Cilt 3, Sayı 8, Sayfalar 329 - 337 2017-08-31

MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING

Dragica Milinković [1] , Milenko Ćurčić [2] , Tatjana Dumitrašković [3]

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In the process of teaching mathematics in the primary school cycle in the Republic of Srpska, 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 Republic of Srpska 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. 
Contextualization,Learning,Mathematics,Teaching,Textbook
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Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Makaleler
Yazarlar

Yazar: Dragica Milinković
E-posta: sadra@teol.net
Ülke: Bosnia and Herzegovina


Yazar: Milenko Ćurčić
E-posta: ljekobilje@teol.net
Ülke: Bosnia and Herzegovina


Yazar: Tatjana Dumitrašković
E-posta: tatjana.dumitraskovic@pfb.ues.rs.ba
Ülke: Bosnia and Herzegovina


Bibtex @araştırma makalesi { ijasos336540, journal = {International E-Journal of Advances in Social Sciences}, issn = {}, address = {OCERINT International Organization Center of Academic Research}, year = {2017}, volume = {3}, pages = {329 - 337}, doi = {10.18769/ijasos.336540}, title = {MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING}, language = {en}, key = {cite}, author = {Dumitrašković, Tatjana and Ćurčić, Milenko and Milinković, Dragica} }
APA Milinković, D , Ćurčić, M , Dumitrašković, T . (2017). MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING. International E-Journal of Advances in Social Sciences, 3 (8), 329-337. DOI: 10.18769/ijasos.336540
MLA Milinković, D , Ćurčić, M , Dumitrašković, T . "MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING". International E-Journal of Advances in Social Sciences 3 (2017): 329-337 <http://ijasos.ocerintjournals.org/issue/31049/336540>
Chicago Milinković, D , Ćurčić, M , Dumitrašković, T . "MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING". International E-Journal of Advances in Social Sciences 3 (2017): 329-337
RIS TY - JOUR T1 - MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING AU - Dragica Milinković , Milenko Ćurčić , Tatjana Dumitrašković Y1 - 2017 PY - 2017 N1 - doi: 10.18769/ijasos.336540 DO - 10.18769/ijasos.336540 T2 - International E-Journal of Advances in Social Sciences JF - Journal JO - JOR SP - 329 EP - 337 VL - 3 IS - 8 SN - -2411-183X M3 - doi: 10.18769/ijasos.336540 UR - http://dx.doi.org/10.18769/ijasos.336540 Y2 - 2017 ER -
EndNote %0 International E-Journal of Advances in Social Sciences MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING %A Dragica Milinković , Milenko Ćurčić , Tatjana Dumitrašković %T MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING %D 2017 %J International E-Journal of Advances in Social Sciences %P -2411-183X %V 3 %N 8 %R doi: 10.18769/ijasos.336540 %U 10.18769/ijasos.336540