20.500.12556/DKUM-58559 Problematika nekaterih pravil, strategij, nasvetov in trikov pri pouku matematike The problematic of some rules, strategies, tips and tricks when teaching mathematics Namen diplomskega dela je predstaviti nekatera pravila in strategije pri pouku matematike, ki se lahko izkažejo kot preveč splošna, besednjak učiteljev in učencev v osnovnih šolah v povezavi s temi pravili, opredeliti nasvete in trike, ki ne spodbujajo razumevanja konceptov, in pravila, ki se kasneje izkažejo za neveljavna. V teoretičnem delu smo izpostavili 13 pravil pri pouku matematike, ki se jih učenci učijo na razredni stopnji, kasneje pa ne veljajo več. Poleg pravil smo podali tudi primere nalog in napisali, kdaj (v katerem razredu) se pravilo izkaže za neveljavno. Podali smo predloge, kako lahko učitelji razložijo učencem pravila in strategije tako, da bodo ostala veljavna in tako poskušajo odpraviti »učenje brez razmišljanja«. V empiričnem delu smo želeli raziskati, kako pravila dojemajo učitelji razrednega pouka, učitelji matematike in bodoči učitelji razrednega pouka, ali pravila zanje veljajo, zakaj je tako in če jih pri urah matematike poučujejo. Podatke smo pridobili s pomočjo anketnega vprašalnika; v raziskavi je sodelovalo 277 anketirancev, od tega 85 učiteljev matematike, 98 učiteljev razrednega pouka in 94 študentov razrednega pouka iz celotne Slovenije. Z analizo anketnih vprašalnikov smo potrdili ali delno potrdili zastavljene hipoteze. Ugotovili smo, da 13 danih pravil v največji meri upoštevajo učitelji razrednega pouka, najmanj pa učitelji matematike. Bodoči učitelji razrednega pouka so s svojim mnenjem nekje na sredini. Na pravila gledajo različno, učitelji in bodoči učitelji razrednega pouka bolj z vidika učencev, učitelji matematike pa bolj z matematičnega vidika. Nazadnje smo še ugotovili, da pravila v največji meri poučujejo učitelji razrednega pouka, najmanj pa učitelji matematike. The purpose of this paper is to present certain rules and strategies used in teaching math, that tend to become to general; to present the vocabulary of teachers and students in primary school regarding mentioned rules; to present the advice and tricks on how not to understand those concepts as incorrect in the future. In the theoretical part, we have singled out 13 math rules, that students are taught in first years (first period); however, they do not apply later on. We have also added exercises and explained when (which grade) those rules become inapplicable. We have offered suggestions on how to explain the rules and strategies in a way that they can be applied, correct and also abandon the ''learning without thinking''. In the empirical part, we wanted to research how first period teachers understand those rules in contrast to mathematics teachers and future first period teachers; whether they think those rules apply, why so, and whether they use it when teaching mathematics. We have gathered that information by conducting a survey with 277 participants, including 85 mathematics teachers, 98 first period teachers and 94 students of mathematics from all over Slovenia. By analyzing the data, we have confirmed or partially confirmed our hypotheses. We have concluded that from given 13 rules, most of them apply to first period teachers; however, almost none of the apply to mathematics teachers. Future first period teachers did not give significant answers. The general view on the rules is undefined, teachers and future first period teachers understand the rules from the student's perspective; however, mathematics teachers understand them from more mathematical point. We have also learned that the rules are mostly taught by first period teachers, and rarely by mathematics teachers. Matematična pravila pouk matematike razredna stopnja predmetna stopnja učitelji razrednega pouka učitelji matematike bodoči učitelji razrednega pouka. Mathematical rules teaching mathematics first period second period first period teachers mathematics teachers future first period teachers. true true false [T. Rakovič] Slovenski jezik Angleški jezik Diplomsko delo 2016-04-21 23:20:28 2016-05-20 14:33:58 2023-10-16 10:34:25 2019-07-11 10:43:52 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051:51(043.2) 22212104 URN:SI:UM:DK:OMKKFNZH UN_Rakovic_Tamara_2016.pdf UN_Rakovic_Tamara_2016.pdf 1 91E5972C209DC3BBD10295470A9373C3 3f38f0c20a8b5276bafbf852be1fb886981d56994acaab10ea9c1ec745949cc3 17518d33-7c0c-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=89266 Pedagoška fakulteta 0 0 0