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Title:POMOČ UČENCEM PRI MATEMATIKI
Authors:ID Šoštarič, Helena (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
Files:.pdf UNI_Sostaric_Helena_2009.pdf (13,39 MB)
MD5: 308F8ED2DC874A2E8158C00ED3855979
PID: 20.500.12556/dkum/3600381d-9b4f-4f68-aed9-346808712684
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V diplomski nalogi je, po pregledu nekatere literature s tega področja, predstavljeno, kaj je diskalkulija, kako jo odkrijemo in kako takim otrokom najprimerneje nudimo pomoč. Uporabljeni so anketni vprašalniki za 85 učiteljev in 80 študentov razrednega pouka. Podatki teh anketnih vprašalnikov so analizirani glede na stopnjo izobrazbe, glede na povprečno oceno študentov ter glede na delovno dobo in razred, v katerem učitelj poučuje. Ugotovljeno je, da imajo tako učitelji kot tudi študenti nekaj znanja o motnji, kot je diskalkulija, pri čemer pa se kazalec znanja bolj nagiba k študentom razrednega pouka. Diplomska naloga zajema tudi praktični del, kjer je predstavljenega nekaj konkretnega materiala, ki ga uporabljajo defektologi pri svojem delu.
Keywords:diskalkulija, specifične učne težave, pouk matematike, primarna stopnja izobraževanja
Place of publishing:Maribor
Publisher:[H. Šoštarič]
Year of publishing:2009
PID:20.500.12556/DKUM-10590 New window
UDC:37(043.2)
COBISS.SI-ID:16977928 New window
NUK URN:URN:SI:UM:DK:57OBZG3N
Publication date in DKUM:06.07.2009
Views:5249
Downloads:1190
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:MATHEMATICS TUTORING
Abstract:This assignment investigated the issue of dyscalculia in primary school mathematics lessons. Firstly, a literature review was conducted to provide a theoretical basis for the research. This included a definition of dyscalculia, how it can be diagnosed and how affected children can be assisted to overcome their specific learning problems in the first 3 years of primary school. Secondly, a survey of 165 qualified and trainee teachers was conducted to determine the knowledge and attitudes of respondents in relation to dyscalculia. The results were analysed in relation to each teacher´s working experience, primary school teaching qualification and teaching specialisation. Overall, it was found that the survey participants have some knowledge of dyscalculia, but the trainee teachers are more knowledgeable. Lastly, an examination was made of the practical experiences of special educators working in this field. This included actual material used in authentic learning environments involving dyscalculia.
Keywords:dyscalculia, specific learning problems, mathematics lessons, primary school teaching qualification


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