TY  - THES
AU  - Kovačić-Popović, Anita
PY  - 2019
UR  - http://nardus.mpn.gov.rs/handle/123456789/11642
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=6945
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:20348/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=51491087
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3566
AB  - U većini dosadašnjih istraživanja ispitivan je značaj radne memorije kod dece različitog uzrasta i stanja, kao i povezanost sa drugim kognitivnim sistemima. Tako je uočena i značajna povezanost između radne memorije i matematičkih veština kod dece koja ispoljavaju teškoće u učenju matematike (Holmes & Adams, 2006; Passolunghi, Mammrella & Altoè, 2008; Toll, Van der Ven, Kroesbergen & Van Luit, 2011). Zainteresovanost istraživača za procenu radne memorije kod dece koja pohađaju nastavu matematike porasla je tokom proteklih godina. S toga brojni istraživači su istakli važnost radne memorije na usvajanje znanja iz matematike, kao i da ona predstavlja važan faktor individualnih razlika kod dece u postignućima u matematici.Osnovni cilj ovog istraživanja je utvrđivanje kapaciteta vizuo-prostorne radne memorije i njegov uticaj na usvajanje matematičkih znanja i veština, kao i na opšti uspeh u školi učenika III razreda osnovne škole.Uzorkom istraživanja obuhvaćeno je 504 učenika, oba pola, uzrasta 9-10 godina. Prema neuropsihološkom testu za obradu brojeva i računanja (Neuropsychological Test Battery for Number Processing and Calculation in Children) identifikovali smo decu koja ispoljavaju teškoće u učenju matematike (N=50) i formirali grupu dece koja nemaju teškoće u učenju matematike (N=72). Vizuo-prostornu radnu memoriju procenili smo uz pomoć dva instrumenta: prepoznavanje kuća (The Recognition test), koji meri pasivnu funkciju vizuo-prostorne radne memorije i slagalica (The Jigsaw Puzzle task) koji meri aktivne procese vizuo-prostorne radne memorije.Rezultati istraživanja su pokazali da je kapacitet vizuo-prostorne radne memorije direktno proporcionalan rezultatima na testu matematičkih veština. Analizom rezultata matematičkih veština utvrđena je statistički značajna razlika između dece koja ispoljavaju teškoće i dece koja nemaju teškoće u učenju matematike (p<0,05). Takođe, razlike između ove dve grupe se zapažaju na nivou aktivne (F=81,955, p<0,01) i pasivne(F=51,23, p<0,01) vizuo-prostorne radne memorije, s tim što bolji rezultat postižu učenici koji nemaju teškoće u učenju matematike.Statističkom analizom smo utvrdili da deca koja nemaju teškoće u učenju matematike se značajno razlikuju u učinku na svim testovima koji procenjuju znanje iz matematike. Tako, razlike su prisutne na testovima Sabiranja (F=21,02, p<0,01), Oduzimanja (F=45,73, p<0,01), Množenja i deljenja (F=16,97, p<0,01), Jedinica mere (F=26,16, p<0,01) i Geometrije (F=29,38, p<0,01). Međutim, statistički značajna razlika između ove dve grupe dobijena je i na osnovu njihovih ocena iz matematike (F=107,985, p<0,01), srpskog jezika (F=27,305, p<0,01), engleskog jezika (F=16,665, p<0,01), prirode i društva (F=19,300, p<0,01) i muzičkog vaspitanja (F=6,253, p<0,05), kao i uzimajući u obzir njihov opšti uspeh u školi (F=44,431, p<0,01).Dobijeni rezultati ukazuju na to da deca koja ispoljavaju teškoće u učenju matematike imaju niži kapacitet aktivne i pasivne vizuo-prostorne radne memorije koja utiče na matematičke veštine, usvajanje znanja iz matematike, kao i na opšte postignuće u školi. S toga bi buduća istraživanja trebalo usmeriti na identifikovanje dece koja imaju niži kapacitet radne memorije i njihovo uključivanje u programe treninga radne memorije. Na taj način bi opšte sposobnosti dece bile unapređene, što bi dovelo i do boljeg postignuća u školi.
