MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING
Abstract
In the
process of teaching mathematics in the primary school cycle in the
This paper
research points out the necessity of aligning the textbook concept with modern
theories of mathematics education, including the creation and writing of
textbooks that will serve the realization of achieving goals of modern
mathematics teaching. Among other things, the textbook model that will meet set
requirements will feature the representation methods, procedures, and teaching
approaches that promote active and interactive learning, as well as, creative
and critical thinking. The paper also points out the contemporary tendencies
that new models of textbooks should be primarily based on contextualization,
which implies a problem solving approach to teaching and the development of
higher forms of learning and thought processes. This context is the starting
point for empirical analysis with the aim to test the support for standard math
textbooks for junior grades of elementary school approved for use in the
Keywords
References
- Academy for Educational Development, Retrieved May 04, 2014 from the World Wide Web http://www.niwl.org/pdfs/Context_Learning.pdf Antić, S. (2009). Savremena shvatanja udžbenika: posledice na konstrukciju i merila kvaliteta. Inovacije u nastavi, vol. XXII, br. 2009/4, 25-39. Berns, R. G., Erickson, P. M. (2001). Contextual Teahing and Learning: Preparing Students for the New Economy. The Highlight Zone: Research Work No. 5, Columbus: National Dissemination Center for Career and Technical Education, Retrieved May 11, 2014 from the World Wide Web http://www.cord.org/.../nccte_highlight05-contextualte... Čekrlija, B., Đaković, P. (2013). Matematika za 2. razred osnovne škole. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Dejić, M. (2008). Neki aspekti obrazovanja učitelja u oblasti metodike nastave matematike. Nastava i vaspitanje, vol. 57, br. 2, 136-149. De Lange, J. (1987). Mathematics, insight and meaning: Teaching, learning andtesting of mathematics for the life and social sciences. Utrecht: OW & OC. Dewey, J. (1963). Experience and Education, The Kappa Delta Pi Lecture Series. New York: Macmillan Publishing Company. Egerić, M. (2008). Kvalitet nastave matematike u početnim razredima osnovne škole. Inovacije u nastavi, vol. 21, br. 2, 51-59. Zech, F. (1999). Grundkurs Mathematikdidaktik - Theoretische und praktische Anleitungen für das Lehren und Lernen von Mathematik. Weinheim und Basel: Beltz Verlag. Ivić, I. et al. (2003). Kvalitet školskih udžbenika i mehanizmi obezbeđivanja tog kvaliteta. Beograd: Obrazovni forum. Johnson, E. B. (2002). Contextual teaching and learning: what it is and why it’s here to stay, Thousand Oaks, CA: Corwin Press, INC. Kamenov, E., Spasojević, P. (2013). Prva knjiga za 1. razred osnovne škole. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Kocić, LJ. (2001). Didaktičko-metodički zahtevi u oblikovanju strukture udžbenika, Savremeni osnovnoškolski udžbenik. Beograd: Zavod za udžbenike i nastavna sredstva. Kovačević, Z. (2009). Instrukcije za samostalno učenje kao strukturalne komponente učenja. Inovacije u nastavi, vol. XXII, br. 2009/4, 56-70. Lipovac, D. (2013). Matematika za 3. razred osnovne škole. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Lipovac, D. (2013). Matematika za 4. razred osnovne škole. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Mićić, B. (2013). Matematika za 5. razred osnovne škole. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Pešić, J. (2009). Podrška učenju s razumevanjem i strategije didaktičkog oblikovanja udžbenika. Inovacije u nastavi, vol. XXII, br. 2009/4, 40-49. Pešikan, A., Antić, S. (2007). Kako ugraditi ideje aktivnog učenja u udžbenik. Nastava i istorija, vol. V, br. 7, 147–161. Rogers, A., Weinbaum, A. (1995). Contextual Learning: A Critical Aspect of School-to-Work Transition Programs. Washington, New York: National Institute for Work and Learning. Verbitsky, A. A. (1991). Aktivnoye obucheniye v vysshey shkole: kontekstnyj podhod, Active Teaching in College: Contextual Approach. Moscow: Vysshaya shkola. Vlahović, B. (2009). Udžbenik u susret sutrašnjici obrazovanja. u N. Potkonjak, Buduća škola – zbornik radova sa naučnog skupa II deo, štampano u cjelini, 23-24. januara 2009, Beograd, 1090-1109. Beograd: Srpska akademija obrazovanja.
Details
Primary Language
English
Subjects
-
Journal Section
Research Article
Authors
Dragica Milinković
Bosnia and Herzegovina
Milenko ćurčić
Bosnia and Herzegovina
Tatjana Dumitrašković
Bosnia and Herzegovina
Publication Date
August 31, 2017
Submission Date
August 30, 2017
Acceptance Date
July 14, 2017
Published in Issue
Year 2017 Volume: 3 Number: 8