Why teach mathematics

Ko pri začetnem pouku matematike otroku predstavljamo matematične vsebine, največkrat izhajamo iz abstraktnih temeljev in ne iz izkušenj, ki jih otrok že ima, s čimer je pretrgana vez med matematiko in stvarnim svetom oziroma med matematiko in tistim matematičnim svetom, ki ga otrok že pozna. V nasprotju s tem bi moral učitelj učenca usmerjati, da skladno s svojimi izkušnjami in sposobnostmi viša raven matematične pismenosti, obenem pa gradi abstraktni matematični odsev stvarnega sveta ter bogati svoj matematični jezik. V zadnjem času se poudarja pomen igre oziroma dejavnosti, v katerih naj bi bil otrok aktivno udeležen. Z vživljanjem v problemsko situacijo in v razreševanje le-te naj bi spoznaval nove koncepte in strategije. Poraja pa se dvom, ali je v učni praksi res zaživel tak način pouka ali pa se dejavnosti uvajajo zgolj kot neka začetna motivacija, ki izzveni v prenašanje oziroma sprejemanje faktografskega znanja. Otrok mora nova spoznanja sproti prilagajati že usvojenim znanjem in povezovati matematiko z realnimi situacijami. Le tako občuti varnost, zadovoljstvo in uspeh ter je motiviran za doseganje novih znanj, s čimer učenje in poučevanje matematike dobita pravi smisel.When first introducing mathematical contents to children as part of early mathematics instruction, we tend to refer to abstract notions rather than to the experience that children already have, by which we break the link between mathematics and the material world or at least between mathematics and the kind of mathematical world that children already know. Contrary to that, teachers should give pupils guidance to help them increase the level of their mathematical literacy in line with their experiences and abilities and at the same time build abstract mathematical reflection of the material world and to enrich their own mathematical language. Recently, the importance of play or those activities in which children are actively involved has been emphasised. Through personal identification with a problem situation and problem solving, a child is supposed to learn about new concepts and strategies. However, doubts have emerged as to whether this kind of instruction has really come to life in teaching practice or whether such activities have been introduced merely as an initial motivation which fades away into mere transmission or reception of factographic knowledge. Children must regularly adjust the newly acquired knowledge to the priorly mastered knowledge and link mathematics to real-time situations. This is the only way for them to feel safe, satisfied, and successful and to be motivated for attaining new knowledge, through which mathematics instruction gets a true meaning