AB  - It has been examined the importance of working memory in children of different ages and disabilities, as well as connections to other cognitive systems in the most previous studies. It has been observed significant association between working memory and mathematical skills in children with mathematical difficulties (Holmes & Adams, 2006; Passolunghi, Mammrella & Alto, 2008, Toll, Van der Ven, Kroesbergen & Van Luit, 2011). The interest of researchers for the assessment of working memory in children attending classes in mathematics increased in recent years. Therefore, many researchers have been given the importance of working memory on the acquisition of knowledge in mathematics, and it is an important factor of individual differences among children in achievement in mathematics.The aim of research is to determine the visuo-spatial working memory capacity and its influence on the adoption of mathematical knowledge and skills, as well as on the success in school third grade childrens of primary schools.Sample consists of 504 students of both gender, aged 9-10 years. According to a Neuropsychological Test Battery for Number Processing and Calculation in Children we have identified children with mathematical difficulties (N=50) and formed a group of children who have not difficulty in learning mathematics (N=72). Visuo-spatial working memory we estimated with the help of two instruments: The Recognition test, which measures the passive function of visuo-spatial working memory and The Jigsaw Puzzle task which measures the active visuo-spatial working memory.The results showed that the capacity of visuo-spatial working memory directly proportional to the results of a test of mathematical skills. By analyzing the results of mathematical skills it has been determined statistical significant difference between the children with mathematical difficulties and children who have not mathematical difficulties (p<0.05). Also, differences between the two groups was observed at the level of the active (F=81.955, p<0.01) and passive (F=51.23, p<0.01) visuo-spatial working memory, with the best results obtained by students who have not mathematical difficulties.Statistical analysis we found that children who have not mathematical difficulties are significantly different in performance in all tests that assess knowledge of mathematics. Differences are present in the assays of addition (F=21.02, p<0.01) subtracting (F=45.73, p<0.01), multiplication and division (F=16.97, p<0.01), unit of measure (F=26.16, p<0.01), and geometry (F=29.38, p<0.01). However, the statistically significant difference between these two groups is obtained and based on their score in Mathematics (F=107.985, p<0.01), in Serbian language (F=27.305, p<0.01), the English language (F=16.665, p<0.01 ), Nature and society (F=19.300, p<0.01) and the Musical education (F=6.253, p<0.05), as well as taking into account their general performance in school (F=44.431, p<0.01).The results indicate that children with mathematical difficulties have a lower capacity of active and passive visuo-spatial working memory, which affects the mathematical skills, acquire knowledge in mathematics, as well as on general achievement in school. Therefore, future research should focus on identifying children with lower working memory capacity and involving them in training programs of working memory. In that way the general ability of children would be improved, which would lead to better achievement in school.
PB  - Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију
T2  - Универзитет у Београду
T2  - Univerzitet u Beogradu
T1  - Uticaj vizuo-prostorne radne memorije na usvajanje matematičkih veština kod dece sa teškoćama u učenju matematike
UR  - https://hdl.handle.net/21.15107/rcub_nardus_11642
ER  - 

