Suchergebnisse

The twenty-first century has brought the growing use of information and communication technologies in many spheres of human life. Also in education. In the learning process, students are increasingly focused on the use of modern technologies and software packages. Exploring the quality of maths teaching in primary school, we found students' knowledge of using modern technologies but also the lack of visual-logical approach in solving mathematical problems. In this paper, we show how the establishment of figurative numbers and selected examples that demonstrate the observation of legality, can direct students to a visual-logical approach to solving tasks with sets of numbers. We organized a three-hour exercise in experimental and control group, during which the experimental group was working with figurative numbers and the control group with selected examples. On the pre-test both groups showed a low degree of ability to observe legality among the numbers. On the post-test, both groups achieved progress compared to the pre-test, although the experimental group achieved greater progress. The research has shown that dealing with figurative numbers and selected examples that demonstrate the observation of legality, contributes to the development of pupils' abilities to perceive the laws of numbers and to apply the laws observed to solving problems with sets and arrays of numbers.

This work will emphasise tracking, evaluation, and grading student's accomplishments in mathematics classes. It is not enough just to track and grade acquiring knowledge, skills and habits, but it is also necessary to evaluate development of attitude, reasoning, subjective and objective development possibilities for students to become versatile, happy and human personalities. One of the hardest tasks in mathematics classes is evaluation of students. It is very complex process, but also it is the only possibility for teacher to acquire system for evaluation, tracking and grading students. System for evaluation must be in coordination with existing school system.

We are witnessing the emergence of private universities "like mushrooms after rain". It is more than clear that they are not well met by state universities. Bosnia and Herzegovina is a very fertile ground for setting this palette of problems in the educational focus of interest of the public, because there are no competent ministries of education at the state level. There isframework lawon the state level but nothing exists anywhere along the vertical axis. This produced distortion of the quality and reputation of higher education. In this paper a survey among teachers and students of private and stateuniversitywas conducted and has shownthat there are differencesin opinionsof respondentsin some respectsregarding the quality of work. The solution would be replacing the stereotypical opinions about the differences between private and public universities and entirely rotating them toward a new, living approach to ensuring quality of education.

It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child's brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli stronger or weaker, mutually connect the brain cells and neurons.

This paper elaborates the concept of evaluation and self-assessment in the teaching of mathematics and other concepts important to explain the image on the realization winning learning. Also, the essential characteristic that influences this study is education. In a sample of 120 respondents, it was attempted to determine the significance of differences between evaluation and self-assessment in mathematics, in contrary the role of evaluation and self-evaluation in achieving winning learning in mathematics. Analytical - descriptive method and survey method were used in this study, which helped to confirm the hypotheses. The results were shown in tables and graphs and explained with the discussion. The whole operation was rounded with the conclusion.

The role and significance of Mathematics in human life is very important and holds a special place in development of contemporary society. Creativity in Mathematics teaching largely depends on Mathematics teacher. Teacher is the one who creates emotional environment in the classroom and it is expected from him/her to create with the students a relationship of trust and mutual responsibility for the success of conducting the teaching process. Students need to be interested and activated to individually solve tasks and find solutions to set Mathematical problems, to solve tasks in different ways using various methods, so that everybody can find a way of coming to a solution. This is easy to say. In any case, creativity as a competence holds a significant place in the set of key life competencies. Only teachers can answer questions whether Mathematics classes are creative, interesting, or acceptable for students. This paper will contain certain theoretical viewpoints about creativity in general, creative Mathematics teaching, relation towards creativity at school and outside. Research has shown that examinees (teachers of class and subject teaching in elementary and secondary schools) believe that they did not receive a good background during their university studies for strengthening teaching creativity. It transpired that creativity, as opposed to student and teacher, is appreciated less at the school and education system levels. Teachers (of all levels) have shown high level of agreement regarding the need for turnover in relation to creativity in Mathematics teaching, which would guarantee increase of interest of students for Mathematics.

