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The basic characteristic of teaching mathematics is an outstanding
hierarchical connection of its contents, so it is important to promptly
resolve possible ambiguities in understanding and applying mathematical
concepts that we observe in students during their learning. In situations
when students fail to achieve satisfactory results during regular classes,
it is necessary to organize supplementary classes to improve their results
as a means of pedagogical intervention. In this paper our goal was to
present the planning and implementation of supplementary teaching of
mathematics in primary education in Croatia. The results of the empirical
part of the research conducted among 198 primary school teachers through the
survey showed us how primary school teachers prepare supplementary
mathematics classes, i.e. what they consider to be the key aspects in
planning. Descriptive analysis, factor analysis, t-test for independent
samples, one-way analysis of variance for independent samples and
correlation analysis were used in the data analysis. Results showed that
teachers understand the importance of involving students with different
types of difficulties and the adaptation of teaching methods during
supplementary mathematics classes. They are aware that students need more
help so they involve students? parents. The obtained research results are an
incentive for teachers to think when planning quality supplementary classes
in order to help each student in need as efficiently as possible.