Didaktička transpozicija aritmetičkih sadržaja u udžbenicima početne nastave matematike

Abstract

Didactic transposition of the arithmetic content in the starting teaching mathematics is only possible if you keep in mind the student of a particular age, to whom the content of the natural numbers is intended, his level of logical thinking, previous knowledge and experience. Undoubtedly, these demands need to be met in home math textbook as well ,i.e., to allow the adoption of relevant knowledge of arithmetic and to participate in the development of thinking and other cognitive abilities of students. Therefore, this paper first describes significant psychological basis, and then the specific details in the transposition of the initial mathematical content. In the end, for the purpose of completing and more impartial studies of selected problems of research, the arithmetic facilities have been analyzed in the textbooks of mathematics from first to third grades of elementary school education system of Montenegro, which was carried out in 2014. Didactic actions of the adoption of natural numbers in the textbooks are viewed through a global research access to research textbook, which aim is to establish the contents of textbooks and methodical psychological characteristics. The results that we got shows that the arithmetic support facilities are exposed by logical order but there are irregularities in textbooks at present : scientific, methodological ,art-graphic and language - stylish approach. The dominant form of activation of the students is memorizing The teaching facilities of the natural numbers are not connected with other subjects and examