Effect of Integrated Teaching of Mathematics and Physical Education on Durability of Knowledge of Geometry

Cilj ovog istraživanja je utvrditi i objasniti efikasnost integrirane nastave matematike i tjelesne i zdravstvene kulture na trajnost znanja iz geometrije kod učenika i učenica 4. razreda osnovne škole. Uzorak ispitanika činila je eksperimentalna (n=20) i kontrolna (n=18) grupa ispitanika. Uzorak varijabli činila je baterija testova iz geometrije. Test iz geometrije proveo se u dvije vremenske točke s odmakom od oko 60 dana. Eksperimentalna grupa ispitanika usvajala je predviđena matematička znanja isključivo preko kinezioloških operatora. Kontrolna grupa ispitanika znanja iz matematike usvajala je na nastavi matematike tradicionalnim načinom. Eksperiment se sastojao od 4 integrirana nastavna sata matematike i tjelesne i zdravstvene kulture. Na temelju rezultata univarijantne analize varijance dobiveni rezultati ukazuju da su dugoročni efekti integrirane nastave tjelesne i zdravstvene kulture i matematike jednako dobri kao i podučavanje matematike prema smjernicama kurikuluma.The aim of this research is to identify and explain the effectiveness of the integrated teaching of mathematics and physical education on the durability of knowledge of geometry of pupils in the 4th grade of elementary school. The sample consisted of an experimental (n=20) and a control (n=18) group of subjects. The sample of variables was made of a battery of geometry tests. This geometry test was done twice with a delay of 60 days. The experimental group of subjects was taught specified mathematics knowledge using only kinesiological operators. The control group of subjects was taught mathematics using traditional way of teaching. The experiment consisted of four integrated lessons of mathematics and physical education. Results obtained by univariate analysis show that long-lasting effects of integrated mathematics and physical education teaching are as good as teaching mathematics using curriculum guidelines