Stališča učiteljev o reševanju matematičnih problemov
DOI:
https://doi.org/10.55707/ds-po.v40i2.172Ključne besede:
reševanje problemov, vrednotenje, lastna ocena, izziviPovzetek
Cilj raziskave je analizirati in preučiti mnenja učiteljev matematike o reševanju problemov pri pouku matematike, izvajanju reševanja problemov, vrednotenju reševanja problemov, vplivu reševanja problemov na učence in s katerimi izzivi se učitelji soočajo pri reševanju problemov. Udeleženci raziskave so bili učitelji matematike (N = 211) iz štirih hrvaških županij, mesta Zagreb, Ličko-senjske županije, Splitsko-dalmatinske županije in Osječko-baranjske županije. Rezultati te raziskave kažejo, da učitelji izvajajo in ocenjujejo tako formativno kot sumativno in da se pri reševanju nalog pri pouku matematike soočajo z različnimi izzivi, čeprav se zavedajo pomena reševanja nalog za učence. Na podlagi teh podatkov sklepamo, da učitelji poučujejo reševanje problemov pri pouku matematike, se zavedajo izzivov, s katerimi se soočajo oni in učenci, ter pomena reševanja problemov za učence. Učitelji spremljajo in ocenjujejo delo učencev ter pozitivno samoevalvirajo njihov način poučevanja reševanja problemov. Da bi reševanje problemov pri pouku matematike potekalo neobremenjeno, je treba omiliti izzive, s katerimi se srečujejo učitelji. Med njimi sta predvsem pomanjkanje časa in količina snovi, ki jo je treba obdelati.
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