Students conceptions about geometry lesson

Udio geometrije u mnogim svjetskim kurikulima zadnjih se desetljeća smanjuje, samim time i u hrvatskom obrazovanju. Iako geometrija zauzima značajno mjestu u matematici u obrazovanju ne samo zbog svoje duge tradicije, opsega sadržaja već i sposobnosti koje razvija kod učenika, još uvijek je prisutan veći udio sadržaja aritmetike od geometrije. U ovom radu naglasak je stavljen na nastavni sat geometrije. Predstavljeni su hrvatski dokumenti koji određuju sadržaj geometrije, fundamentalne ideje prema Wittmanu te razine geometrijskog mišljenja. Opisano je razredno ozračje i socijalni oblici rada koji u nastavi utječu na samo spoznavanje geometrije. Učeničkim crtežima dobio se uvid u njihovo viđenje nastave geometrije s naglaskom na fundamentalne ideje, razredno ozračje te njezine elemente kako bi se dobila jasnija slika o poučavanju geometrije u trećem razredu. Analizirana su 57 crteža učenika trećeg razreda jedne osnovne škole. Rezultati pokazuju kako učenici vide geometriju kao geometrijske likove i geometrijska svojstva, ali i pokazuju usvojenost sadržaja navedenog razreda. Razredno ozračje, iako je pozitivno, više je usmjereno na učitelja, a ne učenika svojim frontalnim načinom rada, frontalnim razmještajem klupa te izlaganjem sadržaja od strane učitelja uz učeničku pasivnost. Dobiveni rezultati mogu pomoći učiteljima pri uvidu u stanje u razredu od strane svojih učenika te im oni mogu pomoći pri usmjerenju pažnje na elemente koje bi trebalo popraviti i nadograditi kako bi nastava bila usmjerenija na učenika.In many of the world's curricula, as well as in Croatian education, the amount of geometry related content has been decreasing in recent decades. Although geometry is extremely important in Mathematical education, not only beacuse of its long tradition and the scope content, but also because it benefits children in developing different abilities. Still, arithmetic is more present in education than geometry. In this paper the educational process and its constituent parts, its effect on the geometry teaching were analysed. Croatian documents, Wittman's fundamental ideas that construct these documents and determine the geometry content in schools and levels of geometry thinking were presented. Clssroom climate, the types of instruction that affect the acquisition of geometry were decribed as well. The students' conception of geometry was studied by analysing students' drawings, with the focus on fundamental ideas, classroom climate and its elements to see which are included in classrooms. In this research, 57 drawings collected from the same school were analysed. Results show that students preceive geometry as plane figures and geometric properties but also they are showing the aquisition of content prescibed for that grade. Although the classroom climate is positive, it is more teacher oriented than student oriented visible from frontal teaching, frontal seating arragement, with the teacher setting out the content which makes the students inactive. Given results could help teachers to see the students' perception on the classroom conditions and may help them to focus on the elements which could be improved and upgraded to make the more student-oriented classrooms