@phdthesis{
author = "Kovačić-Popović, Anita",
year = "2019",
abstract = "U većini dosadašnjih istraživanja ispitivan je značaj radne memorije kod dece različitog uzrasta i stanja, kao i povezanost sa drugim kognitivnim sistemima. Tako je uočena i značajna povezanost između radne memorije i matematičkih veština kod dece koja ispoljavaju teškoće u učenju matematike (Holmes & Adams, 2006; Passolunghi, Mammrella & Altoè, 2008; Toll, Van der Ven, Kroesbergen & Van Luit, 2011). Zainteresovanost istraživača za procenu radne memorije kod dece koja pohađaju nastavu matematike porasla je tokom proteklih godina. S toga brojni istraživači su istakli važnost radne memorije na usvajanje znanja iz matematike, kao i da ona predstavlja važan faktor individualnih razlika kod dece u postignućima u matematici.Osnovni cilj ovog istraživanja je utvrđivanje kapaciteta vizuo-prostorne radne memorije i njegov uticaj na usvajanje matematičkih znanja i veština, kao i na opšti uspeh u školi učenika III razreda osnovne škole.Uzorkom istraživanja obuhvaćeno je 504 učenika, oba pola, uzrasta 9-10 godina. Prema neuropsihološkom testu za obradu brojeva i računanja (Neuropsychological Test Battery for Number Processing and Calculation in Children) identifikovali smo decu koja ispoljavaju teškoće u učenju matematike (N=50) i formirali grupu dece koja nemaju teškoće u učenju matematike (N=72). Vizuo-prostornu radnu memoriju procenili smo uz pomoć dva instrumenta: prepoznavanje kuća (The Recognition test), koji meri pasivnu funkciju vizuo-prostorne radne memorije i slagalica (The Jigsaw Puzzle task) koji meri aktivne procese vizuo-prostorne radne memorije.Rezultati istraživanja su pokazali da je kapacitet vizuo-prostorne radne memorije direktno proporcionalan rezultatima na testu matematičkih veština. Analizom rezultata matematičkih veština utvrđena je statistički značajna razlika između dece koja ispoljavaju teškoće i dece koja nemaju teškoće u učenju matematike (p<0,05). Takođe, razlike između ove dve grupe se zapažaju na nivou aktivne (F=81,955, p<0,01) i pasivne(F=51,23, p<0,01) vizuo-prostorne radne memorije, s tim što bolji rezultat postižu učenici koji nemaju teškoće u učenju matematike.Statističkom analizom smo utvrdili da deca koja nemaju teškoće u učenju matematike se značajno razlikuju u učinku na svim testovima koji procenjuju znanje iz matematike. Tako, razlike su prisutne na testovima Sabiranja (F=21,02, p<0,01), Oduzimanja (F=45,73, p<0,01), Množenja i deljenja (F=16,97, p<0,01), Jedinica mere (F=26,16, p<0,01) i Geometrije (F=29,38, p<0,01). Međutim, statistički značajna razlika između ove dve grupe dobijena je i na osnovu njihovih ocena iz matematike (F=107,985, p<0,01), srpskog jezika (F=27,305, p<0,01), engleskog jezika (F=16,665, p<0,01), prirode i društva (F=19,300, p<0,01) i muzičkog vaspitanja (F=6,253, p<0,05), kao i uzimajući u obzir njihov opšti uspeh u školi (F=44,431, p<0,01).Dobijeni rezultati ukazuju na to da deca koja ispoljavaju teškoće u učenju matematike imaju niži kapacitet aktivne i pasivne vizuo-prostorne radne memorije koja utiče na matematičke veštine, usvajanje znanja iz matematike, kao i na opšte postignuće u školi. S toga bi buduća istraživanja trebalo usmeriti na identifikovanje dece koja imaju niži kapacitet radne memorije i njihovo uključivanje u programe treninga radne memorije. Na taj način bi opšte sposobnosti dece bile unapređene, što bi dovelo i do boljeg postignuća u školi., It has been examined the importance of working memory in children of different ages and disabilities, as well as connections to other cognitive systems in the most previous studies. It