Spodbujanje bralne pismenosti pri pouku matematike v 5. razredu osnovne šole

Turk Suka, Klavdija (author), Hodnik Čadež, Tatjana (mentor), Saksida, Igor (co-mentor)

O bralni pismenosti se največ govori pri predmetu slovenščina, vendar pa jo lahko spodbujamo tudi pri vseh drugih predmetih in vpliva na uspešnost učenja. Bralno pismenost lahko opredelimo kot zmožnost tekočega branja z razumevanjem. Vključena je v Učni načrt za matematiko. Najdemo jo v splošnih ciljih, operativnih ciljih in vsebinah ter v didaktičnih priporočilih. V projektu PISA je bila leta 2003 in leta 2012 poudarjena matematična pismenost. Matematična pismenost je definirana kot sposobnost posameznika, da prepozna in razume vlogo matematike v vsakdanjem življenju, se zna smiselno odločati ter uporablja matematiko na način, ki zadovoljuje potrebe posameznika. V več različnih raziskavah se je izkazalo, da obstaja statistično pomembna povezava med uspešnostjo reševanja besedilnih nalog in uspešnostjo pri branju: boljši bralci so tudi boljši reševalci matematičnih besedilnih nalog. Nas so v tem delu zanimale druge dimenzije spodbujanja bralne pismenosti pri pouku matematike. S preizkusom znanja smo pri 113 petošolcih preverili, kako prevedejo simbolni zapis v besednega in obratno, kako interpretirajo matematično besedilo, v katerem je opredeljen matematični pojem, kako zapišejo matematično besedilo za matematični pojem. Predvsem nas je zanimalo branje z razumevanjem in načini ubesedovanja simbolnih zapisov, pri čemer smo bili pozorni na rabo besed in besednih zvez (kako učenci uporabljajo matematično terminologijo, kako pri ubesedovanju matematičnih idej uporabljajo besedišče, ki ni nujno matematično). Zanimalo nas je še, kako je matematična pismenost, kjer ni poudarek na reševanju besedilnih nalog, povezana z oceno petošolcev pri slovenščini ter kako so učenci, ki so dobro matematično pismeni, učno uspešni pri slovenščini. Ugotavljali smo bralno zmožnost v povezavi z razumevanjem matematičnih pojmov, ugotavljali smo korelacijo uspešnosti pri preizkusu znanja in drugimi postavkami (uspešnost glede na razred, uspešnost glede na spol, uspešnost pri preizkusu v povezavi z oceno pri slovenščini, matematiki, uspešnost pri posameznih sklopih nalog glede na razred, spol …). Uporabili smo ustrezne statistične metode. Predvsem smo zapise učencev kvalitativno analizirali in izpeljali določene zaključke glede njihove bralne pismenosti pri matematiki. Na osnovi rezultatov smo oblikovali učni pristop za spodbujanje bralne pismenosti pri pouku matematike v 5. razredu osnovne šole.

• Language: Slovenian
• Keywords: bralna pismenost
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87175
• COBISS.SI-ID: 11344713
• Publication date in RUL: 04.09.2017

Secondary language

• Language: English
• Title: Promoting reading literacy in teaching mathematics of year 5 primary school pupils

Abstract

Reading literacy is something mostly referred to when it comes to lessons of Slovene language. However, it can be encouraged with other subjects as well. It has a great effect on learning success. Reading literacy is the ability to read fluently while understanding the meaning of the text altogether. It is included in Math's learning plan. It is also in general goals, operative goals and didactic recommendations. The PISA project in 2003 and in 2012 emphasised the meaning of Mathematic reading literacy. It is defined as the ability to recognize and understand the role of Mathematics itself in everyday life, by making decisions and satisfying one’s needs. Many studies have shown that there is a meaningful statistic connection between successful solving of textual asks and successful reading: students that are better in reading are also better in solving Math’s textual tasks. This is the part when we become interested in other dimensions of encouraging reading literacy when it comes to lessons of Math. 113 fifth-graders will be tested on how to transform symbols to words and the other way around. And also, how to interpret mathematic texts, with a specific mathematic concept and put the concept into words. We are mainly interested in reading with understanding and the specific ways of transforming symbols into words. Our emphasis is on the words and phrases used by students (what is the Math's terminology used and what are the other not mathematically related words used). Together with everything else, we are also interested if being a successful Math student is related to better grades in Slovene as well? Is reading literacy in Maths related to success in lessons of Slovene language as well? We are researching the reading abilities related to understanding of mathematic concepts. We are researching the correlation between being successful in exams and other rates such as: class successfulness, gender successfulness, successful knowledge testing related to grades in Slovene and in Math, being successful in specific parts of tasks according to class, gender, …) Suitable statistic methods will be used. The recordings of 113 students will be analysed and certain conclusions regarding Math's reading literacy will be reached. Based on the results, a certain learning approach will be designed. An approach to encourage reading literacy in Math lessons for the fifth grade of elementary school.

• Keywords: reading literacy