M. Dejić, S. Milanović, Vesna V. Milenković, Ivana Jovanović
By correlating the initial teaching of mathematics and physical education, students can be adequately motivated and prepared for classes and thus penetrate deeper into the essence of the content that they learn and perceive its elements from several aspects. The aim of this paper was to determine the atti- tudes of teachers from Jagodina and Valjevo about the advantages of correlating these two subjects. Descriptive method was used in the research, and teachers were examined with the questionnaire. The results showed that the majority of teachers have positive opinion about this form of teaching and that they use al- ready existing lesson plans, found in variety of ways, but they are limited by the necessary material resources and lack of time. However, the research shows that there is little material related to correlation, specifically the initial teaching of mathematics and physical education, which has led us to deal with this issue.
{"title":"STAVOVI UČITELjA O KORELACIJI POČETNE NASTAVE MATEMATIKE I FIZIČKOG VASPITANjA","authors":"M. Dejić, S. Milanović, Vesna V. Milenković, Ivana Jovanović","doi":"10.46793/manm4.254d","DOIUrl":"https://doi.org/10.46793/manm4.254d","url":null,"abstract":"By correlating the initial teaching of mathematics and physical education, students can be adequately motivated and prepared for classes and thus penetrate deeper into the essence of the content that they learn and perceive its elements from several aspects. The aim of this paper was to determine the atti- tudes of teachers from Jagodina and Valjevo about the advantages of correlating these two subjects. Descriptive method was used in the research, and teachers were examined with the questionnaire. The results showed that the majority of teachers have positive opinion about this form of teaching and that they use al- ready existing lesson plans, found in variety of ways, but they are limited by the necessary material resources and lack of time. However, the research shows that there is little material related to correlation, specifically the initial teaching of mathematics and physical education, which has led us to deal with this issue.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114067199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In various scientific disciplines, especially in mathematics, com- puter science, technology, economy, sociology and medicine, solutions to many problems can be transformed in the form of “yes” or “no” or “0” or “1”. This fact, among other things, accelerated the development of electronics and digital tech- nology, and thus Boolean algebra, especially two-valued Boolean algebra. The pa- per contains three chapters. The first chapter discusses the definition of Boolean algebra, two-valued Boolean algebra and Boolean functions. The second chapter deals with the application of Boolean algebra in computer science through logic gates. The third chapter considers the application of logic gates and various ex- amples from information technology in teaching mathematics, so that students can more easily understand Boolean algebra and logical operations.
{"title":"PRIMENA INFORMACIONIH TEHNOLOGIJA U NASTAVI BULOVE ALGEBRE","authors":"Suzana M. Đorđević","doi":"10.46793/manm4.112dj","DOIUrl":"https://doi.org/10.46793/manm4.112dj","url":null,"abstract":"In various scientific disciplines, especially in mathematics, com- puter science, technology, economy, sociology and medicine, solutions to many problems can be transformed in the form of “yes” or “no” or “0” or “1”. This fact, among other things, accelerated the development of electronics and digital tech- nology, and thus Boolean algebra, especially two-valued Boolean algebra. The pa- per contains three chapters. The first chapter discusses the definition of Boolean algebra, two-valued Boolean algebra and Boolean functions. The second chapter deals with the application of Boolean algebra in computer science through logic gates. The third chapter considers the application of logic gates and various ex- amples from information technology in teaching mathematics, so that students can more easily understand Boolean algebra and logical operations.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133674032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Considering the fact that a kindergarten teacher is the only per- son in charge of the whole teaching process and therefore he/she has insight into children’s prior knowledge, possibilities and achievements, using directed activ- ities in teaching is particularly suitable for the integrative approach. Children’s environment is an inexhaustible source of knowledge, impressions, emotions and experiences. It encourages children to constantly enrich their knowledge and ex- periences, to explore, discover and develop their thinking and competences. Chil- dren should become familiar with the characteristics of objects and phenomena from their surroundings using the activities such as observing, comparing, prac- tical work, testing hypothesis, playing constructive games. Given that children consider their environment in an integrative and synthetic way, as being a unique entity, the interdisciplinary approach in teaching Environmental Education of- fers different ways of correlating and integrating different subjects. This paper presents and analyses the possibilities of planning and organizing directed activities, proposed by Methodology of Environmental Education and Methodology of Teaching Basic Mathematics Concepts, which include the inte- grative approach and correlation; the activities are illustrated with some concrete examples of teaching activities. It has been proved that integrative approach in teaching contributes to acquiring knowledge and developing both children’s and teachers’ thinking ability, creativity, physical, conative and social competences.
