Pregled bibliografske jedinice broj: 1100766
Učenje temeljeno na čitanju s razumijevanjem
Učenje temeljeno na čitanju s razumijevanjem // KUPM 2014:Zbornik prispevkov / Kmetič, Silva ; Bone, Jerneja ; Rajh, Sonja ; Sambolić Beganović, Amela ; Sirnik, Mateja ; Suban, Mojca (ur.).
Ljubljana: Zavod Republike Slovenije za šolstvo, 2015. str. 75-99 (ostalo, međunarodna recenzija, cjeloviti rad (in extenso), stručni)
CROSBI ID: 1100766 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Učenje temeljeno na čitanju s razumijevanjem
(Learning based on reading comprehension)
Autori
Baranović, Nives
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), stručni
Izvornik
KUPM 2014:Zbornik prispevkov
/ Kmetič, Silva ; Bone, Jerneja ; Rajh, Sonja ; Sambolić Beganović, Amela ; Sirnik, Mateja ; Suban, Mojca - Ljubljana : Zavod Republike Slovenije za šolstvo, 2015, 75-99
ISBN
978-961-03-0330-5
Skup
2. mednarodna konferenca o učenju in poučevanju matematike KUPM 2014
Mjesto i datum
Čatež ob Savi, Slovenija, 21.08.2014. - 22.08.2014
Vrsta sudjelovanja
Ostalo
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Matematički jezik, matematička pismenost, različite interpretacije jednog pojma, veze među pojmovima, zorni prikaz
(Mathematical language, mathematical literacy, different interpretations of one concept, connections between concepts, visual representation)
Sažetak
Teaching practice shows that a large number of students prefer to use the formulas devised beforehand and ready-made algorithms that are most commonly learned by heart, without understanding the concepts. Implementing procedures without the clear understanding of meaning often leads to incorrect results, and repeated failure in learning the same content creates emotional dissatisfaction in students and lack of confidence in their mathematical abilities, finally resulting in giving up on learning mathematics. Although the subject matter of mathematics is abstract and learning requires certain mental effort, all students with average abilities can acquire mathematical literacy: ability to use the basic mathematical language in speech, and by using symbols or visual representations. In order to effectively understand what they learn, students need to establish connections between the acquired and the new mathematical knowledge, and to consider one concept from various aspects. With this aim, this paper presents examples from different areas, focusing on the content that student fail to read with comprehension, including suggestions for different interpretations and possible solutions for establishing connections.
Izvorni jezik
Hrvatski
Znanstvena područja
Matematika, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
