Parent-teacher collaboration in helping students with learning difficulties in mathematics

Partnersko sodelovanje med učitelji in starši učencev z učnimi težavami pri matematiki je eden ključnih dejavnikov za učenčev razvoj in napredek. Kljub temu da je omenjeno sodelovanje deloma uzakonjeno, ne vemo, če je tudi kakovostno. Kakovostno v tolikšni meri, da vpliva na razvoj učenca in mu omogoča lažje napredovanje in razširitev znanja na stopnji njegovih zmožnosti in sposobnosti (Cankar, 2008). V teoretičnem delu magistrskega dela Sodelovanje staršev in učiteljev pri nudenju pomoči učencem z učnimi težavami pri pouku matematike je opredeljen termin učnih težav in vzroki njihovega nastanka. Natančneje so opisane učne težave, ki se pojavljajo na področju matematike, vzroki za nastanek le-teh ter diagnostični kriteriji za pomoč pri odkrivanju učencev s primanjkljaji na področju učenja matematike. Skladno z naslovom je največji poudarek na teoriji o sodelovanju učiteljev in staršev. Opredeljene in opisane so oblike in modeli sodelovanja med starši in učitelji, dejavniki, ki vplivajo na uspešno sodelovanje, ter ovire, ki se pri sodelovanju pojavljajo. Na koncu teoretičnega dela so opisane tudi kompetence učiteljev za kakovostno sodelovanje s starši. V empiričnem delu smo želeli raziskati, kakšno je sodelovanje med učitelji razrednega pouka in starši pri nudenju pomoči učencem z učnimi težavami pri matematiki. V okviru tega smo želeli ugotoviti, na kakšen način starši nudijo pomoč učencem z učnimi težavami pri pouku matematike in kateri so ključni dejavniki za učitelje in starše pri obravnavi, pomoči in napredku učencev z učnimi težavami. Poleg tega smo želeli raziskati tudi, s kakšnimi težavami se učitelji in starši srečujejo pri medsebojnem sodelovanju ter kakšna so pričakovanja enih do drugih na področju nudenja pomoči. V raziskavo je bilo vključenih 30 učiteljev razrednega pouka, ki poučujejo učence z učnimi težavami pri matematiki, in 34 staršev učencev z učnimi težavami pri matematiki. Podatke smo zbirali z anketnima vprašalnikoma, ki sta vsebovala vprašanja o učnih težavah učencev pri matematiki, o odkrivanju le-teh, oblikah pomoči učiteljev in staršev učencem z učnimi težavami ter vprašanja o sodelovanju učiteljev in staršev pri nudenju pomoči, ovirah pri sodelovanju ter posledicah le-tega na učence. Anketni vprašalnik za starše se je zaključil z odprtim vprašanjem o pričakovanjih staršev do učiteljev in s sporočilom učitelju in vodstvu šole, medtem ko se je anketni vprašalnik za učitelje zaključil z vprašanjem o pričakovanjih učiteljev do staršev in s sporočilom staršem učencev z učnimi težavami pri matematiki. Ugotovili smo, da največ staršev pomaga svojim otrokom tako, da jim navodila oziroma nalogo dodatno razloži, jim poda nekaj dodatnih namigov za lažje razumevanje in jim pomaga pri branju navodil. Nadalje je raziskava pokazala, da tako razredni učitelji kot tudi starši dojemajo medsebojno sodelovanje kot najpomembnejši dejavnik pri obravnavi, pomoči in napredku učencev z učnimi težavami pri matematiki. Na področju težav, s katerimi se srečujejo učitelji in starši pri sodelovanju, smo ugotovili, da se učitelji v največji meri srečujejo z neodzivnostjo staršev, medtem ko starši izpostavljajo predvsem slabo komunikacijo in občutek nezaželenosti v medsebojnem odnosu. Odgovori razrednih učiteljev kažejo, da pričakujejo od staršev predvsem, da si vzamejo čas za otroka in si želijo sodelovanja z učitelji ter skupnega sprotnega spremljanja učenčevega napredka. Na drugi strani pa starši pričakujejo od učiteljev podporo njim in učencem. Želijo si sodelovanja, potrpežljivosti in uspešne komunikacije. Izsledki empiričnega dela dajejo doprinos na področju didaktike matematike in inkluzivne vzgoje. Pridobljeni rezultati bodo lahko v pomoč za usmeritve učiteljem in staršem, kaj lahko v prihodnosti spremenijo in naredijo še boljše.The parent-teacher partnership is a key factor in development and progress of students with learning difficulties in mathematics. In spite of the legal basis for the partnership, its quality and effectiveness in facilitating students’ development and learning in accordance with their competence is still to be established. (Cankar, 2008). The theoretical part of the thesis defines the notion of learning difficulties and outlines their underlying causes. In addition, the section provides an extensive description of learning difficulties in mathematics, their underlying causes and the diagnostic criteria for detecting students with learning deficit in mathematics. Special attention is paid to the principles of parent-teacher collaboration, the forms the collaboration may take as well as the factors and challenges for a successful parent-teacher partnership. The theoretical part of the thesis concludes with an outline of teacher competencies needed for a successful partnership with the parents. The empirical part of the thesis examines the current parent-teacher collaboration in helping students with learning difficulties in mathematics. This section inquires into the forms of parent-provided help for students with learning difficulties in mathematics and the factors which parents and teachers find instrumental for facilitating the students’ progress. Additionally, the section aims to research the problems encountered by both parents and teachers in their collaboration as well as their mutual expectations in providing learning assistance. The study includes 30 class teachers working with students with learning difficulties in mathematics and 34 parents whose children experience learning difficulties in mathematics. Both groups were given a questionnaire related to learning difficulties in mathematics, the diagnosis process, the forms of parent- and teacher-provided assistance, the parent-teacher collaboration, its challenges and how they may affect the students’ progress. The parents’ questionnaire is concluded with an open-ended question related to the expectations parents have from the teachers. The teachers’ questionnaire is concluded with an open-ended question related to the teachers’ expectations from the parents. The results of the study show that the most common forms of parent-provided assistance are the additional explanation of the task, the explanation of the instructions of the task and the help with instruction reading. Additionally, the study shows that both parents and teachers perceive their collaboration as the most important factor in facilitating learning assistance and student progress. As for the challenges teachers face in their work, the study shows the parents’ unwillingness to collaborate as the most common challenge experienced by teachers. Parents, on the other hand, highlight problems in communication with the teacher as well as the feelings of unwantedness in the mutual relation as the most common challenges for their collaboration. The teachers’ responses show that their expectations from the parents are that enough time be dedicated to the child as well as the constant mutual collaboration and tracing of the student’s progress. The parents’ responses, on the other hand, show that the parents expect teachers to provide instructional support for them and their children. Additionally, the parents expect partnership, patience and successful communication with the teacher. The results of the study contribute to the fields of didactics of mathematics and inclusive pedagogy. The findings may serve as guidelines for teachers and parents to help them change and improve their collaboration