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master's thesis
Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike
Rijeka: University of Rijeka, Faculty of Teacher Education in Rijeka, 2018. urn:nbn:hr:189:608363
Kaštelan, Marta
University of Rijeka
Faculty of Teacher Education
Department for Social Sciences

Institutional repository: Repository of the University of Rijeka, Faculty of Teacher Education

Cite this document

Kaštelan, M. (2018). Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:608363

Kaštelan, Marta. "Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:608363

Kaštelan, Marta. "Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:608363

Kaštelan, M. (2018). 'Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 01 December 2024, https://urn.nsk.hr/urn:nbn:hr:189:608363

Kaštelan M. Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2018 [cited 2024 December 01] Available at: https://urn.nsk.hr/urn:nbn:hr:189:608363

M. Kaštelan, "Suradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:189:608363

Metadata
TitleSuradničko učenje i suradničko ocjenjivanje za bolju nastavu Matematike
Title (english)Peer Learning and Peer Assessment for Better Mathematics Classes
AuthorMarta Kaštelan
MentorNeva Slani (mentor)
Committee memberDunja Anđić (predsjednik povjerenstva)
Committee memberNeva Slani (član povjerenstva)
Committee memberSanja Vranić (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Teacher Education
(Department for Social Sciences)
Rijeka
Defense date and country2018-09-26, Croatia
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract
U ovom radu istražuju se mogućnosti primjene paradigme suradnje u nastavi, posebno nastavi matematike. Suradničko učenje, kao i suradničko ocjenjivanje, promiču se kao bitni elementi suvremene nastave s višestrukim prednostima za kvalitetu same nastave i ostvarivanje njenih ishoda. Stoga se u radu kreće od istraživanja samog pojma suradničkog učenja te ocjenjivanja, navode i opisuju suradnički oblici učenja i podučavanja, analiziraju i ističu prednosti takvih strategija u nastavi matematike. Istraživanjima je pokazano da suradničko učenje uvelike unapređuje kognitivni i socijalni razvoj pojedinca, s naglaskom na kritičko mišljenje, uvažavanje drugih i razvoj komunikacijskih vještina. Rad je u najvećoj mjeri pregled oblika suradničke nastave te u literaturi opisanih primjera prakse. Posebni doprinos rada su prijedlozi novih mogućnosti i oblika implementacije suradnje na svim razinama nastave matematike. Pritom suvremenu školu karakterizira korištenje digitalnih tehnologija i platformi u nastavi, a one se mogu efikasno upariti s oblicima i aktivnostima suradničkog učenja.
Abstract (english)
This paper investigates the possibilities of applying the paradigm of cooperation in teaching, especially the teaching of mathematics. Collaborative learning as well as collaborative assessment are promoted as essential elements of contemporary teaching with multiple benefits for the quality of teaching itself and achieving its outcomes. Therefore, in the paper, they move from the research of the concept of collaborative learning and assessment, describe and describe the collaborative forms of learning and teaching, analyze and highlight the advantages of such strategies in teaching mathematics. Research has shown that collaborative learning greatly improves the cognitive and social development of an individual, focusing on critical thinking, respecting others, and developing communicative skills. The paper deals mostly with the forms of collaborative teaching and the literature described in the examples of practice. Particular contributions to the work are proposals for new possibilities and forms of cooperation implementation at all levels of math teaching. The modern school is characterized by the use of digital technologies and teaching platforms, and can be efficiently matched to the forms and activities of collaborative learning.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:189:608363
Study programmeTitle: Integrated graduate and graduate study of Primary School Education
Study programme type: university
Study level: integrated undergraduate and graduate
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2018-09-28 21:59:20