Efektīvas diferencēšanas stratēģijas 5. klases skolēnu mācīšanā par figūru nezināmajiem lielumiem
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Latvijas Universitāte
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lav
Abstract
Darba mērķis ir izpētīt efektīvas diferencēšanas stratēģijas 5. klases matemātikas stundās temata “Figūru nezināmie lielumi” apguvei. Tika analizēta teorētiskā literatūra un īstenots pētījums divās klasēs, vadot 19 tematiskās stundas, izmantojot dažādas diferencēšanas metodes – pēc satura, procesa, rezultāta un grupēšanas. Izstrādāti vērtēšanas darbi, veikta skolotāju aptauja. Rezultāti parāda, ka elastīga grupēšana un uzdevumu dažādošana pēc rezultāta uzlabo skolēnu iesaisti un sniegumu. Skolēni ar dažādām spējām spēj sekmīgi darboties, ja mācību process tiek pielāgots viņu vajadzībām. Pētījumā secināts, ka diferencēta pieeja veicina motivāciju, izpratni un apguves kvalitāti. Darbs sniedz praktiskus ieteikumus skolotājiem diferencētas mācīšanas īstenošanai.
The aim of the thesis is to explore effective differentiation strategies for teaching fifth-grade students the topic “Unknown values in geometric figures” in mathematics. The study includes literature analysis and practical implementation in two classes with 19 lessons using various differentiation strategies – by content, process, outcome, and grouping. Tasks were designed and a teacher survey was conducted. Results show that flexible grouping and outcome-based differentiation improve student engagement and performance. Students with different abilities can learn successfully when the learning process is adapted to their needs. The study concludes that differentiation enhances motivation, understanding, and learning quality. The thesis provides practical recommendations for teachers to implement differentiated teaching in practice.
The aim of the thesis is to explore effective differentiation strategies for teaching fifth-grade students the topic “Unknown values in geometric figures” in mathematics. The study includes literature analysis and practical implementation in two classes with 19 lessons using various differentiation strategies – by content, process, outcome, and grouping. Tasks were designed and a teacher survey was conducted. Results show that flexible grouping and outcome-based differentiation improve student engagement and performance. Students with different abilities can learn successfully when the learning process is adapted to their needs. The study concludes that differentiation enhances motivation, understanding, and learning quality. The thesis provides practical recommendations for teachers to implement differentiated teaching in practice.