Matematikos pamokose mokytojų taikomi mokymo(si) būdai ir jų efektyvumas

LTStraipsnyje pateikiama dabartinės matematikos pamokos VI ir X klasėje situacijos analizė, atlikta remiantis 2006 m. Lietuvos nacionalinių mokinių pasiekimų tyrimo duomenimis. Atliekant analizę buvo siekiama išryškinti matematikos mokytojų taikomus mokymosi) proceso organizavimo būdus atskirose pamokos dalyse ir išsiaiškinti jų veiksmingumą. Gauti tyrimo rezultatai turėtų matematikos mokytojus rengiantiems universitetams padėti tobulinti būsimųjų pedagogų gebėjimus organizuoti efektyvią mokinių mokymosi veiklą. [Iš leidinio]Reikšminiai žodžiai: Matematikos pamoka; Mokymo (si) veiklos organizavimo būdai; Mokinių mokymosi rezultatai; The mathematic lesson; Teaching and learning methods; Sixth and tenth formers.

EN[...] It has been observed that mathematics teachers usually use different teaching and learning methods in different parts of their lessons and the pupils' level of knowledge is dependent on that. The situation is similar both in sixth and tenth forms. The research has shown that better results are achieved when at the beginning of the lesson pupils are given some time to be involved into the educational process. However, this part of the lesson shouldn't include cross-examination or written checking of pupils' homework. It is also inappropriate to begin the lesson with the introduction of some new concepts. It has been noticed that both sixth and tenth-formers manage to adopt learning material better if it is provided inductively. The key to a good level of all formers' knowledge is their teacher's understanding that a pupil must learn on his / her own as much as possible. It is vitally important to teach pupils to analyze their mathematics textbook, to help and get acquainted students with different recourses searching for any information they need. However, the role of these factors in learning process in sixth and tenth forms is slightly different. Older pupils require more teachers' individual attention than younger pupils, particularly if they face any difficulties in learning mathematics. The research has also shown that better results are achieved when teachers pay enough attention to pupil creativity in applying gained knowledge to practical situations, and help their pupils combine any new experience with the previous one. The conclusions of the article are valuable for mathematics teachers, institutions preparing these teachers, and the authors of mathematics textbooks. [From the publication]