The Preparedness of Future Primary School Teachers for Teaching Additional Mathematics Class

U ovome radu se teorijski i empirijski obrađuje pripremljenost budućih učitelja za izvođenje dodatne nastave matematike. Primjereno je obrazovanje temeljni uvjet za razvoj kvalitetnog učitelja dodatne nastave matematike. Cilj provedenog istraživanja bilo je ustvrditi u kojoj mjeri studenti Učiteljskog studija posjeduju kompetencije za taj oblik nastave. Istraživanje je provedeno u Splitu na uzorku od 129 studenata četvrte i pete godine Učiteljskog studija Filozofskog fakulteta. Ispitanici su popunjavali anonimnu anketu kojom su se ispitivale objektivne karakteristike ispitane skupine (prosječna ocjena iz matematike tijekom različitih stupnjeva školovanja te završena srednja škola), subjektivna procjena (znanja iz matematike, sposobnosti za izvođenje nastave iz matematike te stava prema matematici) i uspješnost u rješavanju zadataka iz dodatne nastave matematike. Rezultati pokazuju kako budući učitelji razredne nastave nisu dovoljno pripremljeni za izvođenje dodatne nastave matematike. Samo je petina ispitanika uspješno riješila barem jedan od zadataka. Studenti koji su uspješno riješili zadatke očekivano su višim ocjenama procijenili svoje znanje i sposobnosti vezane uz matematičke sadržaje. Negativni stavovi prema matematici, koje su studenti imali prije upisa na fakultet, nisu se u dovoljnoj mjeri promijenili tijekom studija.This paper theoretically and empirically explores the preparedness of future primary school teachers for teaching the Additional Mathematics Class. Proper education is a key factor in the development of high quality teachers capable of teaching the Additional Mathematics Class. The aim of this study was to determine to which extent Teacher Education students possess the required competences for teaching this class. The research was conducted among 129 fourth and fifth year Teacher Education students at the Faculty of Humanities and Social Sciences, University of Split. Respondents were asked to anonymously fill out a survey that examined the objective characteristics of the tested group (average mark in Mathematics during the various stages of their education and the type of high school they graduated from), subjective evaluation (knowledge of Mathematics, the ability to teach Mathematics, and attitude towards Mathematics) and success in solving Additional Mathematics’ tasks. The results show that future primary school teachers are not sufficiently prepared to perform the teaching of Additional Mathematics Class. Only a fifth of respondents successfully completed at least one of the tasks. Students who have successfully solved tasks, as it was expected, have more highly evaluated their mathematical knowledge and skills. The negative attitudes towards Mathematics the students had before they started with their college education do not sufficiently change during their studies