Differentiation of teaching in accordance with educational standards and influence on students' achievements in the initial teaching of mathematics

[V. V. Milenković]

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Uvažavanje različitih karakteristika učenika jedan je od najvažnijih zadataka savremene škole, tako da diferenciranje nastave i obrazovni standardi dobijaju veliku važnost. Iako postoji veliko interesovanje, trostepena povezanost diferencirane nastave sa obrazovnim standardima na tri nivoa, nije dovoljno ni teorijski, ni praktično proučavana u nastavi. U radu se razmatra uticaj diferenciranja početne nastave matematike organizovane u skladu sa obrazovnim standardima na postignuća učenika, koja obuhvataju: nivoe znanja (prepoznavanje, reprodukciju, razumevanje, primenu znanja, stvaralaštvo i kreativnost), trajnost znanja i motivaciju učenika. Empirijski deo rada usmeren je na: 1) eksperimentalno ispitivanje uticaja diferencirane nastave organizovane u skladu sa obrazovnim standardima na postignuće učenika u geometrijskim sadržajima i sadržajima o razlomcima; 2) ispitivanje mišljenja učenika eksperimentalne grupe o eksperimentalnom programu; 3) ispitivanje mišljenja učitelja o uticaju i ulozi diferencirane nastave organizovane u skladu sa obrazovnim standardima u početnoj nastavi matematike na postignuća učenika. Istraživanjem je obuhvaćeno 228 učenika četvrtog razreda (114 učenika čini eksperimentalnu grupu i isto toliko učenika kontrolnu grupu) i anketirano je 106 učitelja. Rezultati koje smo dobili, između ostalog, pokazuju da se difereniranjem nastave organizovane u skladu sa obrazovnim standardima može uspešno uticati na postignuća učenika u oblasti geometrije i razlomaka u početnoj nastavi matematike, da eksperimentalni program utiče na interesovanje učenika za učenje geometrijskih sadržaja i sadržaja o razlomcima, kao i da se prema mišljenju učitelja svi nivoi znanja mogu podsticati diferenciranim oblikom nastave.

Appreciating different characteristics of students is one of the main tasks of contemporary school, so that differentiation of teaching and educational standards obtain huge importance. Although there is a great interest, connection of the three-level type of differentiated teaching and three level of educational standards, are not both theoretically and practically researched in teaching. The paper discusses the impact of differentiating the initial teaching of mathematics organized in accordance with educational standards on students' achievements, that encompass: level of knowledge (recognition, reproduction, understanding, applying knowledge, and creativity), durability of knowledge, and motivation of students. The empirical part of the paper is directed to: 1) experimental examination of the impact of differentiated teaching organized in accordance with educational standards on students' achievements in geometric contents and contents on fractions; 2) examination of the opinions of experimental group of students on experimental program; 3) examination of the opinions and attitudes of teachers on the role of differentiated teaching organized in accordance with educational standards on students' achievements in the initial teaching of mathematics. The research covered 228 students of the fourth grade (114 students make the experimental group and the same number the control group) and 106 teachers were surveyed. The results we obtained, among other things, showed that differentiating teaching organized in accordance with educational standards may successfully impact the students' achievements in the initial teaching of mathematics in area of geometry and fractions; that experimental program impacts the interest of students in learning geometric contents and contents on fractions, as well as that according to teachers' opinion all levels of knowledge can be encouraged by differentiated type of teaching.

početna nastava matematike, diferencirana nastava, obrazovni standardi, postignuća učenika

initial teaching of mathematics, differentiated teaching, educational standards, students' achievements

371.3::51(043.3)

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