Title Upotreba Montessori materijala u nastavi matematike Author Valentina Baotić Mentor Višnja Rajić (mentor)Committee member Dubravka Glasnović Gracin (predsjednik povjerenstva)Committee member Alena Letina (član povjerenstva)Granter University of Zagreb Defense date and country 2018-09-25, Croatia Scientific / art field, NATURAL SCIENCES Scientific / art field, SOCIAL SCIENCES Scientific / art field, NATURAL SCIENCES Abstract Maria Montessori kao najvažnije načelo svoje pedagogije ističe pripremljenu okolinu. Didaktički materijali koji čine pripremljenu okolinu potiču dijete na aktivnost, samostalno učenje i izazivaju stanje duboke koncentracije. Radeći konkretnim materijalima, dijete na osnovu senzomotornih iskustava shvaća apstraktne koncepte. Maria Montessori primijetila je da je matematika apstraktan koncept i da je treba učiniti što konkretnijom kako bi je dijete moglo razumjeti. Najviše je pažnje posvetila matematici i osmišljavanju matematičkih materijala pa je danas to područje Montessori pedagogije najbogatije materijalima. U prva četiri razreda osnovne škole, prema Piagetu, dijete se nalazi u fazi konkretnih operacija (Buggle, 2002). To je stupanj obrazovanja na kojem se postavlja temelj za daljnje matematičko obrazovanje. Kako bi dijete shvatilo matematičke koncepte, ono mora manipulirati skupovima konkretnih predmeta ili didaktičkim materijalima. Mnoštvo didaktičkih materijala smisleno izrađenih do najsitnijih detalja dio su Montessori učionice, ali mogli bi postati i dio učionice svake državne škole. Koliko, kako i zašto se Montessori materijali trebaju i mogu upotrebljavati u redovitoj nastavi matematike opisano je u istraživanju provedenom za potrebe ovoga rada. Istraživanje je pokušalo ispitati spremnost, afinitet i stavove učenika prema nastavi matematike organizirane uz upotrebu matematičkih Montessori materijala i učinkovitost takve nastave matematike. Na uzorku od 78 učenika prvih i četvrtih razreda osnovne škole rezultati istraživanja pokazuju da su učenički stavovi prema matematici pozitivni, da učenici vole matematiku (više je vole djevojčice i prvi razredi u odnosu na četvrte), da učenici svoje matematičke kompetencije procjenjuju visokima i da im je matematika srednje teška. Na upotrebu Montessori materijala na satima matematike učenici su izvrsno reagirali. Materijali su im olakšali razumijevanje novoga sadržaja i doprinijeli aktivnom i zabavnom ponavljanju ranije naučenih sadržaja. Voljeli bi češće imati puno materijala i igara na satima matematike i Montessori sat matematike ocijenili su visokim ocjenama.
Abstract (english) Maria Montessori stresses prepared environment as the most important principle of Montessori pedagogy. Didactic materials, which are the part of prepared environment, stimulate a child to be active, independent and induce a state of deep concentration. Working with the concrete materials, through sensory experience, a child understands abstract concepts. Maria Montessori noticed that math is an abstract concept and it is necessary to make it more concrete so that a child could understand better. She paid the most attention to mathematics and developing mathematical materials, so today the math area is the most extensive area in Montessori pedagogy. In the first four classes of elementary school, according to Piaget, the child is at the stage of concrete operations (Buggle, 2002). This level of education is the base for the further mathematical education. To be able to understand mathematical concepts, child must manipulate with concrete objects or didactic materials. A variety of didactic materials, carefully crafted to the smallest detail, which are part of the Montessori classroom, could easily become part of every classroom in state public school. How often, how and why the Montessori materials can be used in the ordinary teaching of mathematics is described in study carried out for the purposes of this paper. The study tried to explore willingness, affinity and attitude of pupils about math lesson organised with the help of mathematical Montessori materials and the effectiveness of teaching mathematics according to the Montessori principals. The study presented in this thesis was undertaken on a sample of 78 pupils of first and fourth grade of primary schools. The results showed that attitudes of pupils about mathematics are positive, that the pupils love Maths (girls love math more than boys; first graders love math more than fourth graders), pupils evaluate their mathematical competencies high and they perceive maths as a neither too difficult nor too easy. Pupils reacted excellently to the use of the Montessori materials in Maths lesson. Materials made the comprehension of the new content easier and also helped to make revision more active and fun. Pupils state that they would like to use different 3 materials and games in math lessons more often and they graded Montessori lesson of mathematics with high grades.
Keywords
Montessori pedagogija
Montessori materijali za matematiku
nastava matematike
Keywords (english)
Montessori pedagogy
Montessori Maths materials
teaching of Mathematics.
Language croatian URN:NBN urn:nbn:hr:147:545595 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 Access restricted to students and staff of home institution Terms of use Created on 2018-12-14 10:22:41
