Primerjava učnih načrtov matematike v prvem in drugem vzgojno-izobraževalnem obdobju ter obsega matematičnih vsebin v izobraževanju bodočih učiteljev razrednega pouka v Sloveniji, Latviji, na Finskem in Poljskem

Žunič, Tjaša (author), Hodnik, Tatjana (mentor), Žveglič Mihelič, Mojca (comentor)

Matematična kompetenca je ena izmed najpomembnejših kompetenc v življenju. Načini, kako pridemo do nje in kako jo nadgrajujemo so različni. Vse se začne že v predšolskem obdobju, nadaljuje v osnovni šoli, srednji šoli, fakulteti in se nikoli ne konča, saj se učimo celo življenje. Matematično znanje v največji meri pridobimo v šolah. Uspešnost pridobivanja le tega pa lahko dokažemo v življenjskih situacijah kot razumevanje sveta, prevzemanje odgovornosti in sprejemanje odločitev ter na raznih matematičnih ali naravoslovnih tekmovanjih, kjer se lahko primerjamo tudi z znanjem otrok drugih evropskih in svetovnih držav. Šolski sistemi se na področju matematike razlikujejo, kar se odraža med drugim tudi v mednarodni raziskavi TIMMS. V raziskavi znanja so predstavljeni dosežki učencev četrtih in osmih razredov prav tako štirih evropskih držav: Slovenije, Latvije, Poljske in Finske. Razlike v dosežkih učencev so posledica različnih dejavnikov. V teoretičnem delu bodo predstavljene države Slovenija, Latvija, Poljska in Finska ter njihovi šolski sistemi. Nato bodo v empiričnem delu s primerjalno metodo predstavljene podobnosti in razlike učnih načrtov matematike primerjalnih držav. Analiza učnih načrtov bo zajemala obseg in strukturo učnih načrtov, razporeditev vsebinskih sklopov, zapis ciljev in standardov ter minimalnih standardov znanja. Prav tako bo raziskava vključevala obseg matematičnih vsebin v izobraževanju bodočih učiteljev razrednega pouka. Razumevanje ugotovitev raziskave se bo povezovala s teoretičnim delom, kjer bodo proučene tudi značilnosti prej omenjenih držav in podobnosti ter razlike v njihovih šolskih sistemih. Rezultati raziskave bodo s pomočjo teoretičnega dela prikazali, kje je v evropskem merilu naša država, in ali bi lahko kako izboljšali naš šolski sistem ter povečali matematično kompetenco med učenci slovenskih osnovnih šol.

• Language: Slovenian
• Keywords: Slovenija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-107537
• COBISS.SI-ID: 12391497
• Publication date in RUL: 16.05.2019

Secondary language

• Language: English
• Title: Comparison of mathematics curriculum in the first and second educational period and the scope of mathematical content in education of future primary teachers in Slovenia, Latvia, Finland and Poland

Abstract

Mathematical competence is one of the most important competences in life. Ways to get to it and how to upgrade it are different. Everything starts in pre-school, continues in primary school, secondary school, university and it never ends, as we learn all our lives. Mathematical knowledge is mostly obtained in schools. The success of obtaining this can be proven in life situations like understanding the world, taking responsibility and making decisions, and in various mathematics or science competitions, where our knowledge is comparable to that of children from other European and world countries. School systems differ in the field of mathematics, which is also reflected in the international survey TIMSS. The knowledge survey presents the achievements of pupils of the fourth and eighth grades of four European countries: Slovenia, Latvia, Poland and Finland. Differences in the students' achievements are the result of various factors. In the theoretical part, Slovenia, Latvia, Poland and Finland and their school systems are going to be presented. Then in the empirical part, the similarities and differences of the mathematics curriculum of the compared countries is going to presented using the comparative method. The curriculum analysis is going to cover the scope and structure of curriculum, the organization of content sections, the record of teaching objectives and standards as well as minimum standards of knowledge. The study is also going to include the scope of mathematical content in the education of future primary teachers. The understanding of the research findings is going to be connected to the theoretical part, which is going to explore the characteristics of the aforementioned countries and the similarities as well as the differences in their school systems. Through the theoretical part, the results of the research are going to show where our country stands on the European scale, and whether we could improve our school system and increase the mathematical competence among pupils of Slovenian primary schools.

• Keywords: Slovenia