Kļūdainie priekšstati matemātikā un didaktiskie paņēmieni to novēršanai

Abstract

Diplomdarbā tika pētīti daži kļūdainie priekšstati matemātikā. Šī darba ietvaros tika aptaujāti 579 trešo līdz divpadsmito klašu skolēni no divām Rīgas priekšpilsētu vidusskolām. Šie skolēni tika sadalīti divās klašu grupās: 3.-6.klases un 7.-12.klases. Klašu grupām vienoti bija pirmie desmit uzdevumi un vecāko klašu skolēniem nāca klāt četri papildus uzdevumi. Dotajos uzdevumos autore bija salikusi vienkopus daļu no tematiem, kuros ir izplatītākie kļūdainie priekšstati. Ļoti bieži cilvēki, it īpaši skolnieki, savus priekšstatus uzskata par pareizo risinājumu vai pareizo rezultātu un šādā veidā nepieņemot, ka ir kļūdījies un ar savu kļūdu dzīvē iet tālāk to neizlabojot, līdz ar to kļūdainie priekšstati pārtop par kļūdainām pamat prasmēm. Apkopojot rezultātus tika secināts, ka tematos, kurus skolēni vēl nav mācījušies matemātikas stundās, reti kurš skolēns varēja atbildēt pareizi. Bet skolēniem, kuriem jau šie temati bijuši, ir nepietiekamas pamat prasmes. Pamatzināšanu kļūdas skolēniem veidojas tāpēc, ka viņi nevēlas mainīt savus priekšstatus par attiecīgo tēmu vai to līdz galam nav izpratuši mācību stundās.

The main research topic in the current diploma paper was misconceptions in Mathematics. In the course of the research the survey was carried out. 579 students studying in forms 3 to 12 from Riga took part in the survey. The students were divided into two groups – forms 3-6 and forms 7-12. The students had to do exercises in Mathematics. First ten exercises were the same to all the students whereas secondary school students were given four extra tasks. In the tasks the author of the paper included those topics which contain common misconceptions. It is often seen that students accept their misconceptions as the right solution and the result not even realizing that mistakes have been made. Later these wrong misconceptions become the wrong basic skills students have acquired. After analysing collected data, the author of the paper came to a conclusion that in topics the students had not yet studied, only a few students could provide the right solutions. On the contrary those students who had covered the topics, showed insufficient basic skills. Mistakes in basic skills are made because students do not want to change their misconceptions about the topic they have studied or they have not completely understood.