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Title:Načini sklepanja in utemeljevanja pri pouku matematike
Authors:ID Kovač, Barbara (Author)
ID Kovše, Matjaž (Mentor) More about this mentor... New window
Files:.pdf MAG_Kovac_Barbara_2012.pdf (2,57 MB)
MD5: 0267E4614F29EF583F06810D0D57237D
PID: 20.500.12556/dkum/d3dfebe4-9a4e-4c55-b8ff-bcde4349b6ab
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:V magistrskem delu obravnavamo načine sklepanja in utemeljevanja pri pouku matematike z različnih zornih kotov ter poudarjamo pomembnost aktivnih metod poučevanja – preiskovalnih metod. Preiskovalna metoda je aktivna metoda pouka, kjer učenci samostojno preiskujejo, uporabljajo različne metode, učitelji pa učence usmerjamo, jih vodimo do zastavljenega cilja. Cilj preiskovalne metode je, da učenec pravilno reši nalogo in bodisi z uporabo uveljavljene metode ali z uporabo lastne metode. Na začetku predstavimo teoretična izhodišča teorij učenja ter prednosti in pomanjkljivosti konstruktivizma v preiskovalni situaciji v razredu. Osrednji del nadaljujemo z obravnavo osnovnih znanstvenih metod, primeri uporabe preiskovalnih metod ter uvajanju preiskovalnih metod v pouk matematike. Teoretična spoznanja ves čas prepletamo s primeri iz neposredne učne prakse, kjer skozi posamezne primere poudarimo pomembnost usmerjanja k lastnemu razmišljanju in oblikovanju lastnih ugotovitev. Opišemo tudi primere uporabe preiskovalnih metod pri samem pouku matematike v osnovni in srednji šoli. V osrednjem delu predstavimo tudi pomembne razlike med preiskovalno in običajno situacijo v razredu ter vlogo učitelja pri preiskovalni situaciji in pasti, ki se jih je potrebno zavedati pri organizaciji takega pouka. V empiričnem delu magistrskega dela predstavimo izvedbo in analizo preiskovalne situacije v razredu ter ugotovitvami praktičnega dela. V tem poglavju predstavimo tudi rezultate ankete o uporabi preiskovalnih metod med učenci, ki so sodelovali pri izvedbi preiskovalne situacije ter ankete med učitelji matematike o uporabi preiskovalnih metod pri pouku. Med raziskovalnimi problemi nas posebej zanimajo prednosti in pomanjkljivosti uporabe preiskovalnih metod v primerjavi z običajnim poukom ter analiza različnih dejavnikov, ki lahko vplivajo na kvaliteto izobraževanja v današnji šoli. Pri tem poskusimo odgovoriti tudi na večkrat aktualne teme o smiselnosti in nujnosti uporabe preiskovalnih metod v izobraževanju. V sklepu na kratko povzamemo glavne ugotovitve v nalogi ter nakažemo možne preiskovalne izzive za učence pri pouku matematike.
Keywords:preiskovalne metode, znanstvene metode, pouk matematike, preiskovalna situacija, teorije učenja
Place of publishing:Maribor
Publisher:[B. Kovač]
Year of publishing:2012
PID:20.500.12556/DKUM-36658 New window
UDC:51:37.091.3(043.2)
COBISS.SI-ID:19216904 New window
NUK URN:URN:SI:UM:DK:KLCN2YAY
Publication date in DKUM:03.07.2012
Views:4071
Downloads:406
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
KOVAČ, Barbara, 2012, Načini sklepanja in utemeljevanja pri pouku matematike [online]. Master’s thesis. Maribor : B. Kovač. [Accessed 13 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=36658
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Secondary language

Language:English
Title:Reasoning and argumentation in mathematics classroom
Abstract:In this master's thesis various ways of inferring and substantiating during mathematics classes are discussed from different perspectives. The importance of active teaching methods, namely the research methods, is also emphasized. A research method is an active teaching method where students research and use different methods independently and teachers give them guidance to lead them to the goal. The goal of a research method is for the student to correctly solve a task, either with an established method or her/his own method. In the first part of the master's thesis theoretical basis of teaching theories are described, as well as advantages and disadvantages of constructionism in the researched situation in class. In the second part of the thesis basic scientific methods, examples of using research methods and introduction of these methods in mathematics class are discussed. Theoretical cognitions are supported with examples of direct teaching practice where the importance of directing students towards independent thinking and formation of their own conclusions is emphasized. Examples of research methods being used in mathematics class in primary schools and high schools are also described. In the central part the important differences between the research and ordinary situation in class are described, as well as teacher's role in the research situation and traps they have to be aware of while organizing these classes. In the empirical part of the master's thesis the realization and the analysis of the research situation in class are presented together with conclusions from practical work. In this section the results of a questionnaire on using research methods, carried out among students who participated in the research situation, as well as results of a questionnaire on using research methods in class, carried out among mathematics teachers, are presented . The master's thesis focuses on advantages and disadvantages of using research methods in comparison with ordinary classes as well as on the analysis of various factors that can affect the quality of education in contemporary schools. Current topics on significance and necessity of research methods in education are also dealt with. In the conclusion main findings of the thesis are summarized and possible research challenges for children in mathematics classes are indicated.
Keywords:research methods, scientific methods, mathematics class, research situation, teaching theories


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