has been observed significant association between working memory and mathematical skills in children with mathematical difficulties (Holmes & Adams, 2006; Passolunghi, Mammrella & Alto, 2008, Toll, Van der Ven, Kroesbergen & Van Luit, 2011). The interest of researchers for the assessment of working memory in children attending classes in mathematics increased in recent years. Therefore, many researchers have been given the importance of working memory on the acquisition of knowledge in mathematics, and it is an important factor of individual differences among children in achievement in mathematics.The aim of research is to determine the visuo-spatial working memory capacity and its influence on the adoption of mathematical knowledge and skills, as well as on the success in school third grade childrens of primary schools.Sample consists of 504 students of both gender, aged 9-10 years. According to a Neuropsychological Test Battery for Number Processing and Calculation in Children we have identified children with mathematical difficulties (N=50) and formed a group of children who have not difficulty in learning mathematics (N=72). Visuo-spatial working memory we estimated with the help of two instruments: The Recognition test, which measures the passive function of visuo-spatial working memory and The Jigsaw Puzzle task which measures the active visuo-spatial working memory.The results showed that the capacity of visuo-spatial working memory directly proportional to the results of a test of mathematical skills. By analyzing the results of mathematical skills it has been determined statistical significant difference between the children with mathematical difficulties and children who have not mathematical difficulties (p<0.05). Also, differences between the two groups was observed at the level of the active (F=81.955, p<0.01) and passive (F=51.23, p<0.01) visuo-spatial working memory, with the best results obtained by students who have not mathematical difficulties.Statistical analysis we found that children who have not mathematical difficulties are significantly different in performance in all tests that assess knowledge of mathematics. Differences are present in the assays of addition (F=21.02, p<0.01) subtracting (F=45.73, p<0.01), multiplication and division (F=16.97, p<0.01), unit of measure (F=26.16, p<0.01), and geometry (F=29.38, p<0.01). However, the statistically significant difference between these two groups is obtained and based on their score in Mathematics (F=107.985, p<0.01), in Serbian language (F=27.305, p<0.01), the English language (F=16.665, p<0.01 ), Nature and society (F=19.300, p<0.01) and the Musical education (F=6.253, p<0.05), as well as taking into account their general performance in school (F=44.431, p<0.01).The results indicate that children with mathematical difficulties have a lower capacity of active and passive visuo-spatial working memory, which affects the mathematical skills, acquire knowledge in mathematics, as well as on general achievement in school. Therefore, future research should focus on identifying children with lower working memory capacity and involving them in training programs of working memory. In that way the general ability of children would be improved, which would lead to better achievement in school.",
publisher = "Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију",
journal = "Универзитет у Београду, Univerzitet u Beogradu",
title = "Uticaj vizuo-prostorne radne memorije na usvajanje matematičkih veština kod dece sa teškoćama u učenju matematike",
url = "https://hdl.handle.net/21.15107/rcub_nardus_11642"
}

