Latvijas pamatskolas matemātikas skolotāju kompetence matemātikas didaktikā
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Latvijas Universitāte
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Darbā analizēta Latvijas pamatskolas matemātikas skolotāju kompetence matemātikas didaktikā: mērķtiecīga mācību procesa plānošana, prasme daudzveidīgi izskaidrot mācību saturu skolēniem, mērķtiecīgs darbs ar uzdevumiem, pamatota mācību metožu izvēle, diferencēts darbs ar dažādu spēju skolēniem, izpratne par vērtēšanu un prasme to īstenot, IT mērķtiecīga lietošana mācību procesā.
Izmantojot interviju satura analīzi, stundu novērojumu analīzi, anketēšanu un testēšanu, veikts Latvijas pamatskolas matemātikas skolotāju kompetences matemātikas didaktikā kvalitatīvs novērtējums un apzinātas iespējas to uzlabot.
Darbā analizēti skolotāju kompetenci matemātikas didaktikā ietekmējošie faktori: kompetence matemātikā, subjektīvās teorijas par matemātiku un tās mācīšanu, ar mācību procesu saistītās skolotāju personības iezīmes.
Abstract This work presents an analysis of competence of preliminary school mathematics teachers in Latvia in mathematics didactics, i.e. determined planning of teaching process, skills to explain the material to pupils, determined work with exercises, justified choice of teaching methods and work forms, differentiated work with pupils with various skill levels, comprehension of evaluation and skills to implement it, determined use of IT in teaching process. By use of analysis of interviews and observations, surveying and testing, qualitative evaluation of competence of preliminary school mathematics teachers in Latvia in mathematics didactics is carried out and possibilities to improve it are evaluated. Factors interfering with competence of teachers, e.g. competence in mathematics, subjective theories about mathematics and teaching are analyzed.
Abstract This work presents an analysis of competence of preliminary school mathematics teachers in Latvia in mathematics didactics, i.e. determined planning of teaching process, skills to explain the material to pupils, determined work with exercises, justified choice of teaching methods and work forms, differentiated work with pupils with various skill levels, comprehension of evaluation and skills to implement it, determined use of IT in teaching process. By use of analysis of interviews and observations, surveying and testing, qualitative evaluation of competence of preliminary school mathematics teachers in Latvia in mathematics didactics is carried out and possibilities to improve it are evaluated. Factors interfering with competence of teachers, e.g. competence in mathematics, subjective theories about mathematics and teaching are analyzed.