Analiza zadataka iz matematičkih udžbenika prema zahtjevima TIMSS istraživanja

master's thesis

• Author: Josipa Hotovec
• Mentor: Dubravka Glasnović Gracin (mentor)
• Committee member: Dubravka Glasnović Gracin (predsjednik povjerenstva)
• Committee member: Tin Perkov (član povjerenstva)
• Committee member: Matea Gusić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-07-02, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

U radu se opisuju ciljevi i zadaće nastave geometrije te teme koje su propisane Nastavnim planom i programom za osnovnu školu. Također, rad obuhvaća prikaz TIMSS istraživanja u kojemu je Republika Hrvatska 2011. godine prvi puta sudjelovala. Analizirani su zadatci koji su te godine bili dio TIMSS istraživanja, a pripadaju sadrţajima vezanim uz geometriju. Poseban naglasak je stavljen na kriterije u koju kognitivnu domenu pripada pojedini zadatak. Nakon toga su analizirani udžbenički kompleti koji se koriste u Hrvatskoj u četvrtom razredu osnovne škole, opet s naglaskom na poglavlja iz geometrije. Cilj je bio vidjeti kojim kognitivnim domenama pripadaju zadatci ponuđeni u hrvatskim udžbenicima prema kriterijima TIMSS istraživanja. Rezultati pokazuju da u hrvatskim udžbenicima prevladavaju zadatci koji ispituju činjenično znanje dok su zadatci koji traže zaključivanje i logičko povezivanje vrlo malo zastupljeni. Na kraju rada su dani prijedlozi kako bi se neke TIMSS ideje mogle koristiti u razrednoj nastavi i pritom poticati učenike da koriste više kognitivne procese.

Abstract (english)

This thesis examines the aims and tasks of the geometry education, as well as the topics prescribed by the Croatian National Curriculum for Primary School. Furthermore, the thesis contains an overview of the TIMSS Study in which the Republic of Croatia first participated in 2011. It analyses the tasks which were part of the study and are connected with geometry. Special emphasis is put on the cognitive domain to which each task belongs. This is followed by analyses of textbook packages used in the fourth grade of primary school in Croatia; the emphasis is once again on the geometry chapters. The aim is to determine the cognitive domain to which individual tasks from the packages belong, based on the TIMSS Study. The results show that the most dominant tasks in Croatian textbooks are those that deal with knowing, while tasks which require reasoning and logical thinking are present to a very small degree. The thesis ends with some suggestions for using ideas from the TIMSS Study in the classroom, thus encouraging pupils to activate higher cognitive processes.

• Keywords: nastava geometrije; TIMSS istraživanje; kognitivne domene; udžbenici
• Keywords (english): geometry education; TIMSS study; cognitive domains; textbooks
• Language: croatian
• URN:NBN: urn:nbn:hr:147:086234
• 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: 2019-04-23 08:17:44