Pomoč učencem z učnimi težavami pri reševanju matematičnih besedilnih nalog na petstopenjskem modelu pomoči

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[B. Kaučič]
UDK:	376.1(043.2)
COBISS:	9301321
Št. ogledov:	785
Št. prenosov:	374
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Helping students with learning disabilities in solving mathematical word problems by a five – stage model of help
Sekundarni povzetek:	In primary school, failed grades are most common in mathematics, which is quite concerning, considering the fact that mathematics is included in national tests at the end ob both primary and high school. This means that the results, achieved in mathematics tests, are deeply connected with further education possibilities and job opportunities (Kavkler, 2007). One of the components of mathematics education are mathematical word problems, which are very popular among some students and the most problematic for other, and as such require more attention in solving them. The purpose of this thesis is to present the processes, knowledge and strategies for solving mathematical word problems. Which abilities are needed in a student to successfully solve the problem and which strategies can be offered to students with different achievements to improve their success rate. The research included students from five classes, which were classified into groups on the basis of their success in solving word problems in regards to the hierarchical model of handling students with learning disabilities. 80% of students were classified in a group, which needs universal support and help or primary help measures in order be successful, 15% of students were classified in a group, which needs focused help and support or secondary help measures and 5% needed additional professional help and support or tertiary help measures. I checked to see if there are statistically relevant differences between group results in relation to the number of correctly solved problems and the number of correctly chosen operations, which justify the use of different stages and forms of help for individual students. The results show that there are indeed statistically relevant differences between students in relation to the number of correctly solved problems and the number of correctly chosen operations, which means that the students need appropriate help strategies. I searched for these strategies in literature, practical work and on the internet and classified them in units according to the five-stage model of working with students with learning disabilities. Thusly each stage involves increasingly more intensive forms of help and support as well as team work in a school environment.
Sekundarne ključne besede:	learning difficulty;mathematics;učne težave;matematika;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	107 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Helping students with learning disabilities in solving mathematical word problems by a five – stage model of help
Ključne besede (ePrints):	učne težave pri matematiki
Ključne besede (ePrints, sekundarni jezik):	learning disabilities in mathematics
Povzetek (ePrints):	Matematika je v osnovni šoli najpogosteje negativno ocenjen predmet, kar predstavlja zaskrbljujoč podatek glede na dejstvo, da je matematika vključena v nacionalno preverjanje znanja tako ob zaključku osnovne kot tudi srednje šole. Rezultati pri matematiki so tako močno povezani z možnostmi nadaljnjega izobraževanja in zaposlovanja (Kavkler, 2007). Ena izmed vsebin, s katero se srečujejo učenci pri predmetu, pa so tudi matematične besedilne naloge, ki so med nekaterimi priljubljene, pri drugih pa predstavljajo veliko težav in zato njihovo reševanje potrebuje večjo pozornost. Namen diplomskega dela je predstaviti procese, znanja in strategije pri reševanju matematičnih besedilnih nalogah. Katere sposobnosti učenec potrebuje, da je naloga uspešno rešena, in katere strategije za izboljšanje uspešnosti reševanja lahko ponudimo učencem z različnimi dosežki pri njihovem reševanju. V raziskavo sem vključila učence petih razredov in jih glede na uspešnost pri reševanju besedilnih nalog razvrstila v skupine glede na hierarhijski model obravnave učencev z učnimi težavami. Torej 80 % učencev v skupino, ki za uspešnost potrebujejo univerzalno podporo in pomoč oz. primarne ukrepe pomoči, 15 % učencev v skupino, ki za uspešnost potrebujejo usmerjeno pomoč in podporo oz. sekundarne ukrepe pomoči, in 5 % učencev, ki za uspešnost potrebujejo dodatno strokovno pomoč in podporo oz. terciarne ukrepe pomoči. Preverila sem, ali med rezultati skupin učencev obstajajo statistično pomembne razlike v številu pravilno rešenih nalog in številu pravilno izbranih računskih operacij, ki opravičujejo uporabo različnih stopenj in oblik pomoči za posamezne učence. Rezultati so pokazali, da so med učenci prisotne statistično pomembne razlike v številu pravilno rešenih nalog in številu pravilno izbranih računskih operacij in zato jim je potrebno ponuditi njim primerne strategije pomoči. Le-te sem poiskala v literaturi, praksi in na internetu in jih razporedila v sklope glede na petstopenjski model dela z učenci z učnimi težavami. Vsako stopnja tako vsebuje vedno bolj intenzivne oblike pomoči in podpore ter timsko sodelovanje v šolskem okolju.
Povzetek (ePrints, sekundarni jezik):	In primary school, failed grades are most common in mathematics, which is quite concerning, considering the fact that mathematics is included in national tests at the end ob both primary and high school. This means that the results, achieved in mathematics tests, are deeply connected with further education possibilities and job opportunities (Kavkler, 2007). One of the components of mathematics education are mathematical word problems, which are very popular among some students and the most problematic for other, and as such require more attention in solving them. The purpose of this thesis is to present the processes, knowledge and strategies for solving mathematical word problems. Which abilities are needed in a student to successfully solve the problem and which strategies can be offered to students with different achievements to improve their success rate. The research included students from five classes, which were classified into groups on the basis of their success in solving word problems in regards to the hierarchical model of handling students with learning disabilities. 80% of students were classified in a group, which needs universal support and help or primary help measures in order be successful, 15% of students were classified in a group, which needs focused help and support or secondary help measures and 5% needed additional professional help and support or tertiary help measures. I checked to see if there are statistically relevant differences between group results in relation to the number of correctly solved problems and the number of correctly chosen operations, which justify the use of different stages and forms of help for individual students. The results show that there are indeed statistically relevant differences between students in relation to the number of correctly solved problems and the number of correctly chosen operations, which means that the students need appropriate help strategies. I searched for these strategies in literature, practical work and on the internet and classified them in units according to the five-stage model of working with students with learning disabilities. Thusly each stage involves increasingly more intensive forms of help and support as well as team work in a school environment.
Ključne besede (ePrints, sekundarni jezik):	learning disabilities in mathematics
ID:	8310549