Tekstualni zadatci s kontekstom u razrednoj nastavi matematike

master's thesis

• Author: Valentina Požgaj
• Mentor: Dubravka Glasnović Gracin (mentor); MBZ: 321256
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-09-28, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics

Abstract

Tema ovog diplomskog rada je Tekstualni zadatci s kontekstom u razrednoj nastavi matematike. Rad nudi detaljan prikaz tekstualnih zadataka s kontekstom kao i njihovu ulogu u nastavi matematike. Prikazane su različite klasifikacije konteksta unutar matematičkog zadatka s istaknutom ulogom i utjecajem koji pojedina vrsta konteksta ima na učeničko stjecanje matematičkog znanja. Analizirani su kurikularni dokumenti Nastavni plan i program, Nacionalni okvirni kurikulum te tri udžbenička kompleta matematike za treći razred osnovne škole u odnosu na tekstualne zadatke s kontekstom. Cilj analize matematičkih udžbeničkih kompleta bio je prikazati situaciju tekstualnih, odnosno tekstualnih zadataka s kontekstom u hrvatskoj nastavnoj praksi. Osim udjela tekstualnih, odnosno kontekstualnih zadataka, analizom su se razmatrali tekstualni zadatci obzirom na vrstu konteksta, odnosno obzirom na: stupanj realnosti situacije, udaljenost konteksta od učenika i vizualni prikaz kontekstualne situacije. Rezultati analize pokazali su da se pred učenike ne stavlja dovoljan broj tekstualnih zadataka, kao ni tekstualnih zadataka s kontekstom. U udžbeničkim kompletima matematike najviše je tekstualnih zadataka s realističnim kontekstom, ali za koje je upitno nude li učenicima motivaciju za rješavanje. Udaljenost konteksta od učenika nije značajna za rješavanje zadatka ako se pritom razmatra smisao situacije povezane sa stvarnošću. Kontekstualnim zadatcima nedostaje vizualni prikaz kontekstualne situacije koji će učeniku pomoći u razumijevanju i rješavanju zadatka. Naposljetku, ponuđeni su primjeri tekstualnih zadataka s kontekstom, kakvi su analizom udžbenika pokazani da nedostaju u hrvatskoj nastavnoj praksi matematike.

Abstract (english)

The thesis offers a detailed overview of contextual word problems and their role in the mathematics teaching. It presents different classifications of the context within the mathematical task. The emphasis is on the role and impact that a specific type of context has to the students acquisition of mathematical knowledge. The following part analyses Croatian curricular documents and three mathematics textbook sets for the third grade of primary school in terms of contextual word problems. The purpose of the analysis of mathematic textbook sets is to represent the situation of word problems, i.e. contextual word problems in Croatian teaching practice. Apart from the quantity of contextual word problems, the analysis also considered word problems depending on the context type, i.e. with the consideration of the following criteria: the degree of reality of the situation, the distance of the context from students and the visual representation of the contextual situation. The results of the analysis showed that students are not faced with the sufficient amount of word problems, nor contextual word problems. The majority of word problems in mathematics textbook sets are word problems with a realistic context which do not motivate students nor stimulate their solving. The distance of the context from students is not significant for solving the task if it considers the meaning of the situation associated with reality. Contextual word problems lack of visual representation of the contextual situation which could help students in understanding and solving problems. Finally, the analysis of the textbooks revealed that Croatian mathematics teaching practice is lacking in contextual word problems. The thesis accordingly proposes the examples of the adequate contextual word problems.

• Keywords: tekstualni zadatak; kontekst; realistični zadatci; matematički udžbenici
• Keywords (english): word problem; context; realistic tasks; mathematics textbooks
• Language: croatian
• URN:NBN: urn:nbn:hr:147:441926
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German 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: 2019-01-15 09:28:20