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Bralna pismenost in učenje matematike : diplomsko delo
ID Lokar, Natalija (Author), ID Magajna, Zlatan (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3817/ This link opens in a new window

Abstract
Diplomsko delo govori o bralni pismenosti v povezavi s poukom matematike. V prvem delu so predstavljene nekatere vrste pismenosti: bralna, matematična in vsebinska pismenost. Opisani so dejavniki bralne pismenosti in predstavljene nekatere strategije za izboljšanje bralnega razumevanja, v okviru matematične pismenosti pa je predstavljenih osem matematičnih kompetenc. V nadaljevanju so opisane značilnosti matematičnih besedil, težave, ki se pojavljajo pri njihovem branju in vloga branja pri pouku matematike. Nato so predstavljeni trije pristopi pri učenju branja z razumevanjem in šest podpornih tehnik pri učenju branja z razumevanjem v povezavi z reševanjem besedilnih nalog, ki jih lahko učitelj uporabi pri svojem delu in tako izboljša bralno razumevanje učencev. V empiričnem delu je predstavljena pilotska raziskava, s katero sem želela ugotoviti, ali simboli in slike v matematičnih nalogah/problemih ovirajo učence sedmega razreda pri njihovem reševanju. V okviru empiričnega dela diplomske naloge so bile sestavljene tri naloge in tri različice vsake od nalog. Podatki so bili zbrani tako, da je vsak učenec rešil po eno različico iz treh različnih nalog. Rezultati raziskave so pokazali, da učenci v večini primerov najbolje rešujejo naloge, ki so sestavljene zgolj iz besedila, slabše naloge, v katerih so prisotni simboli, in najslabše naloge, v katerih so prisotne slike.

Language:Slovenian
Keywords:bralna pismenost, bralno razumevanje, matematična besedila, reševanje besedilnih nalog
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Publisher:[N. Lokar]
Year:2016
Number of pages:59 str., [2] str. pril.
PID:20.500.12556/RUL-85949 This link opens in a new window
UDC:028:51(043.2)
COBISS.SI-ID:11193929 This link opens in a new window
Publication date in RUL:20.09.2017
Views:1272
Downloads:224
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Secondary language

Language:English
Title:Reading literacy and learning mathematics
Abstract:
The thesis is about reading literacy in relation to learning mathematics. The first part outlines some types of literacy: reading literacy, mathematics literacy and content literacy. We describe factors of literacy and some reading improvement strategies are presented. We also present eight mathematical competences within the framework of mathematical literacy. Theoretical part continues with specific features of mathematical texts, difficulties that occur when reading these texts, and the role of reading in mathematics. Theoretical part is concluded by presenting three approaches for learning to read with comprehension and six support techniques for learning to read with comprehension in relation to problem solving. Teachers can use these approaches and techniques to help students improve their reading comprehension. In the empirical part of the thesis we present a pilot research, in which we investigated, whether mathematical symbols and pictorial information in mathematical problems are an obstacle for students of the seventh grade in solving them. Three tasks and three versions of each of the tasks were composed for this purpose. Each student had to solve one version of the three different tasks. Our research results showed that students are best at solving tasks that consist only of text. Their results are lower in solving tasks that include mathematical symbols and lowest in tasks than include pictures.

Keywords:reading, mathematics, branje, matematika

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