Abstract
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.
Abstract
In the
process of teaching mathematics in the primary school cycle in the
of
the textbook has a very important role, considering its focusing effect on the
learning and teaching, that is to say, on the structure of students’
mathematical knowledge. In this sense, the use of textbooks in initial teaching
of mathematics, particularly in the design and implementation of the process of
teaching, is one of the important indicators of the mode of work and the place
of students and teachers in the educational process.
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
of
in school year 2016/2017, and the process of contextualization of learning and
teaching mathematics in elementary school teaching. In the first part of the
paper, the theoretical aspects of the fundamental concepts of contextual
teaching and learning in mathematics teaching in junior grades of elementary
school, as well as the importance of the textbooks in acquiring knowledge are
shown. The first part of the paper also deals with the analysis of current
textbooks focusing especially on the elements of the contextual approach to the
process of teaching.
The second part of the paper deals with explaining numeric indicators,
which indicate that in the textbooks of mathematics from the first to the fifth
grade different modes of contextual problems are identified primarily with
regard to different forms of expression and presentation (illustrated, textual,
combined - picture, text). The results of their number indicate the
unsatisfactory support of standard textbooks to the process of
contextualization of learning and teaching mathematics in junior grades of
elementary school teaching, since textbook context, both in terms of sources of
information, and methodical scenarios have dominant transmissive role in
teaching mathematics.
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
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | August 31, 2017 |
| Submission Date | August 30, 2017 |
| Published in Issue | Year 2017Volume: 3 Issue: 8 |
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