The types of tasks in mathematics textbooks for primary school

Kao jedan od najvažnijih ali i najtežih nastavnih predmeta, matematiku treba djeci učiniti što zanimljivijom. Budući da se nastava kao i metode poučavanja s vremenom mijenjaju, bitno je nastavu prilagoditi dječjem uzrastu. Tradicionalna nastava matematike zasnivala se na radu učitelja bez sudjelovanja učenika te je kao takva djeci djelovala „suhoparna“ i teška. S vremenom su se metode promijenile te se danas nastava zasniva na suvremenim metodama poučavanja. One uključuju djecu u rad, a učitelj je samo „pomagač“ koji daje upute i prati njihov rad. Iako još uvijek u nekim školama učitelji poučavaju tradicionalnim metodama, nastava se sve više usredotočuje na učenike i njihovo djelovanje na satu. Kako bi to bilo što učinkovitije, od 2018. godine, u 48 osnovnih i 26 srednjh škola započelo je provođenje kurikularne reforme pod nazivom „Škola za život“. Učenici danas rješavaju mnogo više zadataka nego prije, međutim, u udžbenicima nailazimo na razne vrste zadataka koji nekada nisu prikladni za određenu nastavnu jedinicu.Ovaj rad podijeljen je na dva dijela: teorijski i praktični. U teorijskom dijelu opisuje se što je kurikulum, kurikularna reforma „Škola za život“, koji su ishodi učenja te što je Bloomova taksonomija. Budući da postoji više vrsta odnosno podjela zadataka, u ovom radu oni su strukturirani prema samo jednoj podjeli, Bloomovoj taksonomiji.U zadnjem poglavlju ovoga rada prikazan je broj zadataka prema određenoj domeni Bloomove taksonomije. Budući da su neke domene važnije od drugih, posebice analiza sinteza i evaluacija koje potiču učenike na razmišljanje, povezivanje i izvođenje zaključaka, prema prikazanoj strukturi vidjet će se odgovara li broj zadataka svakoj domeni i treba li što promijeniti u udžbenicima iz matematike.Osim toga, ovaj diplomski rad može pomoći svim učiteljima i budućim učiteljima pri odabiru zadataka koje će njihovi učenici rješavati u školi, za domaću zadaću ili na ispitima znanja.As one of the most important yet most difficult subjects, mathematics should be made as interesting as possible to children. Since teaching and its methods change over time, it's important to adjust it according to age. Classical math education is based around the teacher demonstrating the work without the students participating, as a result this type of math education was perceived as monotonous and difficult by the students. As time went by the teaching methods changed and today's math education is based on more contemporary methods. These involve children participating, and the teacher serving as a "helper" who gives out instructions and monitors their work. Even though teachers in some schools still use the traditional methods, math education is focusing on its students and their classwork more and more. To make this as efficient as possible, last year an implementation of a curricular reform called "School for life" has started in 48 elementary and 26 high schools. Today students are solving a lot more tasks than before, however we can find different kinds of tasks in the textbooks, some unsuitable for certain parts of the curriculum.This thesis is divided into two parts: the theoretical and the practical part. The theoretical part talks about the curriculum, the curricular reform "School for life", what are the outcomes of teaching and what is Bloom's taxonomy. Since there are multiple types and variations of tasks, in this thesis they are structured according to Bloom's taxonomy. In the last chapter of this thesis a number of tasks is shown according to a certain domain of Bloom's taxonomy. Since some domains are more important than others, in particular analysis, synthesis and evaluation which encourage students to think, connect and draw a conclusion, according to the shown structure you will see if the number of tasks matches each domain and if mathematics textbooks require changes.Besides, this master thesis can help all teachers and future teachers to select tasks which their students will solve at school, for homework or in exams