STARŠI MATEMATIČNO OBETAVNIH OTROK - NARATIVNI PRISTOP

• Main Author: Sever, Andreja
• Other Authors: Lipovec, Alenka
• Format: Bachelor Thesis
• Language: Slovenian
• Published: A. Sever 2012
• Subjects: starši; sodelovanje staršev s šolo; matematika; vključevanje staršev v otrokovo izobraževanje; matematični programi; Didaktični petkotnik; narativna metoda; parents; the cooperation of parents with the school; mathematics; the involvement of parents in the children's education; mathematical programs; Didactic Pantagon; narrative methodology; info:eu-repo/classification/udc/51(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=21546; https://dk.um.si/Dokument.php?id=27326&dn=; https://plus.si.cobiss.net/opac7/bib/18888456?lang=sl

V delu je najprej opredeljeno sodelovanje staršev in šole, oblike in načela sodelovanja med starši in šolo ter prednosti in ovire pri sklepanju le-tega. Nadalje se osredotočimo na vključenost staršev v matematično izobraževanje svojih otrok in vključevanje matematike v vsakdanje družinsko življenje. Predstavljamo različne matematične programe za starše, predvsem tiste, ki se izvajajo v tujini. Ker so v raziskavo, predstavljeno v empiričnem delu, vključeni starši otrok, ki obiskujejo matematični krožek po modelu programa Didaktični petkotnik, je v teoretičnem delu podrobneje opisan tudi ta program. Empirični del diplomske naloge temelji na narativni metodologiji, pri kateri smo s pomočjo narativnega pristopa globlje raziskali odnos staršev matematično obetavnih otrok do matematike in njihovo vključevanje v matematično izobraževanje svojih otrok. Raziskava je bila izvedena med starši otrok, ki obiskujejo matematični krožek. V svojih pripovedih so starši omenjali tako pozitivne kot negativne izkušnje, vendar je bilo le pri enem od staršev moč zaznati izredno negativne izkušnje ter pri enem posebno pozitiven odnos. Večina negativnih izkušenj, ki so jih starši navedli, izvira iz časa njihovega matematičnega izobraževanja in je pogojena z odnosom njihovih matematičnih učiteljev in pristopom učiteljev do njih kot učencev. Potrdili smo trditve mnogih strokovnjakov, da žal večina staršev interpretira vključevanje v otrokovo matematično izobraževanje le kot pomoč otrokom pri reševanju domačih nalog ter ugotovili, da starši nudijo tako pomoč običajno le v primeru, ko otroci sami prosijo za njo. Obenem smo ugotovili, da starši s podrobnostmi poteka matematičnega krožka, ki ga njihovi otroci obiskujejo, niso seznanjeni, kar je v nasprotju s konceptom dela v krožku. In my diploma paper I first define the cooperation of parents and school, different forms and principles of cooperation between parents and school, and advantages and obstacles in entering into this cooperation. Furthermore, we focus on the involvement of parents in their children’s math education and the integration of mathematics in everyday family life. We introduce a variety of mathematical programs for parents, especially those, which are performed abroad. Since the study presented in the empirical part involved parents of children who attend the math club based on the model of the program called Didactic Pentagon, this program is described in more detail in the theoretical part. The empirical part of this diploma paper is based on narrative methodology, in which we researched the attitude of parents of mathematically promising children towards mathematics and their integration in the mathematical education of their children. The survey was carried out among parents of children who attend the math club. When parents were describing their experience, they mentioned both positive and negative experience, but there was only one parent with extremely negative experience, and only one with a particularly positive attitude. Most negative experience, stated by the parents, come from the time of their mathematical education, and are subject to the relations of their math teachers and teachers’ approach to them as students. We have confirmed the claims of many experts, who state that, unfortunately, most parents interpret the integration in their children’s mathematical education only as assistance to their children when doing homework and we have also found out that parents normally provide such assistance only in case, when the children themselves ask for it. At the same time, we found out that parents aren’t familiar with details of the math club, that their children attend, which is contrary to the concept of the club.