METHODS OF MOTIVATING STUDENTS IN THE MATHEMATICS CLASSROOM

Učna motivacija obsega vse, kar daje pobude za učenje, ga usmerja, mu določa intenzivnost, trajanje in kakovost (Marentič Požarnik, 2003, str. 184). Učna motivacija je lahko zunanja, ki se kaže na primer v oceni oziroma pohvali, ali notranja, ki se kaže v želji po razvoju lastnih sposobnosti. Cilj motiviranja je večje prevzemanje odgovornosti učencev za lastno znanje, skrb učitelja za kakovost pouka, večanje radovednosti in ustvarjalnosti učencev, spodbujanje pozitivnega odnosa do matematike in znanja nasploh. V diplomski nalogi smo predstavili devet načinov motiviranja učencev pri pouku matematike s primeri. Ti načini so: izhajanje iz pomanjkljivega znanja učencev, opazovanje vzorcev, predstavitev izziva, matematični »triki«, prikaz uporabnosti matematike, uporaba razvedrilnih nalog, pripovedovanje slikovitih zgodb, aktivno vključevanje učencev v utemeljevanje matematičnih zanimivosti ter uporaba didaktičnih modelov in gradiv. Pri predstavitvi načinov motiviranja smo izhajali iz predlogov v knjigi The Art of Motivating Students for Mathematics Instruction, avtorjev Alfreda Posamentiera in Stephena Krulika, dodali pa smo tudi nekaj lastnih primerov motivacijskih nalog. V zadnjem delu diplomske naloge smo pregledali en učbeniški komplet za srednjo šolo, pri čemer nas je zanimala vključenost predstavljenih motivacijskih pristopov v omenjenih učbenikih.Motivation for learning involves everything that encourages and guides learning. It defines the intensity, the duration and the quality of learning (Marentič Požarnik, 2003, p. 184). The motivation for learning can either be an exterior one, which can be reflected through the grades or encouragement of the teacher, or an interior one, which can be manifested as a student\u27s determination to develop own competencies. The aim of motivating is student’s improved sense of responsibility for gaining knowledge, encouraging a positive attitude towards mathematics and knowledge in general. In the thesis we presented nine different approaches with examples of motivating a student in the mathematics class. These approaches are: indicating a void in student’s knowledge, discovering a pattern, presenting a challenge, enticing a class with a “Gee-whiz” amazing mathematical results, indicating the usefulness of mathematics, using recreational mathematics, telling pertinent stories, involving students actively in justifying mathematical curiosities, and employing teacher-made or commercially prepared materials. We mainly drew on the book The Art of Motivating Students for Mathematics Instruction by Alfred Posamentier and Stephen Krulik for the presentation of the motivating approaches, but we also added some of our own motivational examples. The last part of the thesis was dedicated to a mathematics textbook set for secondary schools, where we focused on the analysis of integration of different motivational approaches