THE EFFECTS OF INTEGRATING MATHEMATICS AND SCIENCE & SOCIAL STUDIES TEACHING IN LEARNING MATHEMATICS
Abstract
The Primary Education in Bosnia and Herzegovina is still
being dominated by the concept of science-oriented teaching according to which
teachers are "forced" to implement relatively strict division of
educational areas within even more stringent and divided subjects from the
first class. In such
circumstances, in mathematics teaching of the basic and developmental cycle of
primary school pupils are most often "served" tasks isolated from the
authentic context, that they solve mechanically, trailing only algorithmic
steps. A problem arises when they face the need for the application of acquired
knowledge in the real life situations. This
implies that the initial teaching of mathematics predominantly activates
students’ cognitive area, but in a significant deficit of other psycho-physical
areas, which is brought into collision with the basic natural needs of
children. Taking into account their strongly expressed need for simultaneous
performance of different activities, there is a demand for connecting and integrating
scientific and educational areas, both within one subject and between different
subjects. Bearing in mind that the natural and social environment represents a
starting point and a source on which are based all the cognitions that the
child acquires in the elementary grades, the integration of teaching
mathematics and teaching science & social studies imposes naturally.
Accordingly, the work deals with the learning of mathematics
through the integration of the syllabus contents of science & social
studies. The aim is to help students not perceive mathematics as a set of
definitions, axioms, theorems and proofs. In
a sample of 278 students aged 8 to 9 years, an experimental research has been
carried out in order to examine the effects of an interdisciplinary approach to
teaching mathematics and reactions of students to this model of teaching and
learning.
All the students have reacted positively to this approach to
teaching mathematics, as demonstrated in the results of assessments, suggesting
that a multidimensional approach to learning significantly contributes to a
better understanding of mathematical contents and concepts and to the better
understanding of science & social studies content. It also remarkably raises the quality of the
functional and applicable knowledge and motivation for learning in general.
Keywords
integration of teaching mathematics and science & social studies understanding of mathematical contents and concepts the application of acquired knowledge motivation to learn mathematics
References
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Abstract
References
- Banjac, M. (2015). Rad u višerazrednom odjeljenju i maloj seoskoj školi-metodički pristup promjenama. Banja Luka: Grafid d.o.o. Buljubašić-Kuzmanović, V. (2007). Studentska prosudba učinkovitosti integrativnog učenja, Odgojne znanosti, 9 (2). Dejić, M. (2000). Metodika nastave matematike (razredna nastava). Jagodina: Učiteljski fakultet. Duran, E., Ballone Duran, L., & Worch, E. A. (2009). Papier-mâché animals: An integrating theme for elementary classrooms. The Science Education Review, 8. Đorđević, V. (2007). Inovativni modeli nastave (Integrativna nastava, Projektna nastava i Interaktivna nastava), Obrazovna tehnologija, vol. 4. Žderić, M. & Miljanović, T. (2001). Metodika nastave biologije. NoviSad: Prirodno-matematički fakultet, Institut za biologiju. Klein, J. T. (2006). A Platform for a Shared Discourse of Interdisciplinary Education. Journal of Social Science Education, vol. 5 (4). Kostović-Vranješ, V. & Šolić, S. (2011). Nastavni sadržaji Prirode i društva – polazište za interdisciplinarno poučavanje u razrednoj nastavi, Život i škola, 25 (1). Lake, K. (1994): Integrated curriculum, School improvement research series. Portland: Nortwest Regional Educational Laboratory. Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary studies. Paper presented at the Annual Meeting of the American Educational Research Association. Meyer, M. (2007). Increasing the frame: interdisciplinarity, transdisciplinarity and representativity. Interdisciplinary Science Reviews. 32 (3). Milinković, D. (2012). Integrative Approach to Teaching Mathematics in the Republic of Srpska.”Theory and Practice of Connecting and Learning Process”, proceedings. Sombor: University of Novi Sad Faculty of Education in Sombor. Milinković, D. (2013). Interdisciplinarni problemski pristup obradi matematičkih sadržaja u mlađim razredima osnovne škole. Nova škola, VIII (11). Milinković, D. (2015). Mjesto i uloga kontekstualnih problema u realističkom matematičkom obrazovanju. Nova škola, X (2). Miljanović, T. (2016). Značaj interdisciplinarnosti u savremenoj nastavi prirodnih nauka. Zbornik radova III Simpozijuma biologa i ekologa Republike Srpske (SBERS 2015), vol. 7 (1). Radivojević, D. (2014). Modeli aktivnog učenja u diferenciranoj i individualizovanoj nastavi prirode i društva, Nova škola, IX (2). Ševkušić, S. & Šefer, J. (2006). Akciono istraživanje novog pristupa nastavi poznavanja društva u četvrtom razredu osnovne škole. Nastava i vaspitanje, 55 (3). Terhart, E. (2001). Metode poučavanja i učenja. Zagreb: Educa. Ćurčić, M. (2006). Metodička i organizaciona struktura nastave prirode i društva. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Vars, G. (1991). Integrated curriculum in historical perspective, Education Leadership, 49 (2). Walsh, B., K., (2002). Kurikulum za prvi razred osnovne škole: stvaranje razreda usmjerenog na dijete. Zagreb: Pučko otvoreno učilište Korak po korak.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | April 30, 2017 |
| Submission Date | April 29, 2017 |
| Published in Issue | Year 2017 |
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