A cooperative approach to learning in math class, and especially the fear ofmathematics are the actuality of contemporary class. That would be the subject of much loved depends on the teacher or the methods applied in the process ofrealization of teaching units. The fact is that students often declare how do not like math and choose high school and colleges where there is a minimum of mathematics. Their thinking is a product of the experience with the teacher andthe curriculum in the starting teaching mathematics. In this paper, the statistically significant differences between the written co-operative learning access and success of students in relation to the traditional classes.
The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a fact that students upon gradating elementary school opt for high schools which have less mathematics in their curricula, and this state of affair continues when choosing higher education area. In the first theoretical part, certain fundamental concepts regarding this research topic have been clarified. The second part relates to the methodology of research of the above-mentioned problem. In the third part an analysis and interpretation of the results of conducted research has been provided.
Famous construction of Fermat-Toricelly point of a triangle leads to the question is there a similar way to construct other isogonic centers of a triangle in a similar way. For a purpose we remember that Fermat-Torricelli point of a triangle ΔABC is obtained by constructing equilateral triangles outwardly on the sides AB,BC and CA. If we denote thirth vertices of those triangles by C1 ,A1 and B1 respectively, then the lines AA1 ,BB1 and CC1 concurr at the Fermat-Torricelli point of a triangle ΔABC (Van Lamoen, 2003). In this work we present the condition for the concurrence, of the lines AA1 ,BB1 and C1 , where C1 ,A1 and B1 are the vertices of an isosceles triangles constructed on the sides AB,BC and CA (not necessarily outwordly) of a triangle ΔABC. The angles at this work are strictly positive directed so we recommend the reader to pay attention to this fact.
Fractions represent the manner of writing parts of whole numbers (integers). Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered, which are essentially related to visualizing operations with fractions.
Today's modern lifestyle and contemporary ways of working and gaining knowledge in schools and universities could not be imagined without high technology – the Internet. Simply said, internet entered all the pores of contemporary life in big style. If used rationally, internet can truly facilitate work in all spheres of modern man's life. However, internet also has a dark side which comes to light if its excessive use becomes internet addiction, or internet infatuation. We reached this hypothesis through everyday contact with students in class as well as our colleagues teachers. In order to determine if and to what extent internet addiction among students exists, we applied a generic method, that is, we used survey as one of techniques of research. The survey was conducted in October of academic year 2017/2018. Sample of 79 students was selectedfrom first and fourth grades in Secondary school "Muhsin Rizvić" in Kakanj.
In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students.
The development of science is essential when it comes to the development of society, while the mathematics necessary for the development of science. The fact that the children are all clearer, more capable and versatile, and their mathematical knowledge smaller and worse, motivated me to this research.How would our society be better you need to choose talented and creative young people who will represent the same company. One way of selecting children, and choosing the best are just competitions. In this work, attention will be focused on additional classes and competitions of teaching mathematics, as well as their importance in the education and development of children in schools.When it comes to gifted students, one of the main events where they can demonstrate their knowledge and skills are the competition.The overall objective of this research is to determine the extent to which the additional classes represented in schools and how many students go to additional classes and competitions in mathematics.The study included 103 primary school students in the municipality of Ilijaš. The results obtained in this study mostly on the representation of additional teaching of mathematics in schools or with, a small number of students. Because the necessary mathematical talent, the will and desire to learn mathematics. Viewed from the perspective that the disciples mathematics not so favorite subject, these are the expected results.
This paper presents stereometry (prism) using the software "FMSLogo", as well as its application and implementation in mathematics teaching. The introductory section describes how to approach mathematical problems according to George Polya. The following describes the creation, installation and use of the "FMSLog" software. At the very end of the paper are the research settings and its results, which through the empirical model shows the current state of affairs and therefore provides recommendations for its improvement.
Gymnasium as a school and as one of the levels in education has changed for decades both in the curriculum and in its duration. Nevertheless, the common goal in each period of Gymnasium education was and remains to provide students with the widest possible general education and to prepare them for further education at various universities of technical, social and natural sciences. In the last stage of socialism in Bosnia and Herzegovina, all high schools in their curriculum aimed to train students for one of the working professions so that each student after graduating from high school acquired a certain knowledge and could be employed in the sector for which educated. During that period, grammar schools were formally abolished. Instead, secondary administrative schools were most often formed, which were most similar to Gymnasiumin terms of their curriculum. In the present age, the gymnasium as a school exists with the fact that the curriculum is common to all first and second grades, while the third and fourth grades are divided into directions: mathematics-informatics, natural, social, linguistic and information-communication. Without going into the purpose of the existence of other directions, it should be emphasized that the mathematics-informatics direction aims to bring the students of the final grades of grammar school closer to technical and informatics universities, ie to acquaint them with technical and informatics. One of the key subjects at some technical colleges is descriptive geometry. These would primarily be the universities of architecture, civil engineering and mechanical engineering. In informal conversations between fourth graders regardless of direction and their teachers from time to time the topic is the subject of descriptive geometry. From the mentioned conversations, two mutually opposing hypotheses crystallized in terms of the importance of descriptive geometry, ie whether or not descriptive geometry should be introduced in all directions of Gymnasium. In order to determine which of these two hypotheses prevails, a generic / developmental method was applied, ie a survey was used as one of the research techniques. The survey was conducted in February 2020. A sample of 80 fourth-grade students from the "Muhsin Rizvić" Gymnasium in Kakanj and the "Visoko" Gymnasium in Visoko, who are not in the mathematics and computer science trend, was selected for the survey. As can be seen, the importance of descriptive geometry as a subject will be expressed by those students who do not have descriptive geometry as a subject according to the curriculum
In this study, we analyzed the emotional and conative characteristics of fourth grade students of elementary school as follows: motivation for learning math, situational interest in learning mathematics during teaching, mathematics anxiety, self-esteem in relation to academic achievement and attributions of success and failure in mathematics. In a sample of 200 students and 20 teachers were analyzed emotional and conative characteristics capable of above-average and below average in math-age students. The study used the descriptive method, a questionnaire and a test. The research results are presented graphically and in tabular form with an explanation and discussion. In the conclusion are set the directions which should further improve this insufficiently studied area.
Contemporary learning processes in schools and universities could not be imagined without the use of computers and calculators. Naturally, all is good if they are used in order to acquire new knowledge or solve problems from expert subjects in technical schools, which demand large quantity of simple mathematical operations. However, what if frequent use of calculators, either pocket or those installed on every home and school computer, becomes an addiction in students who begin using them while calculating simple mathematical operations, such as multiplying or adding and detracting one-digit numbers or numbers smaller than 20, when they should know this by heart? We arrived at this hypothesis during knowledge tests for students after regular demonstrations and elaborations of Mathematics subject matter. In order to confirm or deny this hypothesis, generic/developmental method, that is, survey was used as one of research techniques (Selimović, 2013., p. 104). The survey was conducted in March during academic 2016/2017 and the sample consisted of 59 students in 2nd grade of Grammar School Tešanj.