Kovačić-Popović, A.. (2019). Uticaj vizuo-prostorne radne memorije na usvajanje matematičkih veština kod dece sa teškoćama u učenju matematike. in Универзитет у Београду
Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију..
https://hdl.handle.net/21.15107/rcub_nardus_11642

Kovačić-Popović A. Uticaj vizuo-prostorne radne memorije na usvajanje matematičkih veština kod dece sa teškoćama u učenju matematike. in Универзитет у Београду. 2019;.
https://hdl.handle.net/21.15107/rcub_nardus_11642 .

Kovačić-Popović, Anita, "Uticaj vizuo-prostorne radne memorije na usvajanje matematičkih veština kod dece sa teškoćama u učenju matematike" in Универзитет у Београду (2019),
https://hdl.handle.net/21.15107/rcub_nardus_11642 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2934
AB  - The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.
PB  - Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
T1  - Attitudes of students of typical development towards their peers with disabilities
EP  - 528
SP  - 522
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2934
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2018",
abstract = "The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.",
publisher = "Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings",
title = "Attitudes of students of typical development towards their peers with disabilities",
pages = "528-522",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2934"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2018). Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti., 522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings. 2018;:522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students of typical development towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings (2018):522-528,
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

TY  - JOUR
AU  - Eminović, Fadilj
AU  - Kovačić-Popović, Anita
AU  - Nikić, Radmila
AU  - Radovanović, Saša
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2834
AB  - Matematika u osnovnoj školi smatra se ključnim predmetom i određena
je ciljevima, zadacima i sadržajima koji su dati odgovarajućim nastavnim
programima. Matematička znanja i veštine koje deca usvoje u mlađim razredima
predstavljaju osnovu za učenje matematičkih sadržaja kasnije u toku školovanja.
Kako bi se utvrdio odnos između nivoa usvojenosti znanja iz matematike i uspeha u
školi kod dece sa teškoćama u učenju matematike, sprovedena je studija koja
obuhvata 504 učenika, uzrasta 9–10 godina. Prema neuropsihološkom testu za
obradu brojeva i računanja, formirana je grupa dece koja ispoljava teškoće u učenju
matematike, a nivo usvojenosti znanja iz matematike ustanovljen je primenom pet
testova. Rezultati pokazuju da deca sa teškoćama u učenju matematike postižu
statistički značajno slabije rezultate od dece koja nemaju teškoće u učenju
matematike. Statistički značajna razlika između ovih dveju grupa dobijena je i na
osnovu njihovog opšteg uspeha u školi. Prema tome, u radu sa decom sa teškoćama u
učenju matematike bilo bi poželjno u nastavi matematike primeniti individualizovan
način rada, koji bi odgovorio na specifične potrebe i mogućnosti ove dece.
AB  - Mathematics in the primary school is considered to be the key subject
determined by aims and outcomes, tasks and contents given by certain teaching syllabi.
Mathematical knowledge and skills adopted by children in the lower grades of the primary
school represent the basis for learning mathematical contents later in school. The study
including 504 students age 9-10 years was conducted for the purpose of determining the level
of adoption of the mathematical knowledge. According to neuropsychological test for number
processing and calculating, the group of children, who have difficulties in learning
mathematics, was formed and the level of the adopted Mathematics knowledge was established
by applying five tests. Results show that children with difficulties in learning Mathematics
achieve statistically significantly lower results from the children who do not have difficulties in
learning Mathematics. Statistically significant difference between these two groups was
obtained according to their general achievement at school. According to this, working with
children with difficulties in learning Mathematics would be advisable to apply individualized
way of work, which will suit specific needs and possibilities of these children.
PB  - Forum pedagoga
T2  - Pedagogija
T2  - Pedagogija
T1  - Usvajanje znanja iz matematike kod dece sa teškoćama u učenju matematike
T1  - Adopting mathematical knowledge of children with difficulties in learning mathematics
EP  - 619
IS  - 4
SP  - 602
VL  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2834
ER  - 

@article{
author = "Eminović, Fadilj and Kovačić-Popović, Anita and Nikić, Radmila and Radovanović, Saša",
year = "2018",
abstract = "Matematika u osnovnoj školi smatra se ključnim predmetom i određena
je ciljevima, zadacima i sadržajima koji su dati odgovarajućim nastavnim
programima. Matematička znanja i veštine koje deca usvoje u mlađim razredima
predstavljaju osnovu za učenje matematičkih sadržaja kasnije u toku školovanja.
Kako bi se utvrdio odnos između nivoa usvojenosti znanja iz matematike i uspeha u
školi kod dece sa teškoćama u učenju matematike, sprovedena je studija koja
obuhvata 504 učenika, uzrasta 9–10 godina. Prema neuropsihološkom testu za
obradu brojeva i računanja, formirana je grupa dece koja ispoljava teškoće u učenju
matematike, a nivo usvojenosti znanja iz matematike ustanovljen je primenom pet
testova. Rezultati pokazuju da deca sa teškoćama u učenju matematike postižu
statistički značajno slabije rezultate od dece koja nemaju teškoće u učenju
matematike. Statistički značajna razlika između ovih dveju grupa dobijena je i na
osnovu njihovog opšteg uspeha u školi. Prema tome, u radu sa decom sa teškoćama u
učenju matematike bilo bi poželjno u nastavi matematike primeniti individualizovan
način rada, koji bi odgovorio na specifične potrebe i mogućnosti ove dece., Mathematics in the primary school is considered to be the key subject
determined by aims and outcomes, tasks and contents given by certain teaching syllabi.
Mathematical knowledge and skills adopted by children in the lower grades of the primary
school represent the basis for learning mathematical contents later in school. The study
including 504 students age 9-10 years was conducted for the purpose of determining the level
of adoption of the mathematical knowledge. According to neuropsychological test for number
processing and calculating, the group of children, who have difficulties in learning
mathematics, was formed and the level of the adopted Mathematics knowledge was established
by applying five tests. Results show that children with difficulties in learning Mathematics
achieve statistically significantly lower results from the children who do not have difficulties in
learning Mathematics. Statistically significant difference between these two groups was
obtained according to their general achievement at school. According to this, working with
children with difficulties in learning Mathematics would be advisable to apply individualized
way of work, which will suit specific needs and possibilities of these children.",
publisher = "Forum pedagoga",
journal = "Pedagogija, Pedagogija",
title = "Usvajanje znanja iz matematike kod dece sa teškoćama u učenju matematike, Adopting mathematical knowledge of children with difficulties in learning mathematics",
pages = "619-602",
number = "4",
volume = "73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2834"
}

