Matchematical concepts in primary school

Svaki pojam ima svoj opseg i sadržaj. Sadržaj pojma određuje se definicijom, a opseg pojma metodom divizije. U matematici se pojmovi najčešće formiraju uz pomoć definicije, što nije primjereno za razrednu nastavu. Formiranje pojma složen je proces kojim se do apstraktnih pojmova dolazi promatranjem konkretnih objekata, a obuhvaća znanstvene metode analize, sinteze, apstrakcije i generalizacije. Cilj ovoga rada bio je analizirati na koji se način u školskim udžbenicima formiraju pojmovi te poštuju li udžbenici Kurikulum za nastavni predmet Matematika, temeljni dokument za izvođenje nastave Matematike u školi. Osim s kurikulumom, udžbenici su u radu uspoređivani s preporukama stručno-znanstvene metodičke literature. Formiranje pojmova analiziralo se na primjerima formiranja pojma o prirodnim brojevima do deset, formiranja pojmova množenja i dijeljenja te na primjeru formiranja pojma trokuta. Izvršenom analizom utvrđeno je da udžbenici slijede postupke koje predlaže metodička literatura kao i da se poštuju zahtjevi kurikuluma. Udžbenici uvelike služe učiteljima kao pomoć prilikom planiranja i izvođenja nastave, ali ipak su učitelji ti koji su ključan faktor u nastavnom procesu i daju učenicima ono što udžbenici ne mogu ponuditi.Each concept has its own extent and content. The content of the concept is determined by the definition, and the extent of the concept is determined by the method of division. In mathematics, concepts are most often formed with the help of definitions, which is not appropriate for early education. Concept forming is a complex process by which abstract concepts are arrived at by observing specific objects, and it includes scientific methods of analysis, synthesis, abstraction, and generalization. The aim of this thesis was to analyse how concepts are formed in school textbooks and whether the textbooks follow the Mathematics Curriculum, the basic document for teaching Mathematics in school. In addition to the curriculum, the textbooks were compared with the recommendations of mathematics education research literature. The forming of concepts was analysed on examples of the forming of the concepts of natural numbers up to ten, the forming of the concepts of multiplication and division, and on the example of the forming of the concept of a triangle. Based on the analysis, it was determined that the textbooks follow the procedures suggested by the literature, as well as that the curriculum requirements are respected. Textbooks greatly help teachers in planning and conducting lessons, but it is still teachers who are the key factor in the teaching process and give students what textbooks cannot offer