Katerina Skalova Prazakova, Anna Kucharska, Klara Spackova
{"title":"小学生数学困难的教学评估","authors":"Katerina Skalova Prazakova, Anna Kucharska, Klara Spackova","doi":"10.18355/pg.2023.12.2.7","DOIUrl":null,"url":null,"abstract":"This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"92 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"PEDAGOGICAL ASSESSMENT OF DIFFICULTIES IN MATHEMATICS AMONG PRIMARY SCHOOL PUPILS\",\"authors\":\"Katerina Skalova Prazakova, Anna Kucharska, Klara Spackova\",\"doi\":\"10.18355/pg.2023.12.2.7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.\",\"PeriodicalId\":34591,\"journal\":{\"name\":\"Slavonic Pedagogical Studies Journal\",\"volume\":\"92 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Slavonic Pedagogical Studies Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18355/pg.2023.12.2.7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Slavonic Pedagogical Studies Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18355/pg.2023.12.2.7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
PEDAGOGICAL ASSESSMENT OF DIFFICULTIES IN MATHEMATICS AMONG PRIMARY SCHOOL PUPILS
This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.