Naslov
CONTEMPORARY AND TRADITIONAL APPROACH IN TEACHING MATHEMATICS

Autori
Cindrić, Maja ; Mišurac Zorica, Irena

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
PROCEEDINGS of the 8-th Internationa of Conference on Education / Prachalias, Chrysovaladis - Lahti : Research and Training Institute of East Aegean, 2012, 655-662

ISBN
978-618-5009-05-2

Skup
8-th Internationa of Conference on Education

Mjesto i datum
Samos, Grčka, 05.08.2012. - 07.08.2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
traditionally mathematics; contemporary mathematics; division of fractions

Sažetak
History of teaching mathematics followed the various theories of learning and teaching, which affected more or less teaching practice and influenced the formation of mathematics curriculum. Although the theory from the beginning of last century, associanistic theory has found an echo in the teaching of mathematics, and some of its features are deeply rooted in today's mathematics education. Traditional teaching of mathematics is characterized by emphasizing and encouraging the adoption of procedural skills, particularly numeracy skills, knowledge and skills of algorithms to solve. Standardized tasks in the traditional mathematics teaching places great emphasis on mechanical memorization of definitions and statements, addition and multiplication facts, and memorizing various other facts (mathematical words, terms, rules, formulas, explanations, proper ways of speech in the process of solving a certain kind of problem, etc.). In contrast to the traditional teaching, contemporary mathematics teaching has been influenced by modern theories of learning and teaching. A significant influence on the modern approach in teaching mathematics has constructivism, which emphasizes the importance of children's active participation in building their own knowledge. Designed research described in this paper will present the differences in achievement among students taught traditional and contemporary on example of dividing fractions. The study included 238 students. Survey results indicated a significant difference in the success of procedural and conceptual knowledge for the benefit of students witch has been taught with contemporary methods.

Izvorni jezik
Engleski

POVEZANOST RADA