{"title":"POČETNI MATEMATIČKI POJMOVI KROZ UPOZNAVANjE OKOLINE","authors":"Irena Golubović Ilić","doi":"10.46793/manm4.157gi","DOIUrl":"https://doi.org/10.46793/manm4.157gi","url":null,"abstract":"Considering the fact that a kindergarten teacher is the only per- son in charge of the whole teaching process and therefore he/she has insight into children’s prior knowledge, possibilities and achievements, using directed activ- ities in teaching is particularly suitable for the integrative approach. Children’s environment is an inexhaustible source of knowledge, impressions, emotions and experiences. It encourages children to constantly enrich their knowledge and ex- periences, to explore, discover and develop their thinking and competences. Chil- dren should become familiar with the characteristics of objects and phenomena from their surroundings using the activities such as observing, comparing, prac- tical work, testing hypothesis, playing constructive games. Given that children consider their environment in an integrative and synthetic way, as being a unique entity, the interdisciplinary approach in teaching Environmental Education of- fers different ways of correlating and integrating different subjects. This paper presents and analyses the possibilities of planning and organizing directed activities, proposed by Methodology of Environmental Education and Methodology of Teaching Basic Mathematics Concepts, which include the inte- grative approach and correlation; the activities are illustrated with some concrete examples of teaching activities. It has been proved that integrative approach in teaching contributes to acquiring knowledge and developing both children’s and teachers’ thinking ability, creativity, physical, conative and social competences.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134190767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reviews empirical studies which researched the imple- mentation and use of computers in teaching mathematics, that is the representa- tion of the current state of the technology and its use in mathematics education. The aim of the paper is to evaluate research questions, methodologies and theori- es through the framework of the “didactical tetrahedron” metaphor. The analysis has showed that it is necessary to synthesize and integrate the previous theore- tical framework on learning mathematics with the help of information technolo- gies. Even though there is a significant number of research questions related to learning mathematics using technologies, a lot of questions remain unanswered. The final part of the paper highlights the insufficiently mentioned topics and the need for further discussions that can contribute to future quality studies.
{"title":"KRITIČKA RAZMIŠLjANjA O KORIŠĆENjU INFORMACIONIH TEHNOLOGIJA U POČETNOJ NASTAVI MATEMATIKE","authors":"Marija Milinković","doi":"10.46793/manm4.146m","DOIUrl":"https://doi.org/10.46793/manm4.146m","url":null,"abstract":"This paper reviews empirical studies which researched the imple- mentation and use of computers in teaching mathematics, that is the representa- tion of the current state of the technology and its use in mathematics education. The aim of the paper is to evaluate research questions, methodologies and theori- es through the framework of the “didactical tetrahedron” metaphor. The analysis has showed that it is necessary to synthesize and integrate the previous theore- tical framework on learning mathematics with the help of information technolo- gies. Even though there is a significant number of research questions related to learning mathematics using technologies, a lot of questions remain unanswered. The final part of the paper highlights the insufficiently mentioned topics and the need for further discussions that can contribute to future quality studies.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115037561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper deals with practical application of geometric models at different levels, in which individual abilities of pupils are conditioned by mental differences, as well as the necessity and reasons for applying the models in early mathematics education. Different models of learning and teaching are applied to groups of students of different abilities and attributes, with the aim of achieving better results than in traditional teaching. When applying this method of teach- ing it should be taken into account that students have different attitudes, abilities and learning preferences. Solving problems through modeling enables students to find in their memory adequate mathematical knowledge and connect it with reality by constructing suitable models and algorithms. In that way, algorithmic and creative thinking is developed, which will be used in the modeling new prob- lem situations. The benefit of this model of differentiated teaching geometry contents (through problem-based teaching) is reflected in the fact that the teaching of mathematics is made more diverse and dynamic, and therefore more efficient.
