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Avtomatizacija poštevanke z vedenjsko kognitivno metodo : magistrsko delo
Ferlin, Sara (Avtor), Kavkler, Marija (Mentor) Več o mentorju... Povezava se odpre v novem oknu, Košak Babuder, Milena (Komentor)

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/4522/ Povezava se odpre v novem oknu

Izvleček
Slovenski učenci dosegajo dobre rezultate pri znanju matematike, medtem ko stališča do tega predmeta ostajajo negativna. Avtomatizacija poštevanke je eden izmed učnih ciljev pri matematiki v 4. razredu osnovne šole. Če je učenec ne avtomatizira, počasneje rešuje naloge in dela pri tem napake. Zaradi neuspeha se lahko spremeni najprej njegov odnos do poštevanke in nato še do matematike. To lahko preprečimo z učinkovito obravnavo. Raziskovalni problem, ki smo si ga zadali, je bil na podlagi obsežnejših teoretičnih in raziskovalnih predpostavk znanstveno podkrepiti in oblikovati trening za avtomatizacijo poštevanke z vedenjsko-kognitivno metodo, ga preizkusiti v praksi ter ugotoviti njegovo učinkovitost. V teoretičnem delu smo predstavili pomen matematike, učne težave pri matematiki, poštevanko, avtomatizacijo poštevanke, najpogostejše napake pri poštevanki, uspešne strategije utrjevanja poštevanke, povezave med branjem in poštevanko, vedenjsko-kognitivni pristop, učinkovitost vedenjsko-kognitivnega pristopa, izpostavili smo dejavnike in elemente, ki vplivajo na učinkovitost vedenjsko-kognitivnega pristopa ter predstavili vedenjsko-kognitivno metodo za izboljšanje branja. V empiričnem delu smo uporabili kvalitativni raziskovalni pristop. Izvedli smo študijo primera 6 učencev 4. razreda različnih oddelkov osnovne šole, ki niso vključeni v dodatno strokovno obravnavo in pri katerih smo na podlagi 5-minutnega preverjanja avtomatizacije poštevanke zaznali težave pri reševanju le-te. Vključeni so bili v izvedbo treninga vedenjsko-kognitivne metode, prilagojene za avtomatizacijo poštevanke. V raziskavi so sodelovali tudi učitelji razrednega pouka, psihologinja in starši učencev. Izvedba treninga je potekala pri posameznih učencih doma. Z vsakim učencem in enim izmed njegovih staršev smo imeli 6 srečanj, na katerih so starši in učenec dobili navodila za vadbo poštevanke in na katerih je potekala evalvacija izvedbe. Starši so vsak dan z učenci izvajali 10 minut vadbe poštevanke. Pred začetkom izvedbe treninga avtomatizacije poštevanke z vedenjsko-kognitivno metodo smo s pomočjo anketnih vprašalnikov s starši in učitelji ter intervjujev z učenci pridobili podatke o znanju, interesu in odnosu učenca do poštevanke. Pred začetkom izvedbe treninga z vedenjsko-kognitivno metodo smo preverili prevladujoči zaznavni stil učenca in temu ustrezno izdelali in prilagodili pripomočke. Staršem smo prilagodili navodila izvedbe na posamezni stopnji. Po izvedbi treninga z vedenjsko-kognitivno metodo, prilagojeno za avtomatizacijo poštevanke, smo z evalvacijskimi vprašalniki za starše, učitelje in učence preverili napredek učenca pri poštevanki ter učinkovitost izvedbe. Na koncu smo z vsakim učencem še enkrat izvedli 5-minutno preverjanje avtomatizacije poštevanke. Vsi učenci so pri preizkusu avtomatizacije poštevanke izboljšali hitrost reševanja (za 39 računov so porabili manj kot 5 minut), odpravili so napake in s tem izboljšali avtomatizacijo poštevanke. Starši in učitelji so opazili napredek tako pri hitrosti kot popravljanju napakah, prav tako so potrdili, da se je izboljšal odnos učencev do poštevanke in interes zanjo. Trening avtomatizacije poštevanke so pozitivno ocenili in so bili z izvedbo zadovoljni tako starši kot učenci.

Jezik:Slovenski jezik
Ključne besede:avtomatizacija aritmetičnih dejstev, poštevanka, vedenjsko-kognitivna metoda, prilagojena za avtomatizacijo poštevanke
Vrsta gradiva:Magistrsko delo/naloga (mb22)
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2017
Založnik:[S. Ferlin]
Št. strani:XI, 115 str.
UDK:376:51(043.2)
COBISS.SI-ID:11609673 Povezava se odpre v novem oknu
Število ogledov:468
Število prenosov:161
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Automaticity of multiplication facts with cognitive behavioral method
Izvleček:
Slovenian students are achieving good results in math, yet the attitude on this subject remains negative. The automaticity of multiplication facts is one of the main learning objectives in 4th grade math. If the student does not automate multiplication, he or she may solve assignments at a slower rate and make mistakes during the process. Failure may contribute to a change in their attitude toward multiplication and, later on, math. This can be avoided by effectively addressing the issue. On the basis of extensive theoretical and research assumptions, the purpose of the research was to scientifically corroborate and formulate a practice program for the automaticity of multiplication facts with a cognitive-behavioral method, test it in practice, and then ascertain its effectiveness. In the theoretical section, we introduced the importance of math, the difficulties students face when learning math, multiplication, the automaticity of multiplication facts, the most common multiplication mistakes, successful strategies for automating multiplication, the connection between reading and multiplication, the cognitive behavioral approach, and the effectiveness of the cognitive behavioral approach. We also stressed the factors and elements that affect the efficiency of the cognitive-behavioral approach as well as described the cognitive-behavioral method adjusted to help with reading. In the empirical section, we used a qualitative research approach. We conducted a study involving six 4th grade students from different departments of an elementary school who are not included in the additional technical examination, and who, after a five-minute examination, exhibited problems with the automaticity of multiplication facts. They were included in the practice program with a cognitive-behavioral method adjusted to automate multiplication. Class teachers, the psychologist, and the students’ parents also participated in the research. The training program was conducted at each individual student's home. We held 6 meetings with each student and one of their parents, during which the parent and student received instructions for practicing multiplication, followed by an evaluation of the execution. The parents practiced multiplication with their children for 10 minutes every day. Before we carried out the practice program for the automaticity of multiplication facts with the cognitive-behavioral method, we obtained information about the student's knowledge, interest, and attitude toward multiplication by surveying their parents and teachers as well as interviewing the students themselves. Before we carried out the practice program with the cognitive-behavioral method, we verified the student's prevailing sensory style and adjusted and created the accessories accordingly. We adjusted the instructions for carrying out the practice program at each level for the parents. After the practice program with the cognitive-behavioral method was carried out, we examined the student's progress in multiplication and the efficiency of the program by giving the parents, teachers, and students evaluation questionnaires. At the end, we carried out another five-minute examination of the automaticity of multiplication facts with each student. During the examination of the automaticity of multiplication facts, all of the students increased the speed at which they solved the assignments (they spent less than 5 minutes for 39 calculations), reduced mistakes, and improved their automaticity of multiplication facts. Parents and teachers noticed a progress in speed and mistake correction, and they also confirmed an improvement in regard to the attitude toward and interest in multiplication. The parents and their children gave the practice program for the automaticity of multiplication facts a positive review and said that they were pleased with its execution.

Ključne besede:mathematics, learning difficulty, matematika, učne težave

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