20.500.12556/DKUM-46841 PREDSTAVE UČENCEV O MATEMATIKIH PUPILS' REPRESENTATIONS ABOUT MATHEMATICIANS Osnovna šola je lahko za marsikaterega učenca zelo stresna, lahko pa je zabavna, lahko je izziv in nekaj, kar učenca veseli. Kaj in kako učenec sprejema učenje in šolo, je odvisno od stereotipov, katerim je bil izpostavljen že kot majhen otrok, neposredno in posredno, preko medijev, družbe, prijateljev in staršev. Da so v osnovni šoli nekateri predmeti bolj priljubljeni kot ostali, je jasno vsem, učencem in učiteljem. Matematika verjetno spada med tiste manj priljubljene predmete na urniku. Ali je ta trditev pravilna in zakaj je tako, smo raziskovali v diplomski nalogi. Na vzorcu 164 otrok iz treh različnih osnovnih šol smo naredili raziskavo, da bi ugotovili, kakšen pogled imajo učenci na matematiko, ali je ta negativen ali pozitiven, kaj pravzaprav razumejo pod pojmom matematika, ali vedo, da je matematik lahko tudi nekdo, ki ni učitelj, in kateri so tisti stereotipi, ki najbolj izstopajo. V teoretičnem delu smo predstavili raziskave, ki so že bile opravljene na to temo, najbolj pa smo se posvetili raziskavi Susan H. Picker in Johna S. Berryja (2000), ki nam je pozneje bila tudi podlaga in izhodišče za empirični del diplomske naloge. V teoretičnem delu smo tako predstavili stereotipe učencev o matematikih, vzroke za nastanke teh stereotipov in dodala nekaj nasvetov, kako ravnati, da do teh predsodkov sploh nebi prišlo. V empiričnem delu diplomske naloge analiza raziskave pokazala, da obstajajo stereotipi o matematikih, ki se pojavljajo pogosto, eden izmed teh stereotipov je, da učenci vidijo poklic matematika kot pretežno moški poklic. Na vseh treh osnovnih šolah pa hipoteza, kaj učenci mislijo, da matematik počne oziroma s čim se matematik ukvarja, ni dala rezultatov, ki bi bili povsod enaki. Na podeželski šoli, je na primer, več učencev menilo, da je matematik lahko samo učitelj, na ostalih dveh osnovnih šolah pa so risbe pokazale nagnjenost učencev k ideji, da matematik lahko dela tudi kaj drugega, kot samo uči. Primerjali smo tudi, kakšna je razlika v predstavnosti učencev 4. in 8. razreda o matematikih. Elementary school can be for many pupils very stressful, but it can be fun, it can be a challenge and something that makes pupils happy. What and how the pupil receives learning and the school depends a lot on the stereotypes that have been exposed to the child already at a very young age, directly and indirectly, through the media, society, friends and family. In the elementary school, some subjects are more popular than others, and that is clear to all students and teachers. Mathematics is likely one of those less popular hours on the schedule. Whether this claim is correct and why it is so, we explored in this thesis. On a sample of 164 children from three different elementary schools we did a survey to find out what is the pupils look at the math, whether it is negative or positive, do they actually understand the concept of a mathematician, or know that a mathematician can also be someone who is not a teacher and which stereotypes are the ones that stand out the most. In the theoretical part we present researches that were made on this topic, we were mostly focused on the research of Susan H. Picker and John S. Berry (2000), this research was later the basis and starting point for the empirical part. Picker and Berry (2000) presented stereotypes that the students had of mathematics, the reasons for the development of these stereotypes and added a few tips on how to handle that these prejudices would not even start to become a problem. We worked with the same questionnaire as Picker and Berry did. Thus, in the empirical part of the thesis analysis of the research showed that there are stereotypes about mathematics that occur often, one of these stereotypes is that students see math as predominantly male profession. But the hypothesis: "What do students think that a mathematician is doing or whit what is the mathematician dealing whit?" did not produce results that would have been the same everywhere. In elementary school Bogojina, for example, more students felt that a mathematician is only the teacher but the drawing from the pupuls of other two elementary schools showed the tendency to the idea that mathematics can be anything other than a teacher. We also compared the difference in presentetions of pupils about mathematics between the 4th and 8th grade. znanstvenik matematik matematik stereotipi učitelj učenec scientist mathematician mathematician stereotypes teacher student true true false [R. Černela] Slovenski jezik Angleški jezik Diplomsko delo 2014-11-14 20:53:49 2015-01-27 12:23:22 2022-05-19 03:06:19 2021-05-05 03:48:40 2014 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3:51(043.2) 21112584 URN:SI:UM:DK:ESZI20OX UNI_Cernela_Rajko_2014.pdf UNI_Cernela_Rajko_2014.pdf 1 7946338C214CD0DC56229092CA4669B2 90fdf63ff7741ebccd2bbe4db6f99dc6d6ee06e14aa3371fbd334aa5f886fae8 6cfca6f1-7c0b-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=68856 Pedagoška fakulteta 0 0 0