Učenje istraživanjem na primjeru sadržajnog područja vjerojatnosti

master's thesis

• Author: Ana Kubasek
• Mentor: Željka Milin-Šipuš (mentor)
• Committee member: Željka Milin-Šipuš (predsjednik povjerenstva)
• Committee member: Franka Miriam Bruckler (član povjerenstva)
• Committee member: Dijana Ilišević (član povjerenstva)
• Committee member: Boris Guljaš (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Mathematics); Zagreb
• Defense date and country: 2018-07-16, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics

Abstract

U nastavi matematike, s posebnim naglaskom na vjerojatnosnom području, važno je svim učenicima omogućiti da do mnogobrojnih zaključaka dođu samostalno uz pomoć vlastitih predznanja. Nadalje, učenike treba, što je više moguće, uključivati u proces učenja i omogućiti im da matematičku teoriju povežu s primjerima iz stvarnoga života. U ovome diplomskome radu prikazan je povijesni kontekst razvoja vjerojatnosti, kao i psihološke zapreke i miskoncepcije koje utječu na učeničko shvaćanje vjerojatnosnih pojmova i koncepata kako bi poučavanju vjerojatnosti pristupili na ispravan način. Prolazeći različitim vjerojatnosnim temama, dana je stroga matematička podloga koja je uspoređena s metodičkim pristupom u srednjoškolskoj nastavi vjerojatnosti, potkrepljena aktivnostima u kojima se učenici koriste metodom istraživanja kako bi usvojili nove nastavne sadržaje. Također, naglašava se važnost stvaranja poveznica između matematičkih i intuitivnih koncepata. Nadalje, prikazani su i različiti pristupi vjerojatnosnom sadržaju, kao i načini lakšeg prikaza podataka te znakovita uloga tehnologije. Naravno, u svemu treba biti umjeren i pronaći pravu mjeru, a to se najbolje može osluškivanjem potreba samih učenika.

Abstract (english)

In teaching of mathematics, with a special emphasis on the area of probability, it is important for all students to be able to come up with numerous conclusions independently, with the help of their own preknowledge. Furthermore, students should, as much as possible, be involved in the learning process which enables them to combine mathematical theory with examples from the real life. This paper presents the historical context of probability development, as well as psychological barriers and misunderstandings affecting students’ understanding of probability notions and concepts in order to approach the learning of probability in the right way. Passing through a variety of topics in probability, a rigorous mathematical background is compared to the methodical approach in the secondary school and supported by activities in which students use inquiry methods to adopt new teaching content. Moreover, the importance of creating links between mathematical and intuitive concepts is also emphasized. Different approaches to the probability contents are presented, as well as the ways in which the data is being read with the significant role of technology. Of course, every approach must be moderate and a teacher needs to find the right measure. This can best be done by the observing the needs of students themselves.

• Keywords: nastava matematike; srednja škola; vjerojatnost
• Keywords (english): teaching mathematics; high school; middle school; probability
• Language: croatian
• URN:NBN: urn:nbn:hr:217:954715
• Study programme: Title: Mathematics Education; specializations in: Mathematics Education; Course: Mathematics Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije matematike (magistar/magistra edukacije matematike)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-11-30 12:14:26