Sastavljanje tekstualnih zadataka i problema u nastavi matematike

master's thesis

• Title (english): Posing word tasks and problems in mathematics education
• Author: Ema Benić
• Mentor: Dubravka Glasnović-Gracin (mentor)
• Committee member: Tin Perkov (predsjednik povjerenstva)
• Committee member: Dubravka Glasnović-Gracin (član povjerenstva)
• Committee member: Goran Trupčević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Interdisciplinary Natural Sciences; Teaching Methods in the Natural Sciences

Abstract

Matematika je jedan od školskih predmeta koji ima ključnu ulogu u obrazovanju učenika jer, između ostaloga, razvija sposobnost primjene znanja u svakodnevnom životu, osobito kroz rad s tekstualnim zadatcima. Ovaj diplomski rad istražuje postojeće teorijske pristupe vezane uz sastavljanje tekstualnih zadataka i problema u matematičkoj edukaciji, te uspoređuje zaključke iz pregleda literature sa smjernicama hrvatskog kurikuluma za matematiku. Tekstualni zadatci su prepoznati kao ključno sredstvo za razvijanje matematičke i jezične pismenosti. Iako rješavanje matematičkih zadataka i problema ima dugogodišnju tradiciju u obrazovnom procesu, sustavno sastavljanje takvih zadataka često je zanemareno, posebice u pripremi budućih učitelja. Cilj ovoga rada je istražiti važnost sastavljanja zadataka, naglasiti njezine dobrobiti te identificirati izazove s kojima se učitelji suočavaju pri sastavljanju zadataka, kao i istražiti u kojoj je mjeri ta aktivnost prepoznata i integrirana u hrvatski obrazovni sustav. Kroz detaljnu analizu raznih vrsta matematičkih i tekstualnih zadataka te njihovih faza rješavanja, istražuje se uloga učitelja u kreiranju kvalitetnih zadataka i problema. Glavni izazovi u ovom području povezani su s nedostatkom matematičkog znanja, iskustva, jezičnih kompetencija i samopouzdanja. Iako su prepoznate mnoge prednosti ove aktivnosti, poput razvoja kreativnosti, jezičnih vještina i samostalnosti u učenju, analiza hrvatskog kurikuluma otkriva da sastavljanje zadataka još uvijek nije prepoznato kao važna aktivnost u hrvatskom obrazovnom sustavu. Zaključak rada naglašava potrebu za većom integracijom ove aktivnosti u obrazovne programe te za poboljšanjem vještina učitelja kroz ciljane obuke i podršku, čime bi se značajno unaprijedilo matematičko obrazovanje u Hrvatskoj.

Abstract (english)

Mathematics is one of the school subjects which has a key role in student education because, among other things, it develops the ability to apply knowledge in everyday life, especially throughout working with word problems. This master’s thesis explores existing theoretical approaches related to the posing of word tasks and problems in mathematics education, and compares conclusions from a literature review with the guidelines of the Croatian mathematics curriculum. Word problems are recognized as a key tool for developing both mathematical and linguistic literacy. Although solving mathematical tasks and problems has a long tradition in the educational process, the systematic posing of such tasks is often neglected, particularly in the preparation of future teachers. The aim of this thesis is to investigate the importance of posing tasks, highlight its benefits, and identify the challenges teachers face when posing tasks, as well as to explore the extent to which this activity is recognized and integrated into the Croatian educational system. Throughout a detailed analysis of various types of mathematical and word problems and their stages of solving, the role of teachers in creating high-quality tasks and problems is explored. The main challenges in this field are related to a lack of mathematical knowledge, experience, linguistic competencies and confidence. Although many advantages of this activity have been recognized, such as the development of creativity, language skills, and independence in learning, an analysis of the Croatian curriculum reveals that posing tasks is still not recognized as an important activity in the Croatian educational system. The conclusion of this thesis emphasizes the need for greater integration of this activity into educational programs and for improving teachers' skills through targeted training and support, which would significantly enhance mathematics education in Croatia.

• Keywords: sastavljanje zadataka; tekstualni zadatci i problemi; kurikulum predmeta matematika
• Keywords (english): posing tasks; word problems and tasks; mathematics curriculum
• Language: croatian
• URN:NBN: urn:nbn:hr:147:271260
• Study programme: Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache; Course: English language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2025-01-08 12:21:26