Název: Matematická výkonnost a metakognice žáků základních škol běžných, základních škol Montessori a žáků vyučovaných podle Hejného metody
Variantní název:
- Empirical research detecting nuances in the field of mathematical performance and metacognition in pupils studying at ordinary primary schools, at Montessori primary schools, and according to the Hejný method
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 1, s. [107]-133
Rozsah
[107]-133
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-1-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/140893
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Empirická sonda je věnována problematice metakognice a výkonnosti v matematice. Cílem příspěvku je porovnat úroveň metakognice a matematické výkonnosti v závislosti na preferovaném z působu vedení výuky (proklamované kurikulum) jako jednoho z možných faktorů ovlivňujících žákovu výkonnost a kompetence. Pro účely této empirické sondy byla zvolena metoda kvaziexperimentu, přičemž byly vybrány tři skupiny žáků: (i) žáci ZŠ Montessori (n = 49), (ii) žáci běžných nespecializovaných ZŠ (n = 63) a (iii) žáci, kteří jsou vyučováni podle Hejného metody (n = 77). Na základě induktivní statistiky byly prokázány jak statisticky významné rozdíly (metakognitivní znalost; bias index), tak i statisticky a zároveň věcně významné rozdíly (výkonnost v matematice; kalibrace). Příčiny těchto diferencí jsou v závěru textu diskutovány a zároveň je poukázáno na limity metodologického šetření.
This empirical research focuses on metacognition and performance in mathematics. The aim of the paper is to compare the level of metacognition and mathematical performance depending on the preferred teaching method (i.e., proclaimed curriculum) as one of the possible factors influencing pupil performance and competence. For the purposes of this empirical research, a quasi-experimental method was chosen and three groups of pupils were selected: (i) pupils at Montessori primary school (n = 49); (ii) pupils at ordinary non-specialized primary schools (n = 63); and (iii) pupils who are taught according to the Hejný method (n = 77). Based on inductive statistics, statistically significant differences (in metacognitive knowledge and bias index) as well as statistically and substantively significant differences (in mathematical performance and calibration) have been detected. The causes of these differences are discussed at the end of the text, and the limitations of the methodological inquiry are also pointed out.
Note
Tento příspěvek byl podpořen projekty realizovanými na Univerzitě Jana Evangelisty Purkyně v Ústí nad Labem, Česká republika: UJEP-SGS-2017-43-003-2 a UJEP-SGS-2017-43-007-2.
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