Last modified: 2014-01-31
Abstract
The important aspect for every student in acquiring the curriculum is the thinking of how to USE KNOWLEDGE that he has and gain confidence in solving the tasks.
The aim of the work is to maintain how much the application of methodically created approach in maths classes, improves the quality of knowledge and the students’ attitude towards maths, especially the aspect of metacognitive self-control.
The research included the 3rd, 5th and 7th grade students, 147 of them (57 students of the 3rd grade, 21 students of the 5th grade, 69 students of the 7th grade). The methods of the written text and verbal discussion communication were used.
The results of such research have shown that: 70,18% 3rd grade students, 85,71% 5th grade students and 75,36% 7th grade students said that the teaching methods were much more interesting and that they found the solutions easier. The very choice and solving of the problem tasks (especially in geometry) gives the steady metacognitive context for studying and maths application, because the research shows the metacognition and regulation can be useful for solving studying problems, for development of the learning strategies and the improvement of the students’ accomplishment.
By applying such approach the students have better understood and used the knowledge acquired in a formal way, at the same time the insecurity and fear of solving tasks have decreased significantly.