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Problemski zadaci u nastavi matematike kod dece sa lakom intelektualnom ometenošću
Problem - solving tasks in teaching of mathematics at children with intellectual disability
dc.contributor | Glumbić Nenad | |
dc.contributor | Vučinić Vesna | |
dc.creator | Japundža-Milisavljević, Mirjana | |
dc.creator | Đurić-Zdravković, Aleksandra | |
dc.creator | Maćešić-Petrović, Dragana | |
dc.date.accessioned | 2021-06-17T12:57:29Z | |
dc.date.available | 2021-06-17T12:57:29Z | |
dc.date.issued | 2012 | |
dc.identifier.isbn | 978-86-6203-037-5 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/2082 | |
dc.description.abstract | Problemski zadaci koji su sastavni deo nastave matematike predstavljaju skup poznatih i nepoznatih podataka koji su definisani u određeni odnos. Nepoznata vrednost u zadacima treba da se ustanovi na osnovu poznatih podataka. Veoma je značajno da se veličine, koje su predstavljene rečima izraze matematičkim simbolima na pravi način. Problemski zadaci povezuju sadržaje matematike i saznanja o svakodnevnom okruženju i pri njihovom rešavanju neophodno je bazirati se na vlastito iskustvo. Cilj rada se odnosi na utvrđivanje uspešnosti rešavanja različitih aritmetičkih problemskih zadataka kod dece s lakom intelektualnom ometenošću (LIO), kao i na utvrđivanje odnosa između tačno rešenih aritmetičkih zadataka i pola ispitanika. Ukupno trideset šest učenika uzrasta od 10 do 14 godina rešavalo je po pet zadataka pramene, kombinovanja i upoređivanja. U skladu sa postavljenim ciljem istraživanja primenjene su metode neparametrijske statistike. Pri rešavanju problemskog aritmetičkog zadatka uspešni učenici našeg uzorka su koristili takozvani smisleniji pristup koji podrazumeva konstruisanje modela na osnovu situacije koja je opisana u zadatku. Plan rešavanja se bazira na tom modelu. Nasuprot njima neuspešni učenici su plan rešavanja bazirali na brojevima i ključnim rečima koje su bile izdvojene iz konteksta zadatka, odnosno koristili su pristup prečicom. Ukupno trinaest ispitanika našeg uzorka uspešno je reši/o aritmetičke zadatke pramene (36,1%), sedam ispitanika tačno rešava zadatke tipa kombinovanja (19,4%), dok samo tri ispitanika tačno rešava zadatke upoređivanja (8,3%). Nije dobijena statistički značajna korelacija kada je u pitanju procena uspešnosti pri reševanju aritmetičkih zadataka kod učenika s LIO različitog pola (p = 0,124). Tokom samog istraživanja uočena je neophodnost potrebe za diferenciranjem nivoa zahteva pri definsanju aritmetičkog problemskog zadatka koji obuhvata stepen preglednosti, stepen apstrakcije, stepen formalizacije, stepen poznavanja nepoznatih i poznatih podataka kao i stepen kompleksnosti zadatka. | |
dc.description.abstract | Problems-solving tasks are integral parts of mathematics and represent agglomeration of known and unknown data that defined by certain relationship. Unknown data in tasks should be defined by known data. ft is very important that a sizes described by words to be expressed by mathematical symbols. Problem-solving tasks connecting mathematical content with knowledge of environment and personal experience is necessary to salve this kind of ta s ks. The basic aim of this paper is the determination of level efficiency during a solving various arithmetic problem-so/ving tasks by children with mild intellectual disability, as well as determination of relation between correct solved arithmetic tasks and gender. Each of 36 students, age 10-14, solved by five of change, combine and compare problems. In accordance with given order of this research has been used method of nonparametric statistics. In order to salve arithmetic task successful participations of our research have used so called Meaningful approach, that means constructing a model according to a situation that has described in the task. Plan of solving is based on that model. In contrast to them unsuccessful participations used different plan for solving that based on numbers and key words that have been separated from task context, in fact they used Shortcut approach. Altogether 13 participants (31. 6%) of our sample resolved change problem s, 7 participants (19.4%) resolved combine problems and only 3 participants (8.3%) reso/ved compare problems. According to these results there was no significant statistical correlation regarding estimation of efficiency of solving arithmetic ta s ks in children with intellectual disability of both sexes (p=0.124). During this research the necessity for differentiation of levels of demand to define the arithmetic problem-solving task that consisting of visibility, abstraction, formalization, complexity and known and unknown data levels, was observed. | |
dc.language | sr | |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179017/RS// | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179025/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012 | |
dc.subject | intelektualna ometenost | |
dc.subject | problemski aritmetički zadaci | |
dc.subject | intel/ectual disability | |
dc.subject | arithmetic problem-solving tasks | |
dc.title | Problemski zadaci u nastavi matematike kod dece sa lakom intelektualnom ometenošću | sr |
dc.title | Problem - solving tasks in teaching of mathematics at children with intellectual disability | |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.description.other | VI međunarodni naučni skup Specijalna edukacija i rehabilitacija danas | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/9042/Untitled32.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_2082 | |
dc.type.version | publishedVersion |