Öz
The education system in the
Republic of Srpska is mainly focused on the implementation of the curriculum
and the adoption of content standardized by the program. Therefore, it is very
often criticized and opposed because its orientation does not touch the
"living context" of students and the expectations of an informal
environment. This is especially true in the field of mathematical primary
education since the mathematics that is taught in school is not the one that
students are interested in, which requires reflection and applications in a
real-life context, as it is taught in an abstract and highly formalized level,
which requires logical reasoning. Hence, there is the antipathy and a high
level of dissatisfaction and insecurity, especially during task solving which
are the aim and the means of learning in math.
There is an unsatisfactory situation in the teaching of mathematics
characterized by a multitude of negative evaluations and a large number of
students who ask for "private lessons". This points us to re-examine
all the parameters which have an impact on the results of mathematical
education in primary schools, especially those that emphasize pupils who,
according to the understanding of developmental psychology are in the center of
the education system. To start with, it is urgent to point out the things which
they are dissatisfied with in the teaching of mathematics and in a perspective
that will adversely affect the development of mathematical literacy and
mathematical competencies and then to their opinion, the teaching of
mathematics in primary school could become more attractive and therefore more
efficient.
Accordingly, the empirical part of the work is organized in order to
examine students' attitudes about the state of primary mathematics teaching and
the factors that can contribute to better and more efficient teaching. By using
the scaling technique on a sample of 157 students from the 8th and 9th grades
of primary schools in Bijeljina, we came to the results that indicate almost
unanimous dissatisfaction of students with the teaching mathematics, first of
all, with outdated mode. The study contributed to the opening of the most
important problems in primary mathematics teaching, and indicated the paths to
which the theory and practice of teaching methodology of mathematics education
in primary education and education itself should be developed.
Anahtar Kelimeler
mathematics students' attitudes the indicators of crisis isolation from the real context
Kaynakça
- Ashcraft, M. A. (2002). Math anxiety: Personal, educational, and cognitive co nsequences. Current Directions in Psychological Science, 11 (5). Bojanin, S. (1990). Škola kao bolest. Beograd: Biblioteka XX vek. Brown, T., McNamara, O., Hanley, U. & Jones, L. (1999). Primary Student Teachers' Understanding of Mathematics and its Teaching. British Educational Research Journal, 25 (3). Cates, G. L. & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12 (1). Erikson, E.H. (2008). Identitet i životni ciklus. Beograd: Zavod za udžbenike. Glasser, W.M.D. (2010). Quality school teacher. New York: HarperCollins Publisher. Huebner, E.S., Funk, B.A. & Gilman, R. (2000). Cross-sectional and longitudinal psychosocial correlates of adolescent life satisfaction reports. Canadian Journal of SchoolPsychology, 16. Huebner, E.S., Suldo, S.M., Smith, L. C. & McKnight, C. G. (2004). Life Satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41(1). Kane, R., Sandretto, S. & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs of university academics. Review of Educational Research, 72 (2). Karweit, N.L. & Slavin, R.E. (1981). Measurement and modeling choices in studies of time and learning. American Educational Reasearch Journal, 18. Kloosterman, P., Raymond, A. M. & Emenaker, C. (1996). Students’ Beliefs about Mathematics: A Three-Year Study. The Elementary School Journal, vol. 97. Leder, G. C., Pehkonen, E. & Törner, G. (Eds.) (2002). Beliefs: A hidden variable in mathematics education?. Dordrecht: Kluwer Academic Publishers. Lester, F. K., Garofalo, J. & Kroll, D. L. (1989). Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior. In D. B. McLeod & V. M. Adams (Eds.), Affect and Mathematical Problem Solving. New York: Springer-Verlag. MacNab, D. (2000). Raising Standard in Mathematics Education: Values, Vision and TIMSS. Educational Studies in Mathematics, 42 (1). McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Eds.), Handbook of Research on mathematics teaching and learning, New York: Macmillan. Milinković, D. & Pikula, M. (2011). Obrazovni softver kao perspektiva učenja putem rješavanja problema, Nova škola, VI (8). Milinković, D. (2013). Metoda fokusnog dijagrama u funkciji razvijanja logičkog mišljenja i rasuđivanja, Norma, XVIII (1). Opsenica, S. (2013). Porodica i ciljne orijentacije mladih. Banja Luka: Grafid. Opsenica, S., Milinković, D. & Spasojević, P. (2016). Obilježja osnovne škole iz perspektive učenika. U Jukić, K. Bogatić, S. Gazibara, S. Pejaković, S. Simel, A. Nagy Varga, V. Campbell-Barr (Eds..), Conference Proceedings Book (academic papers), International Scientific Conference ’Global and Local Perspectives of Pedagogy’, Osijek: Filozofski fakultet, Sveučilište Josipa Jurja Strossmayera. Pavleković, M. (1997). Metodika nastave matematike s informatikom I. Zagreb: Element. Pešikan, A. (2010). Savremeni pogled na prirodu školskog učenja i nastave: sociokonstruktivističko gledište i njegove praktične implikacije. Psihološka istraživanja, XIII (2). Schoenfeld, A. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D.A. Grows (Eds.), Handbook of research on mathematics learning and teaching, New York: Macmillan. Seligman, M.E.P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S.J. Lopez (Eds.), Handbook of Positive Psychology. New York: Oxford University Press. Suzić, N. (2003). Osobine nastavnika i odnos učenika prema nastavi. Banja Luka: Teacher Training Centre. Tillmann, K. J. (1994). Teorije škole. Zagreb: ЕDUCA. Videnović, M. & Radišić, J. (2011). Anksioznost u vezi sa učenjem matematike: Matematika – bauk ili ne? Psihološka istraživanja, XIV (2). Vizek Vidović, V., Vlahović-Štetić, V., Rijavec, M. & Miljković, D. (2014). Psihologija obrazovanja, Zagreb: IEP-Vern. Weinstein, C. & Mignano, A. Jr. (1993). Elementary classroom menagement: Lesson from research and practice. New York: McGraw-Hill.