Eminović, F., Kovačić-Popović, A., Nikić, R.,& Radovanović, S.. (2018). Usvajanje znanja iz matematike kod dece sa teškoćama u učenju matematike. in Pedagogija
Forum pedagoga., 73(4), 602-619.
https://hdl.handle.net/21.15107/rcub_rfasper_2834

Eminović F, Kovačić-Popović A, Nikić R, Radovanović S. Usvajanje znanja iz matematike kod dece sa teškoćama u učenju matematike. in Pedagogija. 2018;73(4):602-619.
https://hdl.handle.net/21.15107/rcub_rfasper_2834 .

Eminović, Fadilj, Kovačić-Popović, Anita, Nikić, Radmila, Radovanović, Saša, "Usvajanje znanja iz matematike kod dece sa teškoćama u učenju matematike" in Pedagogija, 73, no. 4 (2018):602-619,
https://hdl.handle.net/21.15107/rcub_rfasper_2834 .

TY  - CONF
AU  - Eminović, Fadilj
AU  - Nikić, Radmila
AU  - Milivojević, Marina
AU  - Kovačić-Popović, Anita
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2637
C3  - rad saopsten na skupu medjunarodnog znacaja stampan u izvodu
T1  - Visuo-spatial working memory in children with learning difficulties in mathematics
EP  - 72
SP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2637
ER  - 

@conference{
author = "Eminović, Fadilj and Nikić, Radmila and Milivojević, Marina and Kovačić-Popović, Anita",
year = "2017",
journal = "rad saopsten na skupu medjunarodnog znacaja stampan u izvodu",
title = "Visuo-spatial working memory in children with learning difficulties in mathematics",
pages = "72-71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2637"
}

Eminović, F., Nikić, R., Milivojević, M.,& Kovačić-Popović, A.. (2017). Visuo-spatial working memory in children with learning difficulties in mathematics. in rad saopsten na skupu medjunarodnog znacaja stampan u izvodu, 71-72.
https://hdl.handle.net/21.15107/rcub_rfasper_2637

Eminović F, Nikić R, Milivojević M, Kovačić-Popović A. Visuo-spatial working memory in children with learning difficulties in mathematics. in rad saopsten na skupu medjunarodnog znacaja stampan u izvodu. 2017;:71-72.
https://hdl.handle.net/21.15107/rcub_rfasper_2637 .

Eminović, Fadilj, Nikić, Radmila, Milivojević, Marina, Kovačić-Popović, Anita, "Visuo-spatial working memory in children with learning difficulties in mathematics" in rad saopsten na skupu medjunarodnog znacaja stampan u izvodu (2017):71-72,
https://hdl.handle.net/21.15107/rcub_rfasper_2637 .

TY  - JOUR
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
AU  - Kovačić-Popović, Anita
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2702
T2  - Pedagogija
T1  - Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave
EP  - 289
IS  - 3
SP  - 279
VL  - 72
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2702
ER  - 

@article{
author = "Vujanović, Marina and Ilić-Stošović, Danijela and Kovačić-Popović, Anita",
year = "2017",
journal = "Pedagogija",
title = "Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave",
pages = "289-279",
number = "3",
volume = "72",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2702"
}

Vujanović, M., Ilić-Stošović, D.,& Kovačić-Popović, A.. (2017). Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave. in Pedagogija, 72(3), 279-289.
https://hdl.handle.net/21.15107/rcub_rfasper_2702

Vujanović M, Ilić-Stošović D, Kovačić-Popović A. Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave. in Pedagogija. 2017;72(3):279-289.
https://hdl.handle.net/21.15107/rcub_rfasper_2702 .

