Didactic tools are an everyday companion of class and are indispensable at mathematics.
The thesis deals with content-related teaching aids. Featured are teaching aids, review of terms that appear in the literature, the classification and the role and importance of tools in learning mathematics. Theories and researches are listed that advocate the importance of using teaching aids (Hejny’s theory, Dienes Golding’s principles, the importance of experiential learning, etc.) as well as key factors in the choice of teaching aids. The National Education Institute of the Republic of Slovenia has published a list of recommended learning aids for specific subjects and classes. In this thesis these are listed, described and illustrated with pictures of the recommended didactic tool for teaching math in elementary school (from 1st to 5th grade).
The empirical part of the master’s thesis shows the findings of the analysis of questionnaires from the pupils of 3rd, 4th and 5th grades. The purpose of the study was to determine students' views to use of teaching aids in mathematics.
The results showed that the majority of students are familiar with teaching tools and that math students most often used a ruler to the template, followed by the numeric tape, the next most commonly used are the geometric model of the body, scales and weights and link cubes. As a whole the students' views of teaching aids differ. We find that students mostly have positive view of the teaching aids. Most respondents estimated their views on teaching aids with “tolerably” and that they like to learn mathematics sometimes with and sometimes without teaching aids. Key findings on the position of pupils to the use of selected teaching materials presented in the empirical part can provide an important indication the classroom teachers in integrating them into their teaching.
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