579 KB56 KB200620202014Japelj Pavešić, Barbaraletnik:25številka:3/4str. 13-37, 133-135ISSN:1581-6036COBISSID:2778967URN:URN:NBN:SI:doc-G1MJ68YMslSlovensko društvo raziskovalcev šolskega poljaŠolsko poljeachievementsattitudes towards mathematicsgood teachermatematikamathematicsmednarodne raziskavemotivacijamotivationpreverjanje znanjaTIMSSučiteljiučni dosežkiPrepoznavanje dobrega učitelja matematike in stališča do matematike med osmošolci|The attitudes towards learning mathematics and towards teachers were analysed in the light of teaching mathematics in classes. In Slovenia, studies of trends show low motivation of Slovene eighth grade students for learning mathematics over the last 15 years. While in lower grades, mathematics achievement has increased after school reform, in grade 8, mean student mathematics achievement has remained unchanged and the percentage of highest achievers has decreased. Since low motivation in Slovenia differs from other countries and was also found to be not directly linked to students' socio-economics background, the national extension was added to the international TIMSS 2011 study about relations between attitudes toward mathematics and achievement among eighth graders in Slovenia in light of teaching mathematics. The goal of this project was to observe whether specific teaching approaches are linked to achievements or/and attitudes towards mathematics. Therefore, students' reports about characteristics of their mathematics teachers and teachers' reports on teaching approaches during mathematics lessons were compared with achievement and attitudes toward mathematics, such as liking learning mathematics, valuing mathematics, being confident in mathematics and engaged in learning process in classes. Slovene students were found to report having good mathematics teachers, but there are differences among them. Lower achieving student tended to report having good teachers in high percentages while higher achievers were more critical. Findings show that students in general value characteristics of serious mathematics teachers and miss some individual work and the teaching of the mathematics for their needs in other subjects. With clustering of students by similar teachers and clustering of teachers by similar teaching practices, groups of students with differences in relations towards learning mathematics were found. Students' perceptions of having good teachers were in general not linked to the attitudes toward mathematics while teaching approaches reported by teachers revealed some connections between teaching, student attitudes and achievement. The general and specific statistics could give some ideas to help improving high achievement and positive attitudes toward learning mathematics at the level of teaching in SloveniaStališča slovenskih učencev do učitelja in učenja matematike smo obravnavali v luči načinov poučevanja matematike. V Sloveniji študije trendov kažejo v zadnjih petnajstih letih zelo nizko motivacijo slovenskih osmošolcev za učenje matematike. Drugače kot v nižjih razredih, kjer po šolski prenovi matematični dosežki rastejo, v osmem razredu le-ti ostajajo na isti ravni, obenem pa se zmanjšuje delež učencev, ki dosegajo najvišje znanje. Ker se nizka motivacija slovenskih učencev razlikuje od drugih držav in tudi ni v neposredni povezavi s socialno-ekonomskimi in drugimi kazalci otrokovega ozadja, je bila raziskavi TIMSS 2011 (Trends in Mathematics and Science Study - Mednarodna raziskava trendov v znanju matematike in naravoslovja) dodana nacionalna študija povezav med odnosi do matematike in dosežki v luči poučevanja matematike ter karakteristikami učitelja. Namen študije je bil opazovati, ali so določeni učni pristopi povezani z dosežki in stališči učencev, predvsem z naklonjenostjo do učenja matematike, spoštovanja matematike, sodelovanja pri pouku in samozavesti. Rezultati kažejo, da učenci v splošnem poročajo o tem, da imajo dobre učitelje, vendar so med njimi tudi razlike. Učenci z nižjimi dosežki poročajo o tem, da jih uči dober učitelj v večji meri, učenci z višjimi dosežki pa so bolj kritični. Učenci cenijo resne, zavzete učitelje, ki dobro razlagajo snov in vzpostavijo delovno vzdušje v razredu, pogrešajo pa več individualne pozornosti učitelja in poučevanja tiste matematike, ki jo potrebujejo za učenje drugih predmetov. Z metodo razvrščanja učencev po podobnosti v zaznavi značilnosti učitelja ter razvrščanja učiteljev po podobnosti vučnih pristopih smo našli skupine učencev z različnimi stališči do matematike. Zaznavanje učitelja kot dobrega se v splošnem ni pokazalo povezano s stališči do matematike in ne z dosežki. Določena kombinacija učnih pristopov po poročanju učiteljev pa je izkazala zaznavno povezanost tako z dosežki, kot s stališči učencev. Posamezni in splošni izsledki te analize bi zato lahko pomagali k razvoju idej za povečanje veselja z matematiko, deleža učencev z najvišjim znanjem in učinkovitosti poučevanja na ravni poučevanja v razreduTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja