Spletno formativno ocenjevanje pri pouku matematike: Kako bodoči osnovnošolski učitelji razumejo racionalna števila?
Povzetek
V članku se osredinjamo na vprašanje, kako bodoči osnovnošolski učitelji dojemajo racionalna števila. Predstavljena je eksperimentalna raziskava, katere osnovni namen je oceniti matematično in didaktično znanje bodočih učiteljev na področju racionalnih števil pri spletnem formativnem ocenjevanju. Udeleženci v raziskavi so bodoči osnovnošolski učitelji (n = 38) na študijskem programu izobraževanja učiteljev na javni univerzi v Pekanbaruju, Riau, Indonezija, in sicer na programu matematika za višje razrede osnovne šole. Rezultati raziskave kažejo, da izkazujejo bodoči osnovnošolski učitelji pomanjkljivo znanje o racionalnih številih ter da njihovo didaktično znanje presega njihove matematične zmožnosti. Obenem raziskava kaže pomembne razlike v matematičnem in didaktičnem znanju pred testom in po njem.
Prenosi
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