Pouk začetnih pojmov in spretnosti množenja v hrvaških učbenikih
Povzetek
Cilj tega prispevka je opisati, kako se poučevanje začetnih pojmov in spretnosti množenja, vključujoče vse do poštevanke, udejanja znotraj hrvaškega vzgojno-izobraževalnega sistema. Kot sta sklenila Stiegler in Hiebert (1999), je poučevanje zapleten sistem, ukoreninjen v kulturnem zapisu dane družbe. Zato da ga opišemo, ne da bi zoperstavili določene značilnosti, ki se sicer njegovim notranjim članom zdijo samoumevne, moramo stopiti izven kulturnega okvirja. Iz tega razloga proučujemo začetno poučevanje množenja na Hrvaškem s primerjanjem hrvaških matematičnih učbenikov z učbeniki iz Singapura, Japonske in Anglije. Za analizo učbenika smo prevzeli ogrodje, ki ga predlagajo Charalam-bous, Delaney, Hsu in Mesa, ki presoja učbenik kot okolje za stvaritev znanja enega samega matematičnega koncepta. Analiza priskrbi z dokazi, da sta praksa in avtomatizem v samem središču začetnega poučevanje množenja na Hrvaškem. Pomen množenja običajno ni jasen, pri čemer učencem niso zagotovljena dodatna orodja za razvoj razumevanja, niti niso spodbujeni, da bi uporabili različne računske strategije na fleksibilen način. Raziskava kaže tudi na to, da hrvaški učbeniki prikažejo matematiko kot prakso, ki je zaprta in vnaprej dana, omejena na en sam in edino pravilen način obravnave.
Prenosi
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