{"title":"EFEKTI PRIMENE GEOMETRIJSKIH MODELA REŠAVANJA PROBLEMA U RAZREDNOJ NASTAVI","authors":"Biljana Lučić","doi":"10.46793/manm4.058l","DOIUrl":"https://doi.org/10.46793/manm4.058l","url":null,"abstract":"The paper deals with practical application of geometric models at different levels, in which individual abilities of pupils are conditioned by mental differences, as well as the necessity and reasons for applying the models in early mathematics education. Different models of learning and teaching are applied to groups of students of different abilities and attributes, with the aim of achieving better results than in traditional teaching. When applying this method of teach- ing it should be taken into account that students have different attitudes, abilities and learning preferences. Solving problems through modeling enables students to find in their memory adequate mathematical knowledge and connect it with reality by constructing suitable models and algorithms. In that way, algorithmic and creative thinking is developed, which will be used in the modeling new prob- lem situations. The benefit of this model of differentiated teaching geometry contents (through problem-based teaching) is reflected in the fact that the teaching of mathematics is made more diverse and dynamic, and therefore more efficient.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122152843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper is a project proposal for improving educational practice or educational effectiveness on the example of a specific local government (Kragujevac) by applying lateral intervention through one subject (Mathematics). All stakeholders were presented, their role and the possibility to intervene at the level of the local self-government unit, regardless of the national level, that is, the possibility to improve independently the education microsystem in the legisla- tively and regulatory framework from the national level.
{"title":"LATERALNO UNAPREĐIVANjE OBRAZOVNE EFEKTIVNOSTI ŠKOLA – NASTAVA MATEMATIKE","authors":"Radojko Damjanović, Marko Slavković, B. Popović","doi":"10.46793/manm4.267d","DOIUrl":"https://doi.org/10.46793/manm4.267d","url":null,"abstract":"The paper is a project proposal for improving educational practice or educational effectiveness on the example of a specific local government (Kragujevac) by applying lateral intervention through one subject (Mathematics). All stakeholders were presented, their role and the possibility to intervene at the level of the local self-government unit, regardless of the national level, that is, the possibility to improve independently the education microsystem in the legisla- tively and regulatory framework from the national level.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129516601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksandra Mihajlović, Nenad Vulović, Milan Milikić
The presented study aimed to investigate the attitudes of preservice kindergarten teachers about the effects of two models of Mathematics Teaching Practicum teaching practice (Lesson Study model and traditional model of teaching practice) on the development of their professional competences to teach mathematics concepts. The quasi-experimental design with two parallel groups was used. The sample of research consisted of 49 students which were divided into control (27) and experimental group (22). The experimental group worked according to the experimental program which included the application of the Lesson Study design of teaching practice, while the control group worked in the traditional way. The results indicate that, although the students of the experimental group expressed more positive attitudes towards the usefulness of the applied model of teaching practice for the development of their profession- al competences, there was no statistically significant difference in attitudes between the two groups. As the most useful segment of the experimental program, students singled out the possibility of carrying out directed activities in a simu- lated environment and, after the evaluation, carrying out the same activity in a real environment in the kindergarten. Although the findings of the study cannot be generalized due to the small sample size, we believe that the results of this research have significance for both researchers and educators involved in teacher education preparation programmes.
{"title":"PRIMENA JAPANSKE STUDIJE ČASA U PRIPREMI BUDUĆIH VASPITAČA ZA IZVOĐENjE USMERENIH AKTIVNOSTI U OBLASTI RAZVOJA MATEMATIČKIH POJMOVA","authors":"Aleksandra Mihajlović, Nenad Vulović, Milan Milikić","doi":"10.46793/manm4.292m","DOIUrl":"https://doi.org/10.46793/manm4.292m","url":null,"abstract":"The presented study aimed to investigate the attitudes of preservice kindergarten teachers about the effects of two models of Mathematics Teaching Practicum teaching practice (Lesson Study model and traditional model of teaching practice) on the development of their professional competences to teach mathematics concepts. The quasi-experimental design with two parallel groups was used. The sample of research consisted of 49 students which were divided into control (27) and experimental group (22). The experimental group worked according to the experimental program which included the application of the Lesson Study design of teaching practice, while the control group worked in the traditional way. The results indicate that, although the students of the experimental group expressed more positive attitudes towards the usefulness of the applied model of teaching practice for the development of their profession- al competences, there was no statistically significant difference in attitudes between the two groups. As the most useful segment of the experimental program, students singled out the possibility of carrying out directed activities in a simu- lated environment and, after the evaluation, carrying out the same activity in a real environment in the kindergarten. Although the findings of the study cannot be generalized due to the small sample size, we believe that the results of this research have significance for both researchers and educators involved in teacher education preparation programmes.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121146671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.
