Izvorni znanstveni članak
Use of Mathematical Textbooks with Regard to Sex and Years of Service of Mathematics Teachers
Vlatka Domović
orcid.org/0000-0001-5794-6786
; Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb
Dubravka Glasnović Gracin
orcid.org/0000-0001-5195-4873
; Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb
Lana Jurčec
; Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb
Sažetak
This paper presents the results of empirical research on use of mathematical textbooks with regard to sex and years of service of mathematics teachers. The aims of the research presented in this paper are recognizing the fundamental orientations of teachers while using textbooks, as well as the analysis of the way of using textbooks for teachers with different demographic characteristics.
By factor analysis four factors have been extracted, three of which refer to
the authority of the textbook and one refers to the individualized approach in teaching mathematics. The results indicate great authority of mathematical textbooks in teaching mathematics in higher classes of primary school in Croatia and that differentiation according to abilities of the pupils in teaching mathematics is useful, but to a small extent. The analysis also indicates that there are no significant differences in use of textbooks with regard to sex of mathematics teachers, while work experience significantly influences the way of using textbooks in teaching. These results have also been considered in the context of the results of national exams in mathematics in the year 2007.
Ključne riječi
mathematics teacher; mathematical textbook; authority of textbook; individualized approach; primary school
Hrčak ID:
82870
URI
Datum izdavanja:
15.4.2012.
Posjeta: 1.746 *