Title Poučavanje geometrije prostora u razrednoj nastavi Title (english) Teaching spatial geometry in primary education Author Lorena Džaja Mentor Dubravka Glasnović-Gracin (mentor)Committee member Tin Perkov (predsjednik povjerenstva)Committee member Dubravka Glasnović-Gracin (član povjerenstva)Committee member Matea Dvoršćak (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-02, Croatia Scientific / art field, NATURAL SCIENCES Scientific / art field, NATURAL SCIENCES Abstract Ljudi su oduvijek proučavali i percipirali trodimenzionalni prostor u kojem su svakodnevno obitavali, kao i objekte koji su se u tom prostoru nalazili te odnose među njima. Nastava geometrije prostora omogućuje razvoj prostornog zora i prostornog mišljenja koji su sastavni dio matematičke kompetencije. Stoga je važna uključenost geometrije prostora u matematičkom kurikulumu i njeno poučavanje u čitavoj obrazovnoj vertikali pa tako i u razrednoj nastavi. Ovaj rad bavi se razmatranjem i usustavljivanjem teorijskih i praktičnih spoznaja iz literature, povezanih s metodikom nastave geometrije prostora. Donosi se pregled teorija o razvoju geometrijskog mišljenja kod učenika razredne nastave te spoznaja o odabiru i organizaciji sadržaja geometrije prostora primjerenih razini mišljenja na kojoj se učenici nalaze. U sklopu rada analizirani su i hrvatski kurikularni dokumenti, kurikulumi zemalja Slovenije, Njemačke i Škotske, kao i TIMSS-ov kurikulum i istraživanje, s naglaskom na geometriju prostora.
Pri organizaciji i poučavanju sadržaja geometrije prostora u obzir bi trebalo uzeti kognitivni razvoj i individualne mogućnosti učenika pojedine dobi. Funkcionalna bi nastava geometrije prostora trebala težiti razvoju prostornog zora i mišljenja te osigurati odabir odgovarajućih sadržaja i provedbu onih aktivnosti u nastavi koje će spomenut razvoj i omogućiti. Rezultati analize hrvatskih kurikularnih dokumenata pokazuju manjak sadržaja geometrije prostora u razrednoj nastavi općenito, a posebice onih usmjerenih na razvoj prostornog zora i mišljenja. S druge strane, rezultati analize stranih kurikuluma pokazuju kontinuitet u poučavanju geometrije prostora, kao i implementaciju fundamentalnih ideja. Istraživanje TIMSS-a pokazalo je da učenici četvrtih razreda u Republici Hrvatskoj nailaze na poteškoće prilikom rješavanja zadataka geometrije prostora kojima se ispituje prostorni zor. Stoga je u ovom radu na temelju teorijskih i praktičnih spoznaja iz literature dan prijedlog kurikuluma geometrije prostora za razrednu nastavu te prijedlog aktivnosti i zadataka koji bi trebali omogućiti ostvarenje ishoda kurikuluma.
Abstract (english) Throughout history mankind has been studying and perceiving the three-dimensional space in which they live, as well as the objects that were placed there and the relations between them. Efforts in teaching spatial geometry enable the development of spatial ability and spatial thinking, both of which are an integral part of mathematical competence. Therefore, it is important to include spatial geometry in the mathematics curriculum and to teach it through the entire educational vertical, as well as in primary education. This paper analyzes the current literature related to the methodology of teaching spatial geometry in an effort to construct consideration and systematization of theoretical and practical knowledge on the topic. It gives a theoretical overview on the development of the geometric thinking of students in primary education and the knowledge on the selection and organization of the contents of spatial geometry adequate to the level of thinking that students possess. Additionally, the paper analyzes Croatian curricular documents and curricula from the countries of Slovenia, Germany and Scotland. Furthermore, an examination of the TIMSS-curriculum and research is conducted.
When organizing and teaching the content of spatial geometry, the cognitive development and individual abilities of students of a certain age should be considered. Functional teaching of spatial geometry should strive for the development of spatial ability and reasoning, as well as ensure the selection of appropriate contents and the implementation of the activities that will enable said development. The results of the analysis of Croatian curricular documents show an overall lack of contents in spatial geometry in primary education, especially of those contents which are aimed at the development of spatial ability and reasoning. The results of the analysis of foreign curricula on the other hand show an existing continuity of teaching spatial geometry, as well as the implementation of the fundamental ideas. The research of TIMSS revealed that fourth grade students in the Republic of Croatia encounter difficulties in solving spatial geometry tasks that examine spatial vision. Therefore, based on theoretical and practical knowledge from current literature, this paper gives a proposal of the curriculum of spatial geometry for primary education and also a suggestion of activities and tasks that should enable the realization of the curriculum goals.
Keywords
prostorni zor
geometrija prostora
kurikulum
analiza
Keywords (english)
spatial ability
spatial geometry
curriculum
analysis
Language croatian URN:NBN urn:nbn:hr:147:070488 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 Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-06-20 07:46:06
