Title (srp)

Diferenciranje nastave u skladu sa obrazovnim standardima i uticaj na postignuća učenika u početnoj nastavi matematike

Author

Milenković, Vesna, 1980-

Contributor

Mihajlović, Aleksandra, 1975-
Maričić, Sanja, 1974-
Vulović, Nenad, 1979-
Lazić, Bojan, 1974-

Description (srp)

Uvažavanje različitih karakteristika učenika jedan je od najvažnijih zadatakasavremene škole, tako da diferenciranje nastave i obrazovni standardi dobijajuveliku važnost. Iako postoji veliko interesovanje, trostepena povezanostdiferencirane nastave sa obrazovnim standardima na tri nivoa, nije dovoljno niteorijski, ni praktično proučavana u nastavi.U radu se razmatra uticaj diferenciranja početne nastave matematikeorganizovane u skladu sa obrazovnim standardima na postignuća učenika, kojaobuhvataju: nivoe znanja (prepoznavanje, reprodukciju, razumevanje, primenu znanja,stvaralaštvo i kreativnost), trajnost znanja i motivaciju učenika.Empirijski deo rada usmeren je na: 1) eksperimentalno ispitivanje uticajadiferencirane nastave organizovane u skladu sa obrazovnim standardima napostignuće učenika u geometrijskim sadržajima i sadržajima o razlomcima; 2)ispitivanje mišljenja učenika eksperimentalne grupe o eksperimentalnom programu;3) ispitivanje mišljenja učitelja o uticaju i ulozi diferencirane nastaveorganizovane u skladu sa obrazovnim standardima u početnoj nastavi matematike napostignuća učenika.Istraživanjem je obuhvaćeno 228 učenika četvrtog razreda (114 učenika činieksperimentalnu grupu i isto toliko učenika kontrolnu grupu) i anketirano je 106učitelja.Rezultati koje smo dobili, između ostalog, pokazuju da se difereniranjemnastave organizovane u skladu sa obrazovnim standardima može uspešno uticati napostignuća učenika u oblasti geometrije i razlomaka u početnoj nastavi matematike,da eksperimentalni program utiče na interesovanje učenika za učenje geometrijskihsadržaja i sadržaja o razlomcima, kao i da se prema mišljenju učitelja svi nivoi znanja mogu podsticati diferenciranim oblikom nastave.

Description (srp)

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Description (eng)

Appreciating different characteristics of students is one of the main tasks ofcontemporary school, so that differentiation of teaching and educational standards obtain hugeimportance. Although there is a great interest, connection of the three-level type ofdifferentiated teaching and three level of educational standards, are not both theoretically andpractically researched in teaching.The paper discusses the impact of differentiating the initial teaching of mathematicsorganized in accordance with educational standards on students' achievements, that encompass:level of knowledge (recognition, reproduction, understanding, applying knowledge, andcreativity), durability of knowledge, and motivation of students.The empirical part of the paper is directed to: 1) experimental examination of the impactof differentiated teaching organized in accordance with educational standards on students'achievements in geometric contents and contents on fractions; 2) examination of the opinionsof experimental group of students on experimental program; 3) examination of the opinionsand attitudes of teachers on the role of differentiated teaching organized in accordance witheducational standards on students' achievements in the initial teaching of mathematics.The research covered 228 students of the fourth grade (114 students make theexperimental group and the same number the control group) and 106 teachers were surveyed.The results we obtained, among other things, showed that differentiating teachingorganized in accordance with educational standards may successfully impact the students'achievements in the initial teaching of mathematics in area of geometry and fractions; thatexperimental program impacts the interest of students in learning geometric contents andcontents on fractions, as well as that according to teachers' opinion all levels of knowledge can be encouraged by differentiated type of teaching.

Object languages

Serbian

Date

2022

Rights

Creative Commons License
This work is licensed under a
CC BY 3.0 AT - Creative Commons Attribution 3.0 Austria License.

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Identifiers