Mathematics is a school subject present in all grades. Besides, it is almost impossible to imagine a life without it, because it is needed in many life situations. Children confront it already at an early age and later it is an obligatory subject for all students.
Mathematics, and the achievements in this field, are highly appreciated among the Slovene population, maybe even more than its mother tongue. However, many students feel uncomfortable during maths lessons. We can even say that in the last few years the number of students with learning difficulties in mathematics classes has risen. This is why teachers have to be even more prepared for such difficulties and react appropriately when they occur.
The theoretical part of the master’s thesis firstly presents learning difficulties that are present in practically every school. Causes for them and measures to help with such difficulties are also listed. Then, learning difficulties that students have in mathematics classes are defined in greater detail. We have focused mainly on tutoring mathematics and different types of learning assistance used with this subject. We focused on the five-stage model, especially on the types of learning assistance that can be provided by teachers. As the most important, even according to the five-stage model, we chose the good mathematics teaching practice that can be guaranteed and carried out by a teacher. The teacher is the one who has to present the terminology to the students in an appropriate way. This can be done gradually, by starting with concrete examples followed by graphical representation and finally introducing mathematical symbols. At the first stage of the five-stage model students with learning difficulties are offered additional group classes to practice what they have learned. At the third stage the teacher can carry out individual or group tutoring lessons.
The results of the empirical research have shown that teachers of 3rd, 4th and 5th grades of primary school are familiar with learning difficulties in mathematics and can often recognize them. Consequentially, it can be deduced that they also adjust the methods and forms of work in the classroom accordingly. Based on a five stage scale evaluation, they estimated that they have a good knowledge of the five-stage model of offering help with mathematics. Most interviewees gave themselves the highest score when asked to rate their success with offering help in regular classes, additional classes and individual and group tutoring lessons.
As part of the empirical part of the thesis, students’ opinions regarding different types of learning assistance offered by teachers with mathematics classes were also researched. Most students are progressing because of the appropriate treatment on the first and third stage of the five-stage model of offering help. All interviewed students agree that regularly attending additional classes in mathematics has positive results with their success.
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