magistrsko delo
Oriana Perger (Avtor), Marija Kavkler (Mentor), Janez Vogrinc (Komentor)

Povzetek

Matematika (MA) v obdobju odraščanja igra pomembno vzgojno in izobraževalno vlogo, njen uspeh v šoli pa vpliva na izobraževalne dosežke, zaposlitvene možnosti, ekonomsko stabilnost, prilagojeno vedenje pa tudi kakovost življenja in duševno zdravje posameznika. Učenci s primanjkljaji pri učenju matematike (PPU MA) so rizična skupina učencev, ki na nacionalnem preverjanju znanja (NPZ) dosegajo nižje rezultate kot vrstniki brez PPU MA. Za boljše razumevanje posebnih vzgojno-izobraževalnih potreb učencev s PPU MA ter za oblikovanje zanje ustreznega poučevanja in obravnave je potrebna podrobna analiza njihovega MA znanja, saj v literaturi tovrstnih raziskav primanjkuje. Avtorji posebno izpostavljajo pomembnost raziskav več časovnih obdobij, ker z njimi podrobneje predstavimo in približamo razvoj MA znanja učencev s PPU MA. Znotraj skupine učencev s PPU MA je iz številnih raziskav razvidno, da so učenci s sopojavljanjem pri MA tista skupina, ki je nižjim MA dosežkom in izrazitim učnim težavam še bolj izpostavljena. Pri analizi NPZ iz MA pri učencih s primanjkljaji na posameznih področjih učenja (PPPU) leta 2015 je iz rezultatov razvidno, da učenci, ki imajo izključno PPU MA, ne dosegajo boljšega rezultata kot učenci s sopojavljanjem pri MA. Z deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja ter s pomočjo kvalitativnega ter kvantitativnega raziskovalnega pristopa smo tako analizirali in primerjali izkazano MA znanje istih učencev brez PPU MA, z izoliranimi PPU MA in istih učencev s sopojavljanjem pri MA na NPZ iz MA v 6. razredu 2014 in 9. razredu 2017. Vsi učenci, vključeni v raziskavo, so na NPZ MA v 6. razredu leta 2014 dosegali statistično pomembno višje rezultate v primerjavi z NPZ MA v 9. razredu leta 2017. Iz 6. v 9. razred se razkorak v dosežkih med učenci s PPU MA (tudi s sopojavljanjem) in učenci brez PPU MA poveča za 10,16 %, saj na NPZ MA v 6. razredu učenci s PPU MA v povprečju dosegajo 76,26 % točk vrstnikov brez PPU MA, v 9. razredu pa 66,10 %. Razlike v povprečju na celotnem preizkusu NPZ tako v 6. kot v 9. razredu so se izkazale za statistično pomembne med skupino vrstnikov brez PPU MA in skupinama obeh opredeljenih skupin s PPU MA (izolirane PPU MA in sopojavljanje pri MA), nismo pa ugotovili statistične pomembnosti razlik med skupino učencev z izoliranimi PPU MA in skupino učencev s sopojavljanjem pri MA. S tem smo prišli do podobnih ugotovitev kot v analizi NPZ MA iz leta 2015, čeprav tak rezultat ni v skladu z ostalo strokovno literaturo tega področja in kaže na potrebo po dodatnem raziskovanju tega pojava. Na NPZ MA v 6. razredu 2014 so učenci s PPU MA in učenci s sopojavljanjem pri MA nižje povprečje točk od vrstnikov dosegali pri vseh nalogah, ne glede na MA področje vsebin, taksonomsko stopnjo, razred obravnave učne snovi in stopnjo težavnosti. Višja kot je bila zaključna ocena učencev pri MA v 9. razredu 2017, višje je bilo povprečje doseženih točk istih učencev na NPZ MA pri vseh treh opredeljenih skupinah. Ugotovili smo, da učenci s PPU MA niso dosegali višjega povprečja točk na NPZ od učencev s sopojavljanjem pri MA, so pa v povprečju dosegali nekoliko višje zaključne ocene pri MA v 9. razredu v primerjavi z učenci s sopojavljanjem pri MA. V analizi vrst napak na NPZ MA v 9. razredu nismo ugotovili pomembnih razlik med skupino učencev z izoliranimi PPU MA in skupino učencev s sopojavljanjem pri MA.

