Povezanost interesa i konceptualne promjene pri učenju matematike

master's thesis

• Author: Anamarija Kurtović
• Mentor: Daria Rovan (mentor)
• Mentor: Aleksandra Čižmešija (mentor)
• Committee member: Daria Rovan (predsjednik povjerenstva)
• Committee member: Aleksandra Čižmešija (član povjerenstva)
• Committee member: Marcela Hanzer (član povjerenstva)
• Committee member: Andrej Dujella (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Mathematics); Zagreb
• Defense date and country: 2016-02-25, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics

Abstract

Matematika se ubraja među teže nastavne predmete jer zahtijeva neprekidan i konstantan rad, trud te puno uloženog vremena. Potrebno je učenike poticati na učenje kako bi ostvarili bolje akademske rezultate, a jedan od načina je potaknuti interes učenika za matematiku. Interes pozitivno utječe na pažnju i učenje te ga potiču različiti čimbenici kao što je prethodno znanje, neočekivan i zanimljiv sadržaj ili tekst. Cilj diplomskog rada bio je utvrditi povezanost situacijskog i osobnog interesa s usvajanjem koncepta hiperbola. U tu svrhu je provedeno istraživanje u trećim razredima opće gimnazije. Učenici su ispunjavali upitnike kojima je ispitan interes učenika za matematiku općenito, analitičku geometriju i temu hiperbola te je dio učenika rješavao ispit iz matematike sa zadacima vezanim uz hiperbolu. Prema rezultatima istraživanja možemo zaključiti da ispitani učenici u prosjeku imaju relativno nizak interes, kako za matematiku općenito, tako i za analitičku geometriju i hiperbolu specifično te da su učenici u trenutku provođenja istraživanja imali usklađen situacijski interes za nastavne sadržaje koje su upravo obrađivali sa svojim osobnim interesom za matematiku. Rezultati također ukazuju da su različiti aspekti interesa značajno povezani, kako s prethodnom ocjenom iz matematike, tako i s očekivanom ocjenom iz testa iz analitičke geometrije i iz matematike općenito. Također, rezultati pokazuju kako nisu svi zadaci podjednako povezani s interesom za matematiku, odnosno čini se kako interes ima važnu ulogu u zadacima koji zahtijevaju veću kognitivnu uključenost učenika.

Abstract (english)

Maths belongs to more difficult subject because it requires constant and continuous hard work and lot of invested time. Students should be encouraged to learn to achieve better academic results and one way is to stimulate student’s interest in mathematics. Interest has a positive impact on attention and learning and it’s sparked by different factors such as prior knowledge, unexpected and interesting content or text. The goal of this thesis was to establish connection of situational and individual interest with learning maths concepts, especially with learning the concept of hyperbole. For that purpose, a research was conducted in the third grades of general gymnasium. Students were asked to complete questionnaires which tested student´s interest in mathematics in general, analytic geometry and the theme of hyperbole. Also part of the students solved math test with tasks related to hyperbole. According to the research, we can conclude that tested students have relatively low interest, both for mathematics in general, and for analytic geometry and hyperbolic specific and that the students at the time of the study had coordinated situational interest in the educational content that they have just dealt with their individual interest in mathematics. Results also show that different aspects of interest substantially connected to the previous grade in mathematics, and with the expected grade of the test from analytical geometry and of mathematics in general. Also, the results show that not all tasks are equally related to the interest in mathematics, and it appears that interest has an important role in tasks that require greater cognitive involvement of students.

• Keywords: nastava matematike; usvajanje koncepta; interes učenika
• Keywords (english): teaching mathematics; learning a concept; student interest
• Language: croatian
• URN:NBN: urn:nbn:hr:217:529880
• 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: 2019-02-21 13:31:40