Утицај груписања ученика 7. и 8. разреда у хомогена одељења на заступљености успех на државним такмичењима из математике
Ključne reči:
učenici sa posebnim sposobnostima za matematiku, matematička takmičenja, grupisanje učenika, zastupljenost učenika, postignuća učenika
Sažetak
Деценијама уназад, истраживачи математичког образовања баве се ученицима са посебним способностима за математику, математичким такмичењима и испитују утицај различитих организационих облика рада попут груписања ученика и обогаћивања програма наставе и учења на успех ученика на такмичењима. Имајући у виду недостатак сродних истраживања у нашој земљи, као и традицију груписања ученика са посебним способностима за математику у специјализована (СМ) одељења, овим радом желели смо да испитамо да ли постоји тренд у повећању заступљености ученика СМ одељења на државним такмичењима, као и да утврдимо да ли постоје разлике у постигнућима ученика СМ и класичних одељења. Узорак истраживања чине сви ученици 7. и 8. разреда који су учествовали на државним такмичењима од 2007. до 2024. године. Резултати указују да постоји тренд повећања броја ученика СМ одељења на државном такмичењу, као и да постоји статистички значајна разлика у постигнућима ученика који похађају класична и специјализована одељења за математику у корист ученика који су груписани у хомогена (СМ) одељења. Штавише, у претходних 18 година, ученици СМ одељења су имали статистички значајно бољи успех чак 11 пута у 7. и 12 пута у 8. разреду. На основу добијених резултата може се закључити да груписање ученика надарених за математику у хомогена, специјализована одељења позитивно утиче на постигнућа ученика на државним такмичењима.
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Borovik, A. & Gardiner, T. (2007). Mathematical abilities and mathematical skills. Manchester Institute for Mathematical Sciences, University of Manchester.
Campbell, J. R. & Walberg, H. J. (2010). Olympiad studies: Competitions provide alternatives to developing talents that serve national interests. Roeper Review, 33(1), 8–17. https://doi.org/10.1080/02783193.2011.530202
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Chiriacescu, F. S., Chiriacescu, B., Grecu, A. E., Miron, C., Panisoara, I. O. & Lazar, I. M. (2023). Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice. PloS one, 18(1), e0279986
de Losada, M. F. & Taylor, P. J. (2022). Perspectives on mathematics competitions and their relationship with mathematics education. ZDM Mathematics Education, 54, 941–959, https://doi.org/10.1007/s11858-022-01404-z
Duca, D. I. (2015). A history that deserves to be known. Gazeta Matematica and the Romanian Society of Mathematical Sciences. Cluj-Napoca: Casa Cartii de Stiinta.
Ellison, G. & Swanson, A. (2016). Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions. American Economic Review, 106(6), 1244–1277, http://dx.doi.org/10.1257/aer.20140308
Japashov, N., Naushabekov, Z., Ongarbayev, S., Postiglione, A. & Balta, N. (2022). STEM Career Interest of Kazakhstani Middle and High School Students. Educ. Sci., 12(6), 397. https://doi.org/10.3390/educsci12060397
Karp, A. (2009). Teaching the Mathematically Gifted: An Attempt at a Historical Analysis. In: Creativity in Mathematics and the Education of Gifted Students, 11–29. https://doi.org/10.1163/9789087909352_003
Kenderov, P. (2006). Competitions and mathematics education. Proceedings of the International Congress of Mathematicians, 3, 1583–1598. ISBN 978-3-03719-022-7.
Kenderov, P. (2022). Mathematical competitions: an integral part of the educational process. ZDM – Mathematics Education, 54, 983996. https://doi.org/10.1007/s11858-022-01348-4
Kiernan, L., Walsh, M. & White, E. (2023). Gender in Technology, Engineering and Design: factors which influence low STEM subject uptake among females at third level. Int J Technol Des Educ, 33, 497–520. https://doi.org/10.1007/s10798-022-09738-1
Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 60(2), 102116. https://doi.org/10.1177/0016986216630607
Koichu, B. & Andzans, A. (2009). Mathematical creativity and giftedness in out-of-school activities. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students, 285–307.
Kolmogorov, A. N., Vavilov, V. V. & Tropin, I. T. (1981). The physics and mathematics school at Moscow State University . (In Russian: Fiziko-matematicheskaya shkola pri MGU). Moscow, USSR: Znanie.
Kulik, J. A. & Kulik, C. C. (1987). Effects of ability grouping on student achievement. Equity & Excellence in Education, 23(1–2), 22–30. https://doi.org/10.1080/1066568870230105
Kurnik, Z. (2001). Matematičke sposobnosti. Matematika i škola, 10, 195199.
