Znanje bodočih osnovnošolskih učiteljev o obsegu in ploščini pravokotnika
DOI:
https://doi.org/10.55707/ds-po.v38i2.100Ključne besede:
ploščina pravokotnika, obseg pravokotnika, konceptualno in proceduralno znanje, osnovnošolski učitelji, učbenik za matematikoPovzetek
Kakšna je kakovost matematičnega znanja naših učencev in naših študentov – bodočih učiteljev? Ali znajo to znanje uporabiti v realnih situacijah, znajo razložiti pojme in postopke ali pa samo vadijo in avtomatizirajo postopke brez razmišljanja? To so vprašanja, ki se pogosto zastavljajo v kontekstu poučevanja matematike in izobraževanja bodočih učiteljev. Zaradi nenadomestljive vloge osnovnošolskih učiteljev v procesu poučevanja in učenja matematike smo si zastavili sledeči cilj raziskave: preveriti kakovost znanja naših bodočih osnovnošolskih učiteljev o obsegu in ploščini pravokotnika. Učiteljevo znanje o matematičnih vsebinah mora biti predvsem konceptualno in ne proceduralno. Rezultati testiranja so pokazali, da je konceptualno znanje bodočih učiteljev šibkejše od proceduralnega. Zaradi pridobljenih rezultatov in vloge učbenika kot osnovnega učnega vira smo se odločili predstaviti tudi rezultate analize vrst nalog o obsegu in ploščini pravokotnika v učbenikih za osnovno šolo.
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Avtorske pravice (c) 2023 Josipa Jurić, Karmelita Pjanić
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