Vujanović, Marina, Ilić-Stošović, Danijela, Kovačić-Popović, Anita, "Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave" in Pedagogija, 72, no. 3 (2017):279-289,
https://hdl.handle.net/21.15107/rcub_rfasper_2702 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
AU  - Vujanović, Dragan
AU  - Kovačić Popović, Anita
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4190
AB  - Drawing represent complex motor-gnostic skill that require a certain maturity level
neuromuscular structures, and precedes the skill of writing, which is very important in
the development of each child. Kinesthetic and tactile sensitivity of hand are perceptual
abilities that are closely related to the act of writing, and therefore the aim of the
research is showing the importance of tactile-kinesthetic sensitivity of hand during
drawing geometric shapes. The research has been conducted in Belgrade, 2016., in a
special elementary school “Miodrag Matić“, in sample of 14 children with cerebral palsy
and associated mild intellectual disability. For assessing tactile-kinesthetic sensitivity of
hand was used Luria-Nebraska Neuropsychological Battery and for assessing the skills of
drawing geometric shapes is used Acadia test of development abilities. The results show
the presence of correlation between the kinesthetic sensitivity of the hands and skills
of drawing geometric shapes, drawing a square (p=.000), cross (p=.000), diagonal lines
(p=.000), triangle (p =. 000) and circuit (p=.005). Also, tactile perception is determinant
of drawing skills, and the strongest correlation between the examined parameters was
found between discrimination two points of contact with drawing a circle (p=.020),
square (p=.000), cross (p=.001), slashes (p=.002) and the triangle (p=.001). Also,
graphesthesia form is correlated with drawing a circle (p=.009), square (p=.000),
cross (p=.000), slashes (p=.000) and the triangle (p=.000) and graphesthesia numbers.
Stereognosis also correlated with drawing a circle (p=.003), square (p=.003), cross
(p=.004), slashes (p=.003) and the triangle (p=.006). Despite the limitations of a small
sample the results obtained support the theoretical a
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy
EP  - 346
SP  - 335
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4190
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela and Vujanović, Dragan and Kovačić Popović, Anita",
year = "2016",
abstract = "Drawing represent complex motor-gnostic skill that require a certain maturity level
neuromuscular structures, and precedes the skill of writing, which is very important in
the development of each child. Kinesthetic and tactile sensitivity of hand are perceptual
abilities that are closely related to the act of writing, and therefore the aim of the
research is showing the importance of tactile-kinesthetic sensitivity of hand during
drawing geometric shapes. The research has been conducted in Belgrade, 2016., in a
special elementary school “Miodrag Matić“, in sample of 14 children with cerebral palsy
and associated mild intellectual disability. For assessing tactile-kinesthetic sensitivity of
hand was used Luria-Nebraska Neuropsychological Battery and for assessing the skills of
drawing geometric shapes is used Acadia test of development abilities. The results show
the presence of correlation between the kinesthetic sensitivity of the hands and skills
of drawing geometric shapes, drawing a square (p=.000), cross (p=.000), diagonal lines
(p=.000), triangle (p =. 000) and circuit (p=.005). Also, tactile perception is determinant
of drawing skills, and the strongest correlation between the examined parameters was
found between discrimination two points of contact with drawing a circle (p=.020),
square (p=.000), cross (p=.001), slashes (p=.002) and the triangle (p=.001). Also,
graphesthesia form is correlated with drawing a circle (p=.009), square (p=.000),
cross (p=.000), slashes (p=.000) and the triangle (p=.000) and graphesthesia numbers.
Stereognosis also correlated with drawing a circle (p=.003), square (p=.003), cross
(p=.004), slashes (p=.003) and the triangle (p=.006). Despite the limitations of a small
sample the results obtained support the theoretical a",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy",
pages = "346-335",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4190"
}

Vujanović, M., Ilić-Stošović, D., Vujanović, D.,& Kovačić Popović, A.. (2016). Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 335-346.
https://hdl.handle.net/21.15107/rcub_rfasper_4190

Vujanović M, Ilić-Stošović D, Vujanović D, Kovačić Popović A. Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:335-346.
https://hdl.handle.net/21.15107/rcub_rfasper_4190 .

