Analiza geometrijskih nalog v učbenikih matematike

Ribič, Tajda (author), Magajna, Zlatan (mentor)

Učbenik je osnovno učno gradivo, s katerim so učenci in učitelji v stiku praktično vsak dan tekom izvajanja šolskega programa. Eden od pomembnih elementov matematičnih učbenikov so naloge, ki naj bi jih učenci reševali med ali po usvajanju učne snovi. Ker te naloge pomembno vplivajo na matematično razmišljanje učencev, je zelo pomembno, da učbenik vsebuje naloge različnih vrst. V diplomskem delu je predstavljena struktura matematičnih učbenikov nasploh in pomen matematičnih učbenikov v učnem procesu, glavni del pa je namenjen analizi nalog v izbranih učbenikih in primerjava učbenikov glede na strukturo nalog. Pri analizi nalog smo uporabili način analiziranja nalog po avtorici Glasnović Gracin. Pri obravnavi nalog smo se omejili na področje geometrije. Preučili smo dva tiskana matematična učbenika za 7. razred osnovne šole, v katerih smo pregledali vse naloge s področja geometrije. Naloge smo analizirali glede na naslednje parametre: zahtevana aktivnost, težavnostna stopnja, oblika zastavljenosti naloge (odprt oziroma zaprt odgovor, izbira med več odgovori, od katerih so pravilni le nekateri), kontekst naloge (povsem matematičen, realističen, avtentičen). Na osnovi analize slovenskih učbenikov smo primerjali učbenike med sabo in naredili primerjavo s hrvaškimi učbeniki, ki jih je analizirala Glasnović Gracin. Ugotovili smo, da naloge iz analiziranih slovenskih učbenikov ne izzovejo učenca v smislu spodbujanja višjih ravni kognitivnega mišljenja. Čeprav kar nekaj nalog spodbudi učenca k razmišljanju in povezovanju dveh ali več pojmov ali postopkov, prevladujejo naloge nižje zahtevnosti. Naloge se večinoma navezujejo na konstruiranje likov in računanje manjkajočih podatkov. V veliki meri prevladujejo naloge z zaprtim odgovorom in naloge matematičnega konteksta, ki ni povezan z resničnim svetom. V primerjavi slovenskih in hrvaških učbenikov najdemo nekaj razlik na področju aktivnosti, ki jo spodbuja naloga, in stopnje kognitivne zahtevnosti. V ostalih preučevanih parametrih se naloge iz pregledanih slovenskih in hrvaških učbenikih ne razlikujejo v večji meri.

• Language: Slovenian
• Keywords: analiza učbeniških nalog
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-110210
• COBISS.SI-ID: 12577609
• Publication date in RUL: 13.09.2019

Secondary language

• Language: English
• Title: Analysis of geometry exercises in mathematics textbooks

Abstract

School textbooks are a basic teaching material and students as well as teachers use them almost daily. An important part of mathematical textbooks are the exercise tasks that the students are supposed to work out during the learning process. Since exercise tasks have a significant impact on students' mathematical thinking, it is essential that textbooks contain tasks of various types. In the diploma thesis we consider first the structure of mathematical textbooks in general and the role of mathematical textbooks in the learning process. The main part of the thesis consists of an analysis of the geometry tasks in selected textbooks and the comparison of the textbooks with regard to the analysed structure of the tasks. In the analysis we used the method of the Croatian author Glasnović Gracin. We analysed the geometric tasks in two printed mathematical textbooks for the 7th grade of Slovenian elementary school. The tasks were analyzed according to the following characteristics: the required activity, the complexity level, the form of the required answer, and the context features. According to these characteristics we compared two Slovenian textbooks, and we also compared the characteristics of Slovenian textbooks with those of two Croatian textbooks, which were analysed by Glasnović Gracin. We have found that tasks from analysed textbooks do not stimulate students to activate higher levels of cognitive thinking. Several tasks encourage the student to think and to relate two or more concepts or procedures, but this is done on a rather simple level. The tasks mostly require standard constructions and the calculation of missing data. To a large extent, tasks require a closed answer. The context of the vast majority of tasks is mathematical, and not related to the real world. Comparing Slovenian and Croatian textbooks, we find some differences in activity stimulated by the task and the level of cognitive complexity. In the other studied parameters, the tasks in the Slovenian and Croatian textbooks examined did not differ significantly.

• Keywords: textbook analysis