АУТОР(И): Драгана Глоговац, Марина Милошевић, Бојан Лазић
Е-АДРЕСА: beba.glogovac@gmail.com, marinam995@gmail.com, lazicbsaa@yahoo.com
DOI: 10.46793/NNU21.483G
САЖЕТАК:
Савремену наставу математике треба доживети као процес који промовише учење са разумевањем, побуђује мотивацију, активно учење, истраживање, критичко промишљање, анализирање, решавање проблема, извођење закључака, размену искустава. Тенденција унапређења квалитета математичког образовања резултирала је многим студијама које упућују на бенефите наставе математике засноване на истраживању (ИН), познато под називом inquiry-based learning (IBL), препознатог као битног начина организовања наставног процеса за развијање кључних компетен- ција, способности и вештина у 21. веку.
Циљ рада је да се на бази свеобухватне теоријске анализе и резултата досадашњих истраживања сагледају могућности примене истраживачки заснованог учења у разредној настави математике, кроз дизајнирање модела за конкретне програмске садржаје. Креирани модел наставе математике засноване на истраживању представља користан оквир за унапређивање квалитета процеса наставе и учења математике, и оснажује учитеље у његовој примени и афирмисању, стицањем увида у начин организовања истраживачког учења.
КЉУЧНЕ РЕЧИ:
математика, разредна настава, учење истражива- њем, методички оквир.
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