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Title:Procesi učenja z vidika učnih težav učencev pri matematiki
Authors:ID Žakelj, Amalija (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2014_Zakelj_Procesi_ucenja_z_vidika_ucnih_tezav_ucencev_pri_matematiki.pdf (116,73 KB)
MD5: EF1BBE43A866B83DB03C0B87564DDC23
PID: 20.500.12556/dkum/622f3212-7ee7-4a2e-8f15-8c3534982f9e
 
URL http://rei.pef.um.si/images/Izdaje_revije/2014/2/REI_7_2_web_cl_1.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:V uvodu pišemo o procesih učenja matematike: o razvoju matematičnih pojmov, o številskih in prostorskih predstavah, o branju in razumevanju besedila idr. Osrednji del prispevka namenjamo raziskavi, s katero smo ugotovili, da se opredeljevanje procesov učenja, ki so povezani z učnimi težavami učencev pri matematiki, statistično značilno ne razlikuje med učitelji razrednega pouka in učitelji matematike. Oboji kot procese učenja, pri katerih se najpogosteje pojavljajo učne težave pri učenju matematike, izpostavljajo razvoj številskih predstav, razvoj matematičnih pojmov, logično sklepanje ter branje in razumevanje besedila. Vsi procesi učenja, ki so jih učitelji ocenili kot procese učenja, ki najbolj ovirajo učenje, imajo dokaj izenačene povprečne ocene glede stopnje zahtevnosti, in sicer od 2,6 do 2,8, kar je zelo blizu oceni zelo otežuje učenje.
Keywords:učne metode, učenje, matematika, učne težave, procesi učenja, razvoj številskih predstav, branje in razumevanje besedila, ovire pri učenju matematike
Publication status:Published
Publication version:Version of Record
Year of publishing:2014
Number of pages:str. 5-22
Numbering:Letn. 7, št. 2
PID:20.500.12556/DKUM-68540 New window
ISSN:1855-4431
UDC:37.091.3:51
ISSN on article:1855-4431
COBISS.SI-ID:2223228 New window
NUK URN:URN:SI:UM:DK:GLXPCQPM
Publication date in DKUM:26.09.2017
Views:1806
Downloads:173
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a journal

Title:Revija za elementarno izobraževanje
Publisher:Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:1855-4431
COBISS.SI-ID:239555072 New window

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:26.09.2017

Secondary language

Language:English
Title:Processes of learning with regard to students' learning difficulties in mathematics
Abstract:In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.
Keywords:learning methods, learning, mathematics, learning difficulties, learning processes, development of numeric conception, reading and comprehension, barriers to learning mathematics


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This document is a part of these collections:
  1. Revija za elementarno izobraževanje

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