Öz
Kaynakça
- Ashcraft, M. A. (2002). Math anxiety: Personal, educational, and cognitive co nsequences. Current Directions in Psychological Science, 11 (5). Bojanin, S. (1990). Škola kao bolest. Beograd: Biblioteka XX vek. Brown, T., McNamara, O., Hanley, U. & Jones, L. (1999). Primary Student Teachers' Understanding of Mathematics and its Teaching. British Educational Research Journal, 25 (3). Cates, G. L. & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12 (1). Erikson, E.H. (2008). Identitet i životni ciklus. Beograd: Zavod za udžbenike. Glasser, W.M.D. (2010). Quality school teacher. New York: HarperCollins Publisher. Huebner, E.S., Funk, B.A. & Gilman, R. (2000). Cross-sectional and longitudinal psychosocial correlates of adolescent life satisfaction reports. Canadian Journal of SchoolPsychology, 16. Huebner, E.S., Suldo, S.M., Smith, L. C. & McKnight, C. G. (2004). Life Satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41(1). Kane, R., Sandretto, S. & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs of university academics. Review of Educational Research, 72 (2). Karweit, N.L. & Slavin, R.E. (1981). Measurement and modeling choices in studies of time and learning. American Educational Reasearch Journal, 18. Kloosterman, P., Raymond, A. M. & Emenaker, C. (1996). Students’ Beliefs about Mathematics: A Three-Year Study. The Elementary School Journal, vol. 97. Leder, G. C., Pehkonen, E. & Törner, G. (Eds.) (2002). Beliefs: A hidden variable in mathematics education?. Dordrecht: Kluwer Academic Publishers. Lester, F. K., Garofalo, J. & Kroll, D. L. (1989). Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior. In D. B. McLeod & V. M. Adams (Eds.), Affect and Mathematical Problem Solving. New York: Springer-Verlag. MacNab, D. (2000). Raising Standard in Mathematics Education: Values, Vision and TIMSS. Educational Studies in Mathematics, 42 (1). McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Eds.), Handbook of Research on mathematics teaching and learning, New York: Macmillan. Milinković, D. & Pikula, M. (2011). Obrazovni softver kao perspektiva učenja putem rješavanja problema, Nova škola, VI (8). Milinković, D. (2013). Metoda fokusnog dijagrama u funkciji razvijanja logičkog mišljenja i rasuđivanja, Norma, XVIII (1). Opsenica, S. (2013). Porodica i ciljne orijentacije mladih. Banja Luka: Grafid. Opsenica, S., Milinković, D. & Spasojević, P. (2016). Obilježja osnovne škole iz perspektive učenika. U Jukić, K. Bogatić, S. Gazibara, S. Pejaković, S. Simel, A. Nagy Varga, V. Campbell-Barr (Eds..), Conference Proceedings Book (academic papers), International Scientific Conference ’Global and Local Perspectives of Pedagogy’, Osijek: Filozofski fakultet, Sveučilište Josipa Jurja Strossmayera. Pavleković, M. (1997). Metodika nastave matematike s informatikom I. Zagreb: Element. Pešikan, A. (2010). Savremeni pogled na prirodu školskog učenja i nastave: sociokonstruktivističko gledište i njegove praktične implikacije. Psihološka istraživanja, XIII (2). Schoenfeld, A. (1992). Learning to think mathematically: problem solving, metacognition and sense making in mathematics. In D.A. Grows (Eds.), Handbook of research on mathematics learning and teaching, New York: Macmillan. Seligman, M.E.P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S.J. Lopez (Eds.), Handbook of Positive Psychology. New York: Oxford University Press. Suzić, N. (2003). Osobine nastavnika i odnos učenika prema nastavi. Banja Luka: Teacher Training Centre. Tillmann, K. J. (1994). Teorije škole. Zagreb: ЕDUCA. Videnović, M. & Radišić, J. (2011). Anksioznost u vezi sa učenjem matematike: Matematika – bauk ili ne? Psihološka istraživanja, XIV (2). Vizek Vidović, V., Vlahović-Štetić, V., Rijavec, M. & Miljković, D. (2014). Psihologija obrazovanja, Zagreb: IEP-Vern. Weinstein, C. & Mignano, A. Jr. (1993). Elementary classroom menagement: Lesson from research and practice. New York: McGraw-Hill.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2017 |
| Gönderilme Tarihi | 30 Nisan 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 7 |
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