Izvorni znanstveni članak

https://doi.org/10.5673/sip.50.2.6

Initial Teacher Education and the Use of Mathematics Textbooks

Vlatka Domović orcid.org/0000-0001-5794-6786 ; Učiteljski fakultet, Sveučilište u Zagrebu, Hrvatska
Dubravka Glasnović Gracin orcid.org/0000-0001-5195-4873 ; Učiteljski fakultet, Sveučilište u Zagrebu, Hrvatska
Lana Jurčec orcid.org/0000-0002-3603-0776 ; Učiteljski fakultet, Sveučilište u Zagrebu, Hrvatska

Sažetak

This paper is about the structure of maths teachers in primary schools in Croatia according
to their education and also about their usage of maths course books in the classroom, again
according to their previous education. The idea was to analyse whether a different education
background (the Faculty of Teacher Education graduates, university graduates with a degree
in maths) causes teachers to use course books differently. The results show that those teachers
who have finished the Faculty of Teacher Education tend to rely more on course books
and additional materials (“follow them blindly”) while at the same time they approach their
students individually and adapt to their needs. These results are also related to teachers’ work
experience (Domović et al., 2012). University graduates with a degree in maths who have
become teachers of mathematics, on the other hand, pay a great deal of attention to precision
and accuracy in course books. This could be related to demands made on them during their
initial education.

Ključne riječi

maths classes; maths teachers; course books; primary school; teacher education academy; university studies of maths

Hrčak ID:

89173

URI

https://hrcak.srce.hr/89173

Datum izdavanja:

28.9.2012.

Podaci na drugim jezicima: hrvatski

Posjeta: 3.147 *