Vujanović, Marina, Ilić-Stošović, Danijela, Vujanović, Dragan, Kovačić Popović, Anita, "Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):335-346,
https://hdl.handle.net/21.15107/rcub_rfasper_4190 .

TY  - CONF
AU  - Kovačić-Popović, Anita
AU  - Vujanović, Marina
AU  - Sretenović, Ivana
AU  - Nikić, Radmila
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2572
C3  - Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije"
T1  - Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom
EP  - 162
SP  - 162
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2572
ER  - 

@conference{
author = "Kovačić-Popović, Anita and Vujanović, Marina and Sretenović, Ivana and Nikić, Radmila",
year = "2016",
journal = "Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije"",
title = "Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom",
pages = "162-162",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2572"
}

Kovačić-Popović, A., Vujanović, M., Sretenović, I.,& Nikić, R.. (2016). Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom. in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije", 162-162.
https://hdl.handle.net/21.15107/rcub_rfasper_2572

Kovačić-Popović A, Vujanović M, Sretenović I, Nikić R. Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom. in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije". 2016;:162-162.
https://hdl.handle.net/21.15107/rcub_rfasper_2572 .

Kovačić-Popović, Anita, Vujanović, Marina, Sretenović, Ivana, Nikić, Radmila, "Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom" in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije" (2016):162-162,
https://hdl.handle.net/21.15107/rcub_rfasper_2572 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2416
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts
T1  - Attitudes of students without disabilities towards their peers with disabilities
EP  - 71
SP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2416
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2016",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts",
title = "Attitudes of students without disabilities towards their peers with disabilities",
pages = "71-71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2416"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2016). Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts, 71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts. 2016;:71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students without disabilities towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts (2016):71-71,
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Nešić, Marija
AU  - Milivojević, Marina
AU  - Kovačić, Anita
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2332
C3  - S. Marković, D. Pavlović Babić, O. Tošković, Lj. Lazarević, O. Marković Rosić (Ur.). Zbornik radova sa XXI naučnog skupa: Empirijska istraživanja u psihologiji
T1  - Stavovi nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju
EP  - 166
SP  - 159
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2332
ER  - 

@conference{
author = "Sretenović, Ivana and Nešić, Marija and Milivojević, Marina and Kovačić, Anita",
year = "2015",
journal = "S. Marković, D. Pavlović Babić, O. Tošković, Lj. Lazarević, O. Marković Rosić (Ur.). Zbornik radova sa XXI naučnog skupa: Empirijska istraživanja u psihologiji",
title = "Stavovi nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju",
pages = "166-159",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2332"
}

Sretenović, I., Nešić, M., Milivojević, M.,& Kovačić, A.. (2015). Stavovi nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju. in S. Marković, D. Pavlović Babić, O. Tošković, Lj. Lazarević, O. Marković Rosić (Ur.). Zbornik radova sa XXI naučnog skupa: Empirijska istraživanja u psihologiji, 159-166.
https://hdl.handle.net/21.15107/rcub_rfasper_2332

Sretenović I, Nešić M, Milivojević M, Kovačić A. Stavovi nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju. in S. Marković, D. Pavlović Babić, O. Tošković, Lj. Lazarević, O. Marković Rosić (Ur.). Zbornik radova sa XXI naučnog skupa: Empirijska istraživanja u psihologiji. 2015;:159-166.
https://hdl.handle.net/21.15107/rcub_rfasper_2332 .

Sretenović, Ivana, Nešić, Marija, Milivojević, Marina, Kovačić, Anita, "Stavovi nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju" in S. Marković, D. Pavlović Babić, O. Tošković, Lj. Lazarević, O. Marković Rosić (Ur.). Zbornik radova sa XXI naučnog skupa: Empirijska istraživanja u psihologiji (2015):159-166,
https://hdl.handle.net/21.15107/rcub_rfasper_2332 .