Online teaching of the gifted 4th and 5th grade mathematics students

Šolski leti 2019/2020 ter 2020/2021 sta bili zaznamovani z epidemijo COVID-19. Zaradi ukrepov za zajezitev epidemije je pouk v šolskem letu 2019/2020 od marca do maja ter v šolskem letu 2020/21 od oktobra do konca januarja potekal na daljavo. Tako so bili učitelji primorani uporabiti popolnoma drugačen pristop, kot so ga bili vajeni. Poučevanje se je iz učilnic prestavilo na splet, klopi pa so zamenjali računalniki. V magistrskem delu smo se osredotočili na motivacijo nadarjenih učencev med poučevanjem na daljavo. Teoretični del magistrskega dela je sestavljen iz treh sklopov. V prvem sklopu smo predstavili značilnosti pouka matematike. V drugem delu smo predstavili nadarjene učence pri pouku matematike. Tako kot učenci s primanjkljaji na posameznih področjih potrebujejo posebno pozornost učitelja, dopolnilni pouk in prilagojene naloge, da lahko napredujejo pri snovi, pa nadarjeni učenci potrebujejo dodatne spodbude, problemske naloge, dodatni pouk, da v celoti razvijejo svoje potencialne. V zadnjem, tretjem delu, smo se osredinili na poučevanje na daljavo. Dotaknili smo se uporabe IKT v izobraževanju, na kratko opisali zgodovino izobraževanja na daljavo, posebno pozornost pa smo namenili tudi poučevanju matematike na daljavo. V empiričnem delu smo raziskovali, na kakšen način je potekal pouk matematike v 4. in 5. razredih osnovnih šol pri poučevanju na daljavo ter na kakšen način so učitelji prilagajali pouk matematike nadarjenim učencem. Raziskava je bila sestavljena iz dveh delov. V prvem delu smo uporabili kvantitativni pristop. Z anketami smo preverili mnenje učiteljic in učiteljev glede učinkovitosti poučevanja na daljavo. Zanimalo nas je, ali je pouk na daljavo vplival na način dela učiteljev z nadarjenimi učenci pri pouku matematike. Prav tako smo želeli preveriti, ali obstajajo razlike pri učiteljih 4. in 5. razreda glede mnenja o njihovi usposobljenosti za prilagajanje pouka na daljavo nadarjenim učencem marca 2020 in danes ter ali obstajajo razlike pri učiteljih 4. in 5. razreda glede mnenja o njihovi usposobljenosti za prilagajanje pouka na daljavo nadarjenim v razredu in na daljavo. V drugem delu smo z intervjuji skušali dobiti primere dobre prakse za poučevanje nadarjenih učencev na daljavo pri pouku matematike. Rezultati so pokazali, da je pouk na daljavo vplival na delo učiteljev z nadarjenimi učenci pri pouku matematike. Delež učiteljev, ki je prilagajal pouk matematike nadarjenim učencem na daljavo je bil namreč manjši kot delež učiteljev, ki prilagajajo pouk matematike nadarjenim učencem v razredu. Pokazale pa so se tudi razlike med samim načinom prilagajanja. Učitelji namreč pri prilagajanju pouka matematike v razredu uporabljajo predvsem dodatni pouk in vrstniško pomoč, pri delu na daljavo pa se teh dveh načinov prilagajanja v večini niso posluževali. Pri analizi vprašanj iz intervjuja smo dobili tudi primere dobre prakse, na kakšne načine prilagajati pouk matematike nadarjenim učencem na daljavo. Nekatere od teh smo tudi predstavili.The 2019/2020 and 2020/2021 school years were marked by the COVID-19 epidemic. As a result of the epidemic, lessons in the school year 2019/2020 from March to May and in the school year 2020/21 from October to the end of January were transferred online. Thus, teachers were forced to take a completely different approach than they were used to. Teaching moved from classrooms to the web and desks were replaced by computers. In this master’s thesis we focused on the motivation of talented pupils while teaching remotely. The theoretical part of the master\u27s work consists of three sets. In the first set we presented the characteristics of mathematics lessons. In the second part we introduced talented students in maths class. Just as students with deficits in specific areas need special attention from the teacher, complementary instruction and tailored tasks to progress in substance, talented students need additional incentives, problem tasks, and additional instruction to fully develop their potential. In the last, third part, we focused on distance teaching. We touched on the use of ICT in education, briefly described the history of distance education, and we paid special attention to distance mathematics teaching. In the empirical work we explored how the math lessons took place in the 4th and 5th classes during distance teaching and how teachers adapted math lessons for gifted pupils. The study consisted of two parts. In the first part we used a quantitative approach. The surveys examined the opinion of teachers and teachers on the effectiveness of distance teaching. We wanted to know whether remote lessons influenced the way teachers work with talented students in maths lessons. However, we wanted to check whether there are differences in teachers in grade 4 and 5 in terms of their competence to adapt to remote training for talented pupils in March 2020 and today, and whether there are differences in teachers in grade 4 and 5 in terms of their ability to adapt distance lessons for talented pupils in classrooms and at a distance. In the second part, we tried to obtain examples of good practice for teaching talented pupils at a distance through interviews. The results showed that distance learning had an impact on the work of teachers with gifted pupils in maths lessons. The proportion of teachers adapting maths lessons for gifted pupils at a distance was lower than the proportion of teachers adapting to maths classes for gifted pupils in the classroom. In addition, there were differences between the ways of adaptation itself. Teachers mainly use supplementary lessons and peer support when adapting maths lessons in the classroom, but mostly they did not use these two methods of adaptation during distance learning. In analysing the questions from the interview, we received examples of good practice in how to adapt math lessons for gifted pupils at a distance. We have presented some of these