Ključne besede

6. razred;9. razred;matematični dosežki;nacionalno preverjanje znanja iz matematike;primanjkljaji pri učenju matematike;sopojavljanje pri matematiki;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [O. Perger]
UDK: 376-056.36:51(043.2)
COBISS: 69502467 Povezava se bo odprla v novem oknu
Št. ogledov: 172
Št. prenosov: 13
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: Comparison of the mathematics achievements of students with specific learning disabilities in mathematics in the national knowledge assessment in the sixth and ninth grade
Sekundarni povzetek: For growing children, mathematics plays an important educational role - mathematical achievements at school affect educational achievement, employment opportunities, economic stability, adapted behaviour, as well as the quality of life and mental health of an individual. Pupils with specific learning disabilities in mathematics (MLD) fall within a risk group of pupils who score poorly in national examination compared to their peers without MLD. There is a lack of literature on the research on pupils with MLD; therefore, a detailed analysis of mathematical knowledge of pupils with MLD is required in order to better understand their special educational needs and to create appropriate teaching and treatment methods. The authors emphasize the importance of research over different time periods, as this enables to present in more detail the development of mathematical knowledge of pupils with MLD. Various studies show that within the group of pupils with MLD, pupils with comorbidity in mathematics are even more exposed to lower mathematical achievements and learning difficulties. The analysis of the results achieved at the national examination in mathematics with regard to pupils with specific learning disabilities in individual areas of learning in 2015 shows that pupils who only have MLD do not achieve better result than pupils with the comorbidity in mathematics. Based on descriptive and causal non-experimental method of pedagogical research and qualitative and quantitative research approach, we have analyzed and compared the demonstrated mathematical knowledge of pupils without MLD, pupils with isolated MLD and pupils with the comorbidity in mathematics at national examination in mathematics when they were in 6th grade in 2014 and then in 9th grade in 2017. All pupils included in the research achieved statistically significantly higher results at the national examination in mathematics in 6th grade in 2014 compared to the national examination in mathematics in 9th grade in 2017. From 6th to 9th grade, the gap in achievements between pupils with MLD (including those with comorbidity) and pupils without MLD increased by 10.16%, namely at national examination in mathematics in 6th grade pupils with MLD achieved on average 76.26% points of pupils without MLD, and 66.10% in 9th grade. Differences in the average of the entire national examination in both 6th and 9th grade turned out to be statistically significant between the group of pupils without MLD and two defined groups with MLD i.e. isolated MLD and comorbidity in mathematics, however, no statistically significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics. We have come to similar conclusions as in the analysis of national examination in mathematics in 2015, notwithstanding that such a result is not in line with other specialised literature in this area and indicates the need for further research in this respect. At national examination in mathematics in 6th grade 2014, pupils with MLD and pupils with the comorbidity in mathematics achieved a lower average of points than their peers in all exercises, regardless of mathematical content area, taxonomic level, subject matter class and level of difficulty. The higher the pupil's final grade in mathematics in 9th grade in 2017, the higher the average of the points achieved by the same pupils at the national examination in mathematics in all three defined groups. We established that pupils with MLD did not achieve higher average of points than the average achieved at national examination by pupils with comorbidity in mathematics, however, they achieved on average slightly higher final grades in mathematics in 9th grade compared to pupils with comorbidity in mathematics. The analysis of the types of mistakes at the national examination in mathematics in 9th grade showed no significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics.
Sekundarne ključne besede: learning difficulty;primary education;mathematics;učne težave;osnovnošolski 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: 92 str.
ID: 13111925