| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font
First page > Show document

Show document Help

Title:Poučevanje matematičnega modeliranja na razredni stopnji izobraževanja : doktorska disertacija
Authors:ID Sabo, Mateja (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
Files:.pdf disertacijaSaboJunger_pdf.pdf (5,18 MB)
MD5: A11540730102B395A81FD0678AB9141E
 
Language:Slovenian
Work type:Dissertation
Typology:2.08 - Doctoral Dissertation
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Doktorska disertacija z naslovom „Poučevanje matematičnega modeliranja na razredni stopnji izobraževanja“ je obravnavala teoretične in praktične vidike uvajanja učenja in poučevanja matematičnega modeliranja v pouk matematike na razredni stopnji. Glavni cilj raziskave je bil raziskati vlogo matematičnega modeliranja kot orodja za razvijanje matematičnih kompetenc, pri čemer je bila posebna pozornost namenjena analizi trenutnega stanja ter razvoju programa profesionalnega usposabljanja za učitelje v Sloveniji in na Hrvaškem. Matematično modeliranje je bilo opredeljeno kot proces, ki je vključeval prepoznavanje problemov iz realnega sveta, oblikovanje matematičnih predstavitev, reševanje z uporabo matematičnih orodij ter interpretacijo rezultatov v realnem kontekstu. Raziskava je poudarila, da je bilo matematično modeliranje ključno za povezovanje abstraktnih matematičnih konceptov z realnimi situacijami, kar je spodbujalo ustvarjalnost in reševanje kompleksnih problemov. Kljub njegovi pomembnosti se učenje in poučevanje matematičnega modeliranja v praksi še vedno redko uporablja, zlasti na zgodnji stopnji izobraževanja. V empiričnem delu disertacije se je analiziralo znanje, stališča in pripravljenost učiteljev razrednega pouka za vključevanje učenja in poučevanja matematičnega modeliranja v pouk. Raziskava je bila dvofazna. V prvi fazi je bila izvedena kvantitativna analiza stanja kompetenc za poučevanje matematičnega modeliranja pri učiteljih razrednega pouka v Sloveniji in na Hrvaškem. Druga faza je obsegala evalvacijo programa profesionalnega usposabljanja učiteljev. Rezultati so pokazali, da učitelji pogosto niso dovolj razumeli konceptov matematičnega modeliranja, kar je omejevalo njihovo uporabo v razredu. Raziskava je izpostavila tudi ovire, kot so pomanjkanje časa, ustreznih virov in strokovnega usposabljanja. Posebna pozornost je bila namenjena razlikam med slovenskimi in hrvaškimi učitelji, pri čemer so bile ugotovljene določene razlike v ravni znanja in pripravljenosti za uporabo modeliranja. Ključen prispevek disertacije je razvoj in evalvacija programa profesionalnega usposabljanja za učitelje. Program je vključeval prilagojene delavnice, ki so spodbujaleii uporabo nalog matematičnega modeliranja v učilnici, in se temeljil na kombinaciji teoretičnih razlag in praktičnih vaj. Evalvacija programa je pokazala pozitivne učinke na kompetence učiteljev in motivacijo za uvajanje modeliranja v pouk. Raziskali smo tudi učinke na učence, kjer smo merili vpliv na reševanje besedilnih nalog in sposobnost matematičnega modeliranja, pri čemer so rezultati pokazali pozitivne učinke. Disertacija zaključuje, da je za učinkovito vključevanje matematičnega modeliranja v pouk potrebna sistemska podpora, vključno z dodatnim strokovnim usposabljanjem učiteljev, razvojem učnih gradiv ter spremembami v kurikulumu. Poudarja tudi potrebo po nadaljnjih raziskavah, ki bi omogočile globlji vpogled v vplive matematičnega modeliranja na učenje in poučevanje.
Keywords:Hrvaška, matematično modeliranje, poučevanje matematike, razredni pouk, Slovenija
Geographic coverage:Slovenija;
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Sabo Junger]
Year of publishing:2025
Number of pages:IX, 287 str.
PID:20.500.12556/DKUM-91576 New window
UDC:37.091.2/.3:51(497.4+497.5)(043.3)
COBISS.SI-ID:254452739 New window
Publication date in DKUM:23.10.2025
Views:307
Downloads:43
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

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:16.01.2025

Secondary language

Language:English
Title:Teaching Mathematical Modelling in Primary Education
Abstract:The doctoral dissertation titled “Teaching mathematical modelling in primary education” addressed the theoretical and practical aspects of introducing the learning and teaching of mathematical modelling into primary-level mathematics education. The primary aim of the research was to explore the role of mathematical modelling as a tool for developing mathematical competencies, with particular attention given to analyzing the current state of practice and developing a professional training programme for teachers in Slovenia and Croatia. Mathematical modelling was defined as a process involving the identification of realworld problems, the creation of mathematical representations, solving these using mathematical tools, and interpreting the results in a real-world context. The research emphasized that mathematical modelling is essential for connecting abstract mathematical concepts to real-world situations, fostering creativity, and solving complex problems. Despite its importance, the study highlighted that the learning and teaching of mathematical modelling is still rarely implemented in practice, especially in the early stages of education. In the empirical part of the dissertation, the focus was on analyzing the knowledge, attitudes and readiness of primary school teachers to integrate the learning and teaching of mathematical modelling into their lessons. The research was conducted in two phases. In the first phase, a quantitative analysis of teaching competencies for mathematical modelling among primary school teachers in Slovenia and Croatia was performed. The second phase involved evaluating a professional teacher training programme. The results revealed that teachers often lacked sufficient understanding of the concepts of mathematical modelling, limiting its classroom application. The research also identified barriers such as lack of time, adequate resources and professional training. Special attention was given to differences between Slovenian and Croatianiv teachers, where some variations were found in their level of knowledge and readiness to apply modelling. A key contribution of the dissertation was the development and evaluation of a professional teacher training programme. The programme included tailored workshops that encouraged the use of mathematical modelling tasks in the classroom, combining theoretical explanations with practical exercises. Evaluation of the programme showed positive effects on teachers’ competencies and motivation to implement modelling in their teaching. The study also explored the impact on students, measuring improvements in solving textual word problems and mathematical modelling abilities, with results showing positive outcomes. The dissertation concludes that the effective integration of mathematical modelling into teaching requires systemic support, including additional professional teacher training, the development of teaching materials and changes in curricula. It also highlights the need for further research to gain deeper insights into the effects of mathematical modelling on learning and teaching.
Keywords:Croatia, mathematical modelling, mathematics teaching, primary education, Slovenia


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica