o:1351 Kooperativno učenje i njegovi efekti u nastavi matematike u mlađim razredima osnovne škole Cooperative learning and its effects on teaching mathematics among lower grades of primary school : doctoral dissertation sr Predmet doktorske disertacije je ispitivanje efekata kooperativnog učenja u nastavi matematike u prvom ciklusu osnovnog obrazovanja i vaspitanja. U teorijskom delu predstavljene su karakteristike kooperativnog učenja, teorijska zasnovanost u teorijama nastave i učenja, principi, organizacija i uslovi rada. Posebno su razrađeni modeli i strategije kooperativnog učenja na konkretnim sadržajima iz nastave matematike i ukazano je na njihovu primenu. Empirijski deo rada usmeren je na ispitivanje: 1) efekata kooperativnog učenja na obrazovna postignuća učenika; 2) uticaja kooperativnog učenja na trajnost matematičkog znanja; 3) mišljenja i stavova učitelja o kooperativnom učenju, organizaciji, poteškoćama u primeni i metodičkim vrednostima značajnim za nastavu matematike; 4) stavova učenika o napretku i položaju tokom kooperativnog učenja matematike; 5) uticaja kooperativnog učenja na stavove učenika o matematici. Rezultati dobijeni istraživanjem ukazuju da primena kooperativnog učenja u nastavi matematike doprinosi postizanju boljih obrazovnih ishoda u prvom ciklusu osnovnog obrazovanja i vaspitanja, da učenici svih nivoa obrazovnih postignuća ostvaruju napredak u učenju, a tako stečeno znanje postaje trajnije od znanja stečenog klasičnim modelom učenja. Učitelji imaju pozitivan stav prema ovom načinu rada, ali ga nedovoljno koriste u svojoj praksi, a učenici povoljno ocenjuju svoj napredak i položaj pod uticajem kooperativnog učenja. Ovakav način rada doprinosi povećanju motivacije za učenje. Dobijeni rezultati upućuju na zaključak da strategije kooperativnog učenja imaju pozitivne efekte na učenje u početnoj nastavi matematike ‒ ne samo na obrazovna postignuća, već i na stavove učenika prema učenju, kao i na poboljšanje njihovog položaja u okviru nastave i većoj motivaciji za učenje. The subject of the present doctoral dissertation is the effects of cooperative learning on teaching Mathematics in the first cycle of primary education. The theoretical segment of the dissertation elaborates on the characteristics of cooperative learning, the theoretical foundations of learning and teaching, the principles, organization and factors of learning. Special focus is on the discussion of cooperative learning models and strategies in specific contents of teaching Mathematics as well as the introduction of various examples. The empirical segment of the dissertation: 1) effects of cooperative learning on the academic achievement of pupils; 2) the influence of cooperative learning on the durability of the acquired knowledge in Mathematics; 3) ideas and attitude of teachers towards cooperative learning, its organization, difficulties and application as well as its methodological values in teaching Mathematics; 4) pupils’ attitude towards development and condition during cooperative learning; 5) the influence of cooperative learning on pupils’ attitude towards learning Mathematics. Research results indicate that the application of cooperative learning in teaching Mathematics contributes to achieving better academic outcomes in the first cycle of primary education, in addition pupils of all levels of education realize a progress in learning, thus the acquired knowledge becomes permanent in comparison to knowledge acquired in the classical form of learning. Teachers have a positive attitude towards cooperative learning, but rarely use it in their everyday teaching practices, while learners favorably evaluate their academic development after having participated in cooperative learning. Such forms of learning contribute to higher motivation levels among pupils towards learning. Research results draw us to the conclusion that the strategy of cooperative learning has positive effects on the beginning phase of teaching Mathematics ‒ not only on academic achievements, but also on pupils’ attitudes towards learning as well as developing their stance and motivation towards learning. ID=35461385 ; D-3418 91552101 8034 91552100 35461385 2021-04-01T15:17:08.053Z 45 no 46 mentor Elvira, , 29234023 Kovács 2020 63 mentor Sanja, 1974-, 13429095 Maričić 2020 63 član komisije Jelena, 1968-,9370215 Stamatović 2020 63 član komisije Valéria, 1962-, 7904359 Pintér Krekić 2020 63 član komisije Bojan, 1974-,14805095 Lazić 2020 275 listova 5154805 http://phaidrabg.bg.ac.rs/o:1351 no yes 6 2021-04-01T15:17:08.320Z 70 kooperativno učenje, matematika, motivacija za učenje, nivoi postignuća, početna nastava matematike, obrazovno postignuće, trajnost znanja,učitelj, učenik cooperative learning, Mathematics, motivation to learn, achieved levels, beginnerMathematics teaching, academic achievement, knowledge duration, teacher, pupil 371.3::51(043.3)51:37.091.31(043.3) Matematika - Nastava - Metodika 1738 34A10 2020