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Аутори: Elvira I. Kovacs, Sanja M. Maričić

ДОИ: 10.5937/ZRPFU2325077K

УДК: 159.947.5.072-057.874

 

STUDENTSʼ ATTITUDES TOWARDS MATHEMATICS IN LOWER GRADES AS AN ELEMENT  OF MOTIVATION FOR LEARNING

Abstract: An important condition for effective teaching in mathematics is the attitude of students towards the subject. Our research seeks to answer the question as to what attitudes students have towards mathematics by examining three elements: emotional (affective) relations, intellectual (cognitive) stimulation and moral (effective) parameters. We have examined a total of 364 pupils in the lower grades of the primary schools. The research is based on the method of scaling. Students have been asked questions in order to find out which factors have the strongest influence on their motivation to learn mathematics. The results show that students have positive attitude towards mathematics and they have good relationship with the teacher. The research demonstrated that motivation to learn mathematics is most strongly influenced by emotional and moral impact, followed by intellectual impact. Within the dimensions, the most intense effects are represented by anxiety, the interesting nature of the lessons, relationship with the teacher, and attachment to mathematics as a subject. The results have implications for developing a broader understanding of the nature of studentsʼ motivation to learn mathematics and for improving their engagement in mathematics learning.

Keywords: motivation, emotional effect, intellectual effect, moral effect, mathematics.

 

Елвира И. Ковач

Универзитет у Новом Саду, Учитељски факултет на мађарском наставном језику, Суботица

Сања М. Маричић

Универзитет у Крагујевцу, Пeдагошки факултет, Ужице

СТАВОВИ УЧЕНИКА ПРЕМА МАТЕМАТИЦИ КАО ЕЛЕМЕНТ МОТИВАЦИЈЕ ЗА УЧЕЊЕ  У НИЖИМ РАЗРЕДИМА

Резиме: Важан услов за ефикасну наставу математике је однос ученика према пред­мету. Наше истраживање тражи одговор на питање какве ставове ученици имају према математици, испитујући три елемента: емоционалне (афективне) односе, интелектуалну (когнитивну) стимулацију и моралне (ефикасне) параметре. Пре­гледали смо укупно 364 ученика основних школа. Истраживање се заснива на методи скалирања. Ученицима смо постављали питања како бисмо сазнали који фактори имају најјачи утицај на њихову мотивацију за учење матема­тике. Резул­тати показују да ученици имају позитиван однос према математици и добар однос са наставником. Истраживање је дошло до закључка да на мотива­цију за учење математике најјаче утичу емоционални и морални фактори, а затим интелектуални фактори. У оквиру димензија, најинтензивније ефекте представљају анксиозност, занимљивост часова, однос са наставником и везаност за математику као предмет. Резултати имају импликације за развијање ширег разумевања при­роде мотивације ученика за учење математике и на побољшање њиховог ангажо­вања у учењу математике.

Кључне речи: мотивација, емоционални ефекат, интелектуални ефекат, морални ефекат, математика.

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