Ability of solving problems is the heart of mathematics. It is useful only when it is applicable to certain situation. The ability of applying mathematics on different circumstances is called "handling a problem". (Cockcroft, 1982) According to the study of teaching practice and teacher’s reflections provided in 15 countries in 1991, eight methods of teaching mathematics have been chosen as well as appropriate evaluation methodology. The paper deals with teaching methodology with implications and restrictions for teachers and pupils in primary schools.
Sposobnost rešavanja problema srce je matematike. Matematika je "korisna" samo u onoj meri u kojoj se može primeniti na određenu situaciju. Sposobnost da se matematika primeni na raznovrsne situacije je ono što zovemo "rešavanje problema". (Cockcroft1982) Na osnovu istraživanja prakse i opažanja učitelja u petnaest zemalja u toku 1991 god. izdvojeno je osam metoda učenja matematike kao i odgovarajućih pratećih metoda ocenjivanja. U radu su izložene metode predavanja sa implikacijama i ograničenjima za učitelje i učenike u osnovnim školama.
Keywords:
mathematics / methods / implications / restrictions / matematika / metode / implikacije / ograničenja
TY - JOUR
AU - Karić, Jasmina
PY - 2006
UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/75
AB - Ability of solving problems is the heart of mathematics. It is useful only when it is applicable to certain situation. The ability of applying mathematics on different circumstances is called "handling a problem". (Cockcroft, 1982) According to the study of teaching practice and teacher’s reflections provided in 15 countries in 1991, eight methods of teaching mathematics have been chosen as well as appropriate evaluation methodology. The paper deals with teaching methodology with implications and restrictions for teachers and pupils in primary schools.
AB - Sposobnost rešavanja problema srce je matematike. Matematika je "korisna" samo u onoj meri u kojoj se može primeniti na određenu situaciju. Sposobnost da se matematika primeni na raznovrsne situacije je ono što zovemo "rešavanje problema". (Cockcroft1982) Na osnovu istraživanja prakse i opažanja učitelja u petnaest zemalja u toku 1991 god. izdvojeno je osam metoda učenja matematike kao i odgovarajućih pratećih metoda ocenjivanja. U radu su izložene metode predavanja sa implikacijama i ograničenjima za učitelje i učenike u osnovnim školama.
PB - Pedagoško društvo Vojvodine, Novi Sad
T2 - Pedagoška stvarnost
T1 - Teachers and pupils’ implications and restrictions in application of modern mathematical methodology
T1 - Implikacije i ograničenja za učitelje i učenike u primeni savremenih matematičkih metoda
EP - 725
IS - 9-10
SP - 717
VL - 52
UR - https://hdl.handle.net/21.15107/rcub_rfasper_75
ER -
@article{
author = "Karić, Jasmina",
year = "2006",
abstract = "Ability of solving problems is the heart of mathematics. It is useful only when it is applicable to certain situation. The ability of applying mathematics on different circumstances is called "handling a problem". (Cockcroft, 1982) According to the study of teaching practice and teacher’s reflections provided in 15 countries in 1991, eight methods of teaching mathematics have been chosen as well as appropriate evaluation methodology. The paper deals with teaching methodology with implications and restrictions for teachers and pupils in primary schools., Sposobnost rešavanja problema srce je matematike. Matematika je "korisna" samo u onoj meri u kojoj se može primeniti na određenu situaciju. Sposobnost da se matematika primeni na raznovrsne situacije je ono što zovemo "rešavanje problema". (Cockcroft1982) Na osnovu istraživanja prakse i opažanja učitelja u petnaest zemalja u toku 1991 god. izdvojeno je osam metoda učenja matematike kao i odgovarajućih pratećih metoda ocenjivanja. U radu su izložene metode predavanja sa implikacijama i ograničenjima za učitelje i učenike u osnovnim školama.",
publisher = "Pedagoško društvo Vojvodine, Novi Sad",
journal = "Pedagoška stvarnost",
title = "Teachers and pupils’ implications and restrictions in application of modern mathematical methodology, Implikacije i ograničenja za učitelje i učenike u primeni savremenih matematičkih metoda",
pages = "725-717",
number = "9-10",
volume = "52",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_75"
}
Karić, J.. (2006). Teachers and pupils’ implications and restrictions in application of modern mathematical methodology. in Pedagoška stvarnost
Pedagoško društvo Vojvodine, Novi Sad., 52(9-10), 717-725.
https://hdl.handle.net/21.15107/rcub_rfasper_75
Karić J. Teachers and pupils’ implications and restrictions in application of modern mathematical methodology. in Pedagoška stvarnost. 2006;52(9-10):717-725.
https://hdl.handle.net/21.15107/rcub_rfasper_75 .
Karić, Jasmina, "Teachers and pupils’ implications and restrictions in application of modern mathematical methodology" in Pedagoška stvarnost, 52, no. 9-10 (2006):717-725,
https://hdl.handle.net/21.15107/rcub_rfasper_75 .
