki pridobijo nove ideje reševanja problema in pridobijo globlje razumevanje. Študijo primera sem izvedla z dijakinjo z učnimi težavami pri matematiki, ki je v času izvajanja treninga obiskovala 3. letnik srednje strokovne ekonomske šole in je dosegala predpisane vzgojno-izobraževalne cilje pri matematiki z velikimi težavami. Oblikovala sem 16-urni trening reševanja eksponentnih enačb in neenačb z namenom oblikovati, izvesti in evalvirati trening za utrjevanje reševanja eksponentnih enačb in eksponentnih neenačb po začetni oceni temeljnih konceptualnih in proceduralnih znanj. Trening je vključeval utrjevanje predznanja, utrjevanje reševanja eksponentnih enačb in neenačb na analitičen in grafičen način ter utrjevanje sprotne učne snovi v šoli pri matematiki. Ob koncu izvajanja treninga sem preverila še morebitno spremembo samovrednotenja dijakinje na področju učnih dosežkov in uspehov pri matematiki. Rezultati raziskave so pokazali, da je dijakinja pred začetkom treninga imela primanjkljaje v konceptualnem in proceduralnem znanju na prav vseh področjih predznanj, ki so potrebna za reševanje eksponentnih enačb in neenačb. Z ustreznimi prilagoditvami, uporabo različnih pripomočkov, eksplicitnim poučevanjem, upoštevanjem postopnosti zaporedij in s predstavitvijo raznolikih strategij reševanja matematičnih problemov je dijakinja vidno napredovala pri reševanju eksponentnih enačb in neenačb. Prav tako je trening vplival na bolj pozitivno samovrednotenje dijakinje na področju uspehov in dosežkov pri matematiki. Trening je bil uspešen, saj se je pri dijakinji z učnimi težavami pri matematiki pokazal napredek na več področjih reševanja eksponentnih enačb in neenačb, kot tudi na področjih predznanja, ki so bila vključena v trening. Ugotovitve po koncu treninga bodo tako lahko v pomoč specialno rehabilitacijskim pedagogom pri obravnavi dijakov z učnimi težavami pri matematiki.

Ključne besede

dijaki;splošne učne težave;učne težave pri matematiki;reševanje eksponentnih enačb;samovrednotenje;učni dosežki;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Žerjav]
UDK: 376-053.6:373.32.016:51(043.2)
COBISS: 68510723 Povezava se bo odprla v novem oknu
Št. ogledov: 182
Št. prenosov: 8
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Training on solving exponent equations and inequations with a student with learning difficulties in mathematics
Sekundarni povzetek: Students' general learning difficulties can stem from inappropriate educational interactions, some internal factors, or the environment. Cultural and linguistic diversity, meanwhile, are often underestimated factors that can cause a learning difficulty. Also, students who are slower to acquire knowledge are expected to progress more slowly in acquiring school skills and knowledge, as their level of performance or learning achievements match their intellectual abilities. Most often, students with learning difficulties in mathematics already have poorer educational achievements in the subject in primary school. National examinations showed that ninth-graders have major problems with algebra problems, including equations and inequations solving, and with exponentiation and fractional problems, which are the basis for solving exponential equations and inequations. We can help them to progress more successfully by taking into account their special-educational needs, such as the need for concrete visual-schematic presentations, recording intermediate results, insisting on tasks and considering sequences of examples. To improve the quality of learning, it is first necessary to assess students ’mistakes and one way of assessing is to analyse students’ mistakes. This way we can determine the cause of the problems and find solutions to solve them. According to the research results, the most common mistakes made by students in solving exponential equations are: misunderstanding the concept of exponential equations, inappropriate use and order of computational operations, and incorrect use of the common power base. Before teaching to solve exponential equations and inequations, the teacher must have a good understanding of their concept and include life examples and situations during teaching and consolidation of material, as students thus gain new ideas for solving problems and gain a deeper understanding. I conducted a case study with a student with learning difficulties in mathematics, who attended the 3rd year of secondary vocational school of economics during the training and achieved the prescribed educational goals in mathematics with great difficulty. I designed a 16-hour training to solve exponential equations and inequations in order to design, implement and evaluate training to consolidate the solving of exponential equations and exponential inequations after an initial assessment of basic conceptual and procedural skills. The training included consolidation of prior knowledge, consolidation of solving exponential equations and inequations in the analytical and graphical way, and consolidation of current teaching material in school in mathematics. At the end of the training, I checked for a possible change in the student's self-evaluation of her learning achievements and success in mathematics. The results of the research showed that before the start of the training, the student had deficits in conceptual and procedural knowledge in all areas of prior knowledge which are needed to solve exponential equations and inequations. With appropriate adjustments, the use of various aids, explicit teaching, observance of the gradualness of sequences and the presentation of various strategies for solving mathematical problems, the student made visible progress in solving exponential equations and inequations. The training also influenced the student to be more positive in her self-evaluation in terms of success and achievement in mathematics. The training itself proved to be successful, as the student with learning difficulties in mathematics showed progress in several areas of solving exponential equations and inequations, as well as in the areas of prior knowledge that were included in the training. Findings after the end of the training will thus be able to help special rehabilitation educators in dealing with high school students with learning difficulties in mathematics.
Sekundarne ključne besede: learning difficulty;secondary education;mathematics;učne težave;srednješolski pouk;matematika;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 128 str.
ID: 13088642