{"title":"INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION","authors":"Vera Savić","doi":"10.46793/manm4.191s","DOIUrl":"https://doi.org/10.46793/manm4.191s","url":null,"abstract":"Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127489875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrated teaching activities enable the connection of the contents of different subjects. This approach is characterized by the examination of every problem, subject or research topic from a multitude of perspectives, thus gathering a number of information from different disciplines. It is in line with real life situations in which a problem is seen as a biological and historical cir- cumstance that is made of mathematical and at the same time artistic, linguistic and other characteristics. Ultimately, the assessment is carried out by the ending result, essay or a problem solution and application of knowledge, thus changing the teacher student relationship by giving the student more time for interconnec- tion and comprehension of terms and phenomena that describe our reality. This paper contains results of an experimental study that was carried out on a sample of hundred students. The resulting data point to a conclusion that the application of integrated teaching activities gives better results with respect to the traditional model when it comes to the formation of mathematical terms. Moreover, it must be noted that a greater expression of psychological functions was achieved by the application of different didactical and methodological meth- ods and forms.
{"title":"INTEGRISANE NASTAVNE AKTIVNOSTI U PRVOM RAZREDU DEVETOGODIŠNJE OSNOVNE ŠKOLE","authors":"Arzija Mahmutović","doi":"10.46793/manm4.183m","DOIUrl":"https://doi.org/10.46793/manm4.183m","url":null,"abstract":"Integrated teaching activities enable the connection of the contents of different subjects. This approach is characterized by the examination of every problem, subject or research topic from a multitude of perspectives, thus gathering a number of information from different disciplines. It is in line with real life situations in which a problem is seen as a biological and historical cir- cumstance that is made of mathematical and at the same time artistic, linguistic and other characteristics. Ultimately, the assessment is carried out by the ending result, essay or a problem solution and application of knowledge, thus changing the teacher student relationship by giving the student more time for interconnec- tion and comprehension of terms and phenomena that describe our reality. This paper contains results of an experimental study that was carried out on a sample of hundred students. The resulting data point to a conclusion that the application of integrated teaching activities gives better results with respect to the traditional model when it comes to the formation of mathematical terms. Moreover, it must be noted that a greater expression of psychological functions was achieved by the application of different didactical and methodological meth- ods and forms.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116173890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The theoretical part of this paper deals with some aspects and possibilities of linking the contents of the World Around Us and Mathematics. Special emphasis was put on the analysis of (in)compliance of the two subjects. In the context of the correlation-integration approach, possibilities for improving the quality of the teaching World Around Us in elementary schools are considered. The methodological part of the paper is dedicated to empirical research aimed at examining the attitudes of future teachers about the correlation-integration approach. Data were collected online, with an electronic questionnaire and a 5-point Likert-type scale, on a sample of 150 students of the Faculty of Education in Jagodina. The results obtained by applying simple statistical methods show that students have positive attitudes about the importance of applying the content of Mathematics in teaching of the World Around Us, and recognize possibilities for raising the quality of teaching using the correlation-integration approach, which suggests considering conditions for more frequent application of this teaching system.
{"title":"MATEMATIKA U SVETU OKO NAS – INTEGRISANA NASTAVA","authors":"Olivera Cekić Jovanović","doi":"10.46793/manm4.169cj","DOIUrl":"https://doi.org/10.46793/manm4.169cj","url":null,"abstract":"The theoretical part of this paper deals with some aspects and possibilities of linking the contents of the World Around Us and Mathematics. Special emphasis was put on the analysis of (in)compliance of the two subjects. In the context of the correlation-integration approach, possibilities for improving the quality of the teaching World Around Us in elementary schools are considered. The methodological part of the paper is dedicated to empirical research aimed at examining the attitudes of future teachers about the correlation-integration approach. Data were collected online, with an electronic questionnaire and a 5-point Likert-type scale, on a sample of 150 students of the Faculty of Education in Jagodina. The results obtained by applying simple statistical methods show that students have positive attitudes about the importance of applying the content of Mathematics in teaching of the World Around Us, and recognize possibilities for raising the quality of teaching using the correlation-integration approach, which suggests considering conditions for more frequent application of this teaching system.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：