In this research, the attitudes of students, teachers and parents regarding the role and significance of homework in Mathematics beginner teaching, were analyzed. Through a sample of 345 examinees (21 teacher, 219 students and 105 parents), attitudes and individual opinions regarding the given issued were examined. The research employed descriptive method, theoretical analysis method and survey method, while the research techniques consisted of questionnaire and statistical data analysis. Results of the research are demonstrated in graphical and tabular manner, including explanation and discussion. In the conclusion, attitudes of students, teachers and parents regarding the role and significance of homework in Mathematics beginner teaching are stated and explained.

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the research are shown graphically and tabular, with description and discussion. In the conclusion, the benefits of applying contemporary teaching aids in Mathematics teaching are specified and explained.

Vendor selection is a very significant business problem for ensuring the competitiveness on the market. That is why companies pay great attention to this problem. To solve the vendor selection problems can be applied to a number of quantitative methods. Depending on the goals of the company the vendor selection can be a mono-criterion or multi-criterion programming problem. This paper deals with the problem of vendor selection and determining procurement quotas from selected vendors under conditions where vendors offer discounts to the total order value within a specified period where the buyer buys more products from the vendors. The total value of procurement costs in a given period is taken as an optimization criterion. In this paper the specific flour purchase problem is solved for a company that manufactures bakery products.

Contemporary changes in the whole system of education and training require the teacher to be a person of trust, educator, counselor, friend, organizer, coordinator, associate, innovator, assessor, mentor; in another words, a contemporary and modern person. In the modern school (even more in the future) the role of the teacher is far wider. He needs to be active in school, outside of school, within free activities, as well as cultural and public activities of the school. A good teacher does not resist the influence of a student, because his or her extremely responsible role can be successfully achieved, if they work well with them. To cooperate in this context does not mean that only the teacher listens to the student's suggestions, although that is also very important, but cooperating means accepting the student's proposal, if they are objectively acceptable or explain why a particular proposal cannot be realized. It is not possible to work well and democratically in the classroom if the student's influence is not accepted. If the teacher's behavior and style of work are not necessarily limited to the work and behavior of a student, then there is no interaction, and the teaching process must be an interaction. Changes in the society affect school changes, and changes in school play the most important role in changing the position of the teacher and his role and the style of work in the teaching process. The survival and future of the school is reflected in its educational role. In order for a teacher to be an educator, to fulfill his or her educational role, he/she must love or sympathize with the kids, respect their opinion, encourage them to achieve good results, but also to share with them possible misunderstandings and failures. The success and superiority of teachers as educators depends more on the quality of the relationships established, and less on the knowledge of the subject being taught, even though this component cannot be ignored.Thanks to the good work style, the teacher can achieve better results in the educational process. This does not only apply to the choice of working methods, but the style of work is reflected in the overall individual pedagogical practice of teachers. In the style of work the teacher expresses his / her independence, creativity, initiative, democracy or authoritarianism, lack of competence, irresponsibility. In modern school, children need to play a central role, and the school should become a place where they are exploring, examining, solving problems and to lead them to a deliberate dialogue. Students need to experience the school as a place where the child develops in cognitive, emotional and social sense, and where the child's motivation to work is at a high level. Active teaching (active learning, active school) is an original pedagogical creation based on theoretical settings and practical attempts of transformation of a traditional school into an active school, i.e. a school in which both the student and the teacher have an active role. Thinking about active learning is inspired by the works of Kerenstahner (work school), Laj, Dekrol (school for life and life), Klapard (school by sea), Djuij (pragmatic conception), Montesori, Fereira (active school) Frenoa, Dalton plan, Vinteka-plan, etc. The summary of their research endeavors and theoretical endeavors, aimed at constituting an active school, is the following Piaget's statement, which for active teaching has an absolute programmatic meaning: "In one of the words, the basic principle of active methods should be inspired by the history of science and can be expressed in the following way: Something means self-discovery or reconstruction through re-discovery and it is necessary to adhere to that principle if in the future we want to shape people who will be capable of producing and creating and not just repeating what already exists. " To reach a comprehensive and precise concept of active learning, the activity of children in the learning process is of paramount importance. From the cited Piaget's theoretical point of view, for the active learning, three are very important elements: An important component of activity as an internal (mental) activity is defined: this activity (or at least one of its, important for school learning) is the passage through the intellectual processes through which it came to science when it came to discoveries and finds. So, the student briefly reconstructs these thought processes; The object of thought activities is not only their own immediate experience but also the intellectual content of certain scientific disciplines; The basic goals of school learning through active methods are: a good understanding of what is in science but also the adoption of intellectual arts for productive and creative activities. The traditional school works on pre-defined plans and programs and the goal of the curriculum is to adopt the program. The basic teaching method is the lecture (verbal transfer of knowledge) with the occasional use of teaching resources. The student has a mostly passive role of a listener who has to understand, remember and reproduce the compulsory material. Evaluation, whether verbally or in writing, consists in verifying the measure in which the required degree has been adopted. Learning motives are largely external to nature (appreciation, praise, reward, punishment ...) In a traditional school, the child is looked upon as a pupil, that is to one who should, with understanding, repeat the course more profoundly. An active school is more focused on a young man who is treated as a whole person whose intellectual potentials need to engage more in the teaching process. The active school is based on compulsory education standards based on which the orientation plans and work programs are designed. Such access also implies a part of teaching that is flexible and varies depending on the student's interest. Learning motivation is personal (internal). In teaching, active learning methods are based on work and intellectual engagement of students and research activities. The goal of an active school is not only the adoption of a curriculum, but also the versatile personality development of students. The active school evaluates not only the degree of competence of the knowledge defined by the educational standards, but also the progress of the children in comparison with the initial situation, the motivation and interest of the students for work and activity, the development of the personality and the satisfaction of the student's teaching that is realized.

It is very difficult to motivate students when it comes to a school subject like Mathematics. Teachers spend a lot of time trying to find something that will arouse interest in students. It is particularly difficult to find materials that are motivating enough for students that they eagerly wait for the next lesson. One of the solutions may be found in Vedic Mathematics. Traditional methods of teaching Mathematics create fear of this otherwise interesting subject in the majority of students. Fear increases failure. Often the traditional, conventional mathematical methods consist of very long lessons which are difficult to understand. Vedic Mathematics is an ancient system that is very flexible and encourages the development of intuition and innovation. It is a mental calculating tool that does not require a calculator because the calculator is embedded in each of us. Starting from the above problems of fear and failure in Mathematics, the goal of this paper is to do research with the control and the experimental group and to compare the test results. Two tests should be done for each of the groups. The control group would do the tests in the conventional way. The experimental group would do the first test in a conventional manner and then be subjected to different treatment, that is to say, be taught on the basis of Vedic Mathematics. After that, the second group would do the second test according to the principles of Vedic Mathematics. Expectations are that after short lectures on Vedic mathematics results of the experimental group would improve and that students will show greater interest in Mathematics.

This thesis elaborates on the role and importance of homework in the initial stages of teaching mathematics. The aim is to determine and analyze the degree of burden on students with homework. The following tasks were performed as a starting point for this research: determining the degree of correlation between the time that student spends on weekly homework and the student's homework amount determinedby the pedagogical norm, determining the level of parents' participation in helping students with homework, etermining the degree of correlation of differentiation of homework with the students' motivation for doing homework. Homework plays an important role in the initial stages of teaching mathematics, and takes up a significant place in the process of studying and teaching mathematics. The results, analysis, and conclusions are presented upon research.

Our times are characterized by strong changes in technology that have become reality in many areas of society. When compared to production, transport, services, etc education, as a rule, slowly opens to new technologies. However, children at their homes and outside the schools live in a technologically rich environment, and they expect the change in education in accordance with the imperatives of the education for the twenty-first century. In this sense, systems for automated data processing, multimedia systems, then distance learning, virtual schools and other technologies are being introduced into education. They lead to an increase in students' activities, quality evaluation of their knowledge and finally to their progress, all in accordance with individual abilities and knowledge. Mathematics and computers often appear together in the teaching process. Taking into account the teaching of mathematics, computers and software packages have a significant role. The program requirements are not dominant. The emphasis is on mathematical content and the method of presentation. Computers are especially used in solving various mathematical tasks and self-learning of mathematics. Still, many problems that require solutions appear in the process: how to organise lectures, practice, textbooks, collected mathematical problems, written exams, how to assign and check homework. The answers to these questions are not simple and they will probably be sought continuously, with an increasing use of computers in the teaching process. In this paper I have tried to solve some of the questions above.