АУТОР(И): Amalija Žakelj, Darjo Felda, Mara Cotič
Е-АДРЕСА: amalija.zakelj@pef.upr.si, darjo.felda@pef.upr.si, mara.cotic@pef.upr.si
DOI: 10.46793/NNU21.519Z
САЖЕТАК:
In the paper we are going to discuss in what ways the teacher ought to educate pupils who experience different difficulties in learning mathematics. The conduct of teachers in planning and implementing the learning process from the perspective of assistance to pupils with learning difficulties are closely related with their views and notions about the relevance of individual mathematical contents as well as with their concepts of teaching, knowledge, teacher’s and pupil’s role in the classroom.
A conceptual design of the model has been created, which is based on the following premises of quality learning and teaching for pupils with learning difficulties: Making sense of mathematical knowledge from the perspective of providing assistance to pupils with learning difficulties; Education as a mutual activity of the learner and the teacher (the principle of mutual responsibility); and The principle of participation of the pupil in the planning, implementation, and evaluation of learning and teaching.
КЉУЧНЕ РЕЧИ:
learning mathematics, responsibility, active participation.
ЛИТЕРАТУРА:
Berry, K. & Powell, S. (2020). Students with disabilities in mathematics frequently asked questions. Richmond: Virginia Department of Education.
Booth, J. L. (2011). Why Can’t Students Get the Concept of Math? In М. Mazzocco (ed.): Perspectives on language and literacy. A Quarterly Publication of The International Dyslexia Association, 37(2), 31–35. Baltimore: International Dyslexia Association.
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (ed.). Advances in Instructional Psychology (161–238). Mahwah, NJ: Lawrence Erlbaum Associates.
Chi, M. T. H., Hutchinson, J. E. & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill- Palmer Quarterly, 35, 27–62.
Gobbo, C. & Chi, M. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221–237.
Ivanuš-Grmek, M. & Javornik Krečič, M. (2011). Osnove didaktike. Maribor: Pedagoška fakulteta.
Johnson, D. & Johnson, R. (1999). Building Community through Cooperative Learning. Theory into Practice, 38(2), 67–73.
Kavkler, M. (2014). Uresničevanje modela odziv na obravnavo za otroke s specifičnimi učnimi težavami. In M. Košak Babuder (ed.): Otroci in mladostniki s specifičnimi učnimi težavami – podpora pri uresničevanju njihovih potencialov: zbornik prispevkov (108–110). Ljubljana: Društvo Bravo.
Peklaj, C. (2001). Sodelovalno učenje ali Kdaj več glav več ve. Ljubljana: DZS.
Ohlsson, S. (1996). Learning from error and the design of task environments. International Journal of Education Research, 25(5), 419–448.
Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (eds.). Microdevelopment: Transition processes in development and learning (31–58). New York: Cambridge University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Webb, N. & Palimar, A. (1996). Group processes in the classroom. In D. C. Berliner & C. Caffee (eds.): Handbook of educational psychology (841–873). New York: Macmillan.
Žakelj, A. (2004). Process-didactic approach in teaching of mathematics. In I. Prskalo (ed.): Škola i razvoj = School and development (267–274). Petrinja: Visoka učiteljska škola. Zagreb: Hrvatski pedagoško-književni zbor.
Žakelj, A. & Ivanuš Grmek, M. (2010). Povezanost rezultatov pri nacionalnem preverjanju s socialno-kulturnim okoljem učencev, poukom in domačimi nalogami. Ljubljana: Zavod RS za šolstvo.
Žakelj, A. (2012). Odkrivanje in prepoznavanje učnih težav in ukrepi pomoči učencem z učnimi težavami pri matematiki = Detection and identification of learning difficulties as well as the assistance measures for pupils with learning difficulties in mathematics. In S. Kmetič & A. Sambolić Beganović (eds.): Zbornik prispevkov 1. mednarodne konference o učenju in poučevanju matematike – KUPM (67–78). Ljubljana: Zavod RS za šolstvo.
Žakelj, A. & Ivanuš-Grmek, M. (2013). Ability grouping and pupils’ results on the national assessment of knowledge. Hrvatski časopis za odgoj i obrazovanje, 15(2), 439–463.