U radu se uspoređuju model Montessori i singapurski model početne nastave matematike. Kao elementi usporedbe uzeta su teorijska polazišta, nastavne metode, nastavni materijali, matematički zadatci, ...uloga učitelja i rezultati istraživanja. Singapurski je model usmjeren na poučavanje učenika koje je dosljedno, pragmatično i prilagođeno matematičkim ciljevima te rješavanju problemskih zadataka, dok u modelu Montessori prevladava samostalna aktivnost i igra uz korištenje specifičnih didaktičkih materijala. Oba modela pomažu učenicima u učenju matematičkih sadržaja na smislen, privlačan, zabavan i interaktivan način, a odlikuju ih bolji obrazovni rezultati učenika u nastavi matematike u odnosu na tradicionalan pristup. Zajedničke sastavnice ovih modela nastave matematike su poštivanje učenikove individualnosti, promjene uloge učenika i učitelja u učenju i poučavanju, korištenje odgovarajućih didaktičkih materijala u procesu učenja. S obzirom na uočene prednosti oba modela imaju svoje mjesto u početnoj nastavi matematike.
This paper compares Montessori and Singaporean models of elementary mathematics education. The comparison includes theoretical starting points, teaching techniques, teaching materials, mathematical activities, the roles of teachers, and research findings. The Singaporean model focuses on teaching students in a manner that is consistent and adapted to mathematical objectives and problem-solving, while in the Montessori model, independent activity and play prevail, with the use of specific didactic materials. Both models facilitate the acquisition of mathematical knowledge in a meaningful, engaging, enjoyable, and interactive manner. Moreover, these models have demonstrated superior educational outcomes compared to conventional approaches in teaching mathematics. Common components of these mathematics teaching models include freedom in curriculum implementation, respect for the uniqueness of each student, and modifications to the roles of students and teachers in the learning process. Additionally, these models emphasize the use of appropriate didactic materials. Considering the observed benefits, we believe that both models have a place in elementary mathematics education.
Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact ...that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as potential perceived giftedness. The results of the research could provide guidance for checking previous theoretical assumptions and supplementing existing key factors that influence the sociometric status of students in the educational system. Also, this research could be an impetus for future research in this area.
Kvalitetna povratna informacija omogućuje učeniku usmjeriti se na cilj nastave i biti svjestan odgovornosti za svoj uspjeh. Ona ne treba predstavljati kritiku ni pohvalu, već obuhvaća set informacija ...koje će ga uputiti kako popraviti pogreške i učiti. Povratna informacija pozitivno utječe na učenje učenika (Voerman et al., 2012) i ključan je čimbenik u povećanju postignuća iz matematike (Clarke, 2001). Svrha ovog akcijskog istraživanja je unaprijediti početnu nastavu matematike davanjem povratnih informacija. Analizom videozapisa nastave utvrđeno je da prevladavaju povratne informacije usmjerene na provjeru razumijevanja i postignuća učenika. Osim toga, učenici su dobivali povratne informacije o zadatku. Ostvarivanjem planiranih aktivnosti uočena je povećana kontrola nad vlastitim učenjem i učeničko zadovoljstvo nastavom matematike. Pokazalo se kako je moguće unaprijediti nastavu matematike uvođenjem promjena koje su primjerene mogućnostima i interesima učenika. Pritom je važno da učitelj poznaje učinkovite nastavne metode koje mora prilagoditi odgojnom i obrazovnom kontekstu u kojemu radi.
PDF
