In the Master`s thesis, I discuss teaching approach for written division. The theoretical part includes the following chapters: mathematics in the 4th grade, writing division and discussion of writing division (I will review mathematical textbooks) and key factors for quality teaching writing division: differentiation, motivation, examination. In defining the motivation for learning, I specifically highlighted the importance of didactic games. The research was based on a descriptive, causal-experimental method. According to the research approach, the research was quantitative and qualitative. The pattern was a non-random, dedicated one, involving children of two 4th grades. One class of children represented an experimental group and the second class a control group. In the experimental group, I performed a teaching approach for writing division. I determined the success of writing division with a knowledge test after the implementation of the teaching approach and examination during the teaching approach. In the control and experimental group, the results were quantitatively and qualitatively analyzed. The main characteristics of teaching methods for writing division are based on deliberate inclusion of motivation, didactic games, examination and differentiation.
The results of the research showed that the children of the experimental group were more successful at solving tasks and the knowledge tests. The most common mistakes made by children in the control group were: incorrect signing of digits, problems with mathematical language, missing strategy, etc. Children in the experimental group want more involvement of didactic games, because they think it could further improve their knowledge besides being more motivated for future work. Didactic games give them a chance for more interesting and fun way for learning etc.
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