Diferenciācijas izmantošana matemātikas mācību procesā 6. klasē skolēnu iesaistes veicināšanai
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Latvijas Universitāte
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lav
Abstract
Bakalaura darbā analizēta diferenciācijas izmantošana matemātikas mācību procesā 6. klasē skolēnu iesaistes veicināšanai. Pētījuma mērķis bija noskaidrot, kā satura, procesa, produkta un vides diferenciācija ietekmē uzvedības, emocionālo un kognitīvo iesaisti. Darbs veikts kā darbības pētījums, datu iegūšanai izmantotas anketas, novērošanas un skolēnu snieguma analīze. Rezultāti liecina, ka diferenciācija veicina aktīvāku līdzdalību un paaugstina skolēnu interesi, izpratni un atbildību. Diskusijā uzsvērts, ka pielāgots mācību process uzlabo skolēnu attieksmi pret matemātiku un iesaistes kvalitāti.
The bachelor thesis analyses the use of differentiation in the teaching of mathematics in Grade 6 as a means of promoting student engagement. The aim of the study was to explore how content, process, product, and learning environment differentiation influence behavioural, emotional, and cognitive engagement. The research was conducted as an action study, using questionnaires, structured observations, and analysis of student performance. The results show that differentiated instruction fosters more active participation and enhances students’ interest, understanding, and sense of responsibility. The discussion highlights that a personalised learning process improves students’ attitudes towards mathematics and the overall quality of their engagement.
The bachelor thesis analyses the use of differentiation in the teaching of mathematics in Grade 6 as a means of promoting student engagement. The aim of the study was to explore how content, process, product, and learning environment differentiation influence behavioural, emotional, and cognitive engagement. The research was conducted as an action study, using questionnaires, structured observations, and analysis of student performance. The results show that differentiated instruction fosters more active participation and enhances students’ interest, understanding, and sense of responsibility. The discussion highlights that a personalised learning process improves students’ attitudes towards mathematics and the overall quality of their engagement.