Pregled bibliografske jedinice broj: 1132497
Mathematical Modelling in Primary Education. Opinions of Slovenian and Croatisan Teachers on Teaching Mathematical Modelling in Early Primary Education.
Mathematical Modelling in Primary Education. Opinions of Slovenian and Croatisan Teachers on Teaching Mathematical Modelling in Early Primary Education. // Opportunities in Learning and Teaching Elementary Mathematics / Novotna J., Moraova H. (ur.).
Prag: Charles University, Faculty of Education, 2019. str. 355-363 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
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Naslov
Mathematical Modelling in Primary Education.
Opinions of Slovenian and Croatisan Teachers on
Teaching Mathematical Modelling in Early Primary
Education.
Autori
Sabo Junger, Mateja ; Lipovec, Alenka
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Opportunities in Learning and Teaching Elementary Mathematics
/ Novotna J., Moraova H. - Prag : Charles University, Faculty of Education, 2019, 355-363
ISBN
978-80-7603-069-5
Skup
International Symposium Elementary Mathematics Teaching
Mjesto i datum
Prag, Češka Republika, 18.08.2019. - 22.08.2019
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
mathematics, modelling, teacher education, primary education
Sažetak
As the world as well as the STEM area, progresses, we see the need for a growing number of young people who are good at connecting, constructing and modelling everyday problems. This is just one of the reasons why we need mathematical modelling, and the need to start practising it in elementary schools as much as possible. We will describe what mathematical modelling is, show what are the advantages, disadvantages, how to teach mathematical modelling in primary school and what benefits students will have from it. We also present the results of the research, in which we studied opinions of Slovenian and Croatian teachers regarding mathematical modelling in early primary education. The survey was conducted in Slovenia and Croatia on a sample of 626 teachers of the first five/four years of elementary education. We asked questions about the general meaning of mathematical modelling, gave them the definition of the same, gave a sample of task related to mathematical modelling, set some questions related to the task. Furthermore, we set up claims about mathematical modelling with which they could either agree or not, and finally a few questions about their competency and obstacles in learning mathematical modelling.
Izvorni jezik
Engleski
Znanstvena područja
Matematika