Manev, K., Kelevedjiev, E. & Kapralov, S. (2007). Programming contests for school students in Bulgaria. Olympiads in Informatics, 1, 112–123. https://ioinformatics.org/journal/INFOL010.pdf
Mićić, V., Kadelburg, Z. i Popović, B. (2008). 60 godina Društva matematičara Srbije, Nastava matematike, 53(1-2), 1–12. http://elib.mi.sanu.ac.rs/files/journals/nm/234/nm531201.pdf
Mihajlović, А. (2023). Darovitost, kreativnost i matematika. Jagodina: Fakultet pedagoških nauka Univerziteta u Kragujevcu.
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330–341. https://doi.org/10.1177/0016986207306319
Olszewski-Kubilius, P. & Lee, S. (2004). The role of participation in in-school and outside-of-school activities in the talent development of gifted students. Journal of Secondary Gifted Education, 15(3), 107–123. https://doi.org/10.4219/jsge-2004-454
Omerović, M., Rešić, S., Palić, A. & Bazdalić, T. (2020). Role of additional activities and competition in the teaching of mathematics. Human Research in Rehabilitation, 10(1), 4150. https://doi.org/10.21554/hrr.042005
Ozdemir, D. (2022). An Examination of Students’ Views about an International Math Contest. International Electronic Journal of Mathematics Education, 17(2), em0680. https://doi.org/10.29333/iejme/11817
Pravilnik o nastavnom planu i programu za učenike sedmog i osmog razreda osnovnog obrazovanja i vaspitanja obdarene za matematiku (2019). Prosvetni glasnik. Službeni glasnik Republike Srbije, br. 12/2019.
Pravilnik o takmičenjima učenika osnovnih i srednjih škola iz matematike u organizaciji Ministarstva prosvete Republike Srbije i Društva matematičara Srbije (2021). Retrieved July 29, 2024 from https://dms.rs/wp-content/uploads/2021/02/Pravilnik-o-takmicenjima-iz-matematike-2021.pdf
Rochayati, M. Y. & Rochayani, M. Y. (2024). The Effect of Enrichment Program on the Achievement of Vocational High School Gifted Students in Mathematics Competitions. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 15(2), 127137.
Shani-Zinovich, I. & Zeidner, M. (2009). On Being a Gifted Adolescent: Developmental, Affective, and Social Issues. In R. Leikin, A. Berman & B. Koichu (eds.), Creativity in Mathematics and the Education of Gifted Students, 195219. https://doi.org/10.1163/9789087909352_014
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471–499. https://doi.org/10.3102/00346543060003471
Slavin, R. E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. Elementary School Journal, 93, 535–552. https://doi.org/10.1086/461739
Song, C. S., Xu, C., Maloney, E., Skwarchuk, S-L., di Lonardo Burr, S., Lafay, A., Wylie, J., Osana, H., Douglas, H. & LeFevre, J-A. (2021). Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. Cognitive Development, 59, July–September. https://doi.org/10.1016/j.cogdev.2021.101078
Steegh, A. M., Höffler, T. N., Keller, M. M. & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431–1460. https://doi.org/10.1002/tea.21580
Steenbergen-Hu, S., Makel, M. C. & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849–899. https://doi.org/10.3102/0034654316675417
Stockton, J. C. (2012). Mathematical competitions in Hungary: Promoting a tradition of excellence & creativity. The Mathematics Enthusiast, 9(1), 37–58. https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1004&context=math_fac
Stručno uputstvo za prepoznavanje, podršku i praćenje obrazovanja i vaspitanja učenika/ca sa izuzetnim/posebnim sposobnostima (2023). Retrieved July 25, 2024 from https://prosveta.gov.rs/wp-content/uploads/2023/09/Strucno-uputstvo-za-prepoznavanje-talentovanih-ucenika.pdf
Swiatek, M. A. & Lupkowski-Shoplik, A. (2005). An Evaluation of the Elementary Student Talent Search by Families and Schools. Gifted Child Quarterly, 49(3), 247–259. https://doi.org/10.1177/001698620504900306
Szczepański, J. (2017). Mathematical contests as seen by participants. Science, Technology and Innovation, 4(3), 4954. https://doi.org/10.5604/01.3001.0010.8000
Thorvaldsen, S. & Vavik, L. (2012). Foundations for success in mathematical competitions: A study of best praxis in lower secondary schools in Norway, The Mathematics Enthusiast, 9(3), 359–370. https://doi.org/10.54870/1551-3440.1250
Thrasher, T. N. (2008). The benefits of mathematics competitions. Alabama Journal of Mathematics, 33, 5963. http://ajmonline.org/2008/12.pdf
Uçar, F. M., Uçar, M. B. & Çalışkan, M. (2017). Investigation of gifted students' problem-solving skills. Journal for the Education of Gifted Young Scientists, 5(3), 1–14. http://dx.doi.org/10.17478/JEGYS.2017.61
Vulović, N., Mihajlović, A. & Milikić, M. (2023). Mathematical competitions and gender differences in the achievements of third-grade elementary school students. In N. Malinović-Jovanović (ed.) Quality of Teaching and Learning (QTL) - Reality and Possibilities, November 17/18, 2023, Vranje, 3341. Vranje: Pedagogical Faculty in Vranje, University in Niš.
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