Прегледај по Аутор "Zubac, Marina"

Сада се приказује 1 - 2 од 2
  • Сличица
    Ставка
    A Critical Analysis of the PISA Mathematics Tasks
    (Faculty of Teachers Education University of Zagreb, 2019) Marković, Olivera; Pikula, Milenko; Zubac, Marina
    In this paper, the authors deal with a critical analysis of some of the problems associated with PISA testing in mathematics. First of all, the social, economic and political circumstances of the launch of the PISA project are pointed out. This is followed by an analysis of what the authors consider as very important concepts for understanding PISA philosophy, such as applicable knowledge and problem solving in a real-life situation. We compared two different ways of defining these concepts and showed what the consequences of learning and teaching mathematics are in each of the cases. The authors present the results of the research that was conducted with mathematics teachers, as well as teachers of other subjects. The research dealt with the determination of the importance and role of the mathematical tasks of the PISA test for students’ further mathematical education. The results of the research have shown that there is a significant statistical difference between the assessment provided by the teachers who do and those who do not teach mathematics. The paper also analysed some specific tasks that the students were solving in PISA tests. The authors point out some deficiencies and inaccuracies observed in the mathematics tasks on PISA tests, as well as the weaknesses of PISA testing itself.
  • Сличица
    Ставка
    Internal Motivation and Students’ Knowledge of Math
    (Faculty of teacher education, Zagreb, Croatia, 2021) Zubac, Marina; Milinković, Dragica; Marković, Olivera
    The aim of this research was to determine whether teaching mathematics in an interesting way has an effect on increasing motivation and success of high school students. With this purpose, an experimental research was carried out with comparative groups in high schools in Čitluk, Ljubuški and Mostar on a sample of 300 students. Interesting teaching methods were utilised with students in the experimental group, while the control group worked in a traditional way. The survey questionnaire and the test of knowledge served as measuring instruments. Testing was performed at the beginning and at the end of the study. Lykert-type scale was used to test internal motivation while statistical significance of statistical significance of differences was measured using the mixed ANOVA model 2x2 and t- test. The results show a better effect of interesting teaching on the success of students, as well as an increase in students’ motivation to learn mathematics. Therefore, it is recommended to apply interesting methods in teaching mathematics.