Trening strategij pisnega izkazovanja matematičnega znanja pri učencih s primanjkljaji na posameznih področjih učenja

Godec, Margaret (author), Kavkler, Marija (mentor)

Strategije pisnega izkazovanja znanja koristijo učencem v njihovem vsakdanjem življenju, saj jim omogočajo, da učinkoviteje izrabijo čas in lažje določajo prednostne naloge v življenju. Empirično je dokazano, da dobre strategije pisnega izkazovanja znanja pozitivno vplivajo na dosežke učencev z učnimi težavami, pri čemer pa raziskave potrjujejo, da ti učenci uporabljajo manj učinkovite strategije pisnega izkazovanja znanja kot učenci brez učnih težav. Učenci s primanjkljaji na posameznih področjih (v nadaljevanju PPPU) imajo po Zakonu o usmerjanju otrok s posebnimi potrebami (2011) zakonsko opredeljene pravice, med katerimi je tudi pravica do prilagoditve načina preverjanja in ocenjevanja znanja. V teoretičnem delu magistrskega dela smo opredelili splošne strategije pisnega izkazovanja znanja, razdeljene na tri dele, in sicer na strategije pred in med pisnim izkazovanjem znanja in po njem. Prav tako smo opredelili splošne specifične prilagoditve pri preverjanju in ocenjevanju matematičnega znanja učencev s PPPU in predmetne specifične strategije izkazovanja pisnega matematičnega znanja na področju decimalnih števil, saj smo strategije pisnega izkazovanja znanja urili na tem področju. Zato smo v nadaljevanju izpostavili tudi pomen konceptualnega in proceduralnega znanja decimalnih števil in različna napačna pojmovanja ter napake, povezane s tem področjem. Cilj empiričnega dela je bil oblikovati, izvesti in evalvirati trening za izboljšanje strategij pisnega izkazovanja matematičnega znanja, ki je vsebinsko povezan z decimalnimi števili, s štirimi učenci s PPPU, ki so obiskovali 6. in 7. razred in so usmerjeni v program s prilagojenim izvajanjem in dodatno strokovno pomočjo. Namen treninga je bil izboljšati rabo strategij pisnega izkazovanja znanja decimalnih števil. Pred izvedbo treninga smo učencem s PPPU dali v reševanje Desetminutni preizkus za ugotavljanje avtomatizacije aritmetičnih dejstev in postopkov, test nalog objektivnega tipa za preverjanje obvladovanja decimalnih števil (v nadaljevanju test nalog objektivnega tipa) in ček listo strategij pisnega izkazovanja znanja (v nadaljevanju ček lista strategij). S tem smo pridobili podatke, ki smo jih uporabili za pripravo in načrtovanje treninga, ki je trajal 15 pedagoških ur. Po treningu smo s ček listo strategij, ki so jo izpolnili učenci s PPPU po reševanju testa nalog objektivnega tipa, preverili njihovo znanje in na podlagi primerjave in kvalitativne analize rezultatov po prvem in drugem merjenju evalvirali napredek učencev na področju uporabe strategij pisnega izkazovanja znanja. Prav tako smo vsem vrstnikom brez PPPU, ki so obiskovali 6. in 7. razred iste šole, pred izvedbo treninga dali v izpolnjevanje isti test nalog objektivnega tipa, s čimer smo ugotovili, ali obstaja razlika v znanju računanja z decimalnimi števili med skupino učencev s PPPU in skupino učencev brez PPPU. Primerjava prvega in drugega merjenja je pokazala, da so učenci s PPPU napredovali tako pri rabi strategij pisnega izkazovanja znanja kot tudi na področju konceptualnega in proceduralnega znanja decimalnih števil. Prav tako so nam rezultati drugega merjenja pokazali, da so učenci s PPPU pomembno napredovali v konceptualnem in proceduralnem znanju decimalnih števil glede na rezultate testa nalog objektivnega tipa učencev brez PPPU. Teoretične osnove in spoznanja empirične raziskave, predstavljene v magistrskem delu, so lahko v pomoč učiteljem, izvajalcem učne ali dodatne strokovne pomoči ter specialnim in rehabilitacijskim pedagogom pri oblikovanju, izvajanju in evalviranju treninga strategij pisnega izkazovanja matematičnega znanja, ki prispeva k učenčevemu povečanju pisnih dosežkov in pozitivno vpliva na učinkovitost v njegovem vsakdanjem življenju.

• Language: Slovenian
• Keywords: učenci s primanjkljaji na posameznih področjih učenja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-106702
• COBISS.SI-ID: 12340809
• Publication date in RUL: 27.03.2019

Secondary language

• Language: English
• Title: Training of strategies for mathematics written knowledge test-taking of pupils with learning disabilities

Abstract

Pupils benefit in their daily lives, for example in using their time more effectively and in defining their priorities better by knowing and using the strategies for written knowledge test-taking. It is empirically proven that pupils with learning disabilities are positively influenced by knowing and using the strategies and are therefore generally more successful, while on the other hand, research also confirms that these students use less effective strategies for written knowledge test-taking than pupils without learning disabilities. Students with deficits in individual fields (PPPU) have legally defined rights including the right to adjust checking and assessing their knowledge according to Zakon o usmerjanju otrok s posebnimi potrebami (2011). In the theoretical part of my master's degree thesis general strategies for written knowledge test-taking are identified and divided into three parts; strategies before, during and after the written knowledge test-taking. Also, general specific adaptations in checking and assessing mathematical knowledge of pupils with learning disabilities are defined as well as specific strategies to display written mathematical knowledge in the field of decimal numbers. That is why we also highlighted the importance of conceptual and procedural knowledge of decimal numbers and different misconceptions and errors associated with this area. The objective of the empirical part was to formulate, implement and evaluate a training that would improve the writing strategies of mathematical knowledge linked to decimal numbers of four pupils with learning disabilities who attended the 6th and 7th class and are directed into a programme with customized implementation and further professional assistance (program s prilagojenim izvajanjem in dodatno strokovno pomočjo.) The purpose of the training was to improve the use of written strategies for decimal numbers. Prior to the training, pupils with learning disabilities were given a ten-minute test to determine the automation of arithmetic facts and procedures, an objective-type test to verify mastering decimal numbers and a list of written knowledge test-taking strategies. We therefore gathered the data we used to prepare and plan the training that lasted for 15 lessons. After the training, the pupils first completed the objective-type tasks and then the list of written knowledge test-taking strategies. On the basis of comparison and qualitative analysis of the results after the first and the second measurements of the evaluating progress of the pupils we have identified the progress that the pupils have made in their written knowledge test-taking strategies. To be able to compare the knowledge in decimal numbers of pupils with learning disabilities and those without, we gave the same objective-type tests to the whole generation of pupils in 6th and 7th class of our school. The comparison of the first and second measurements have showed that the four pupils with learning disabilities progressed both in the use of the written knowledge test-taking strategies, as well as in the field of conceptual and procedural knowledge of decimal numbers according to the results of the objective-type tests. The theoretical facts and the findings of the empirical research of the master’s degree thesis, can be of great help to teachers, special needs teachers and other professionals in the field of special needs teaching in their formulation, implementation and evaluation of strategies' training for mathematics written knowledge test-taking of pupils with learning disabilities that contributes to the students’ progress in written achievements and have a positive impact on the effectiveness in their daily life.

• Keywords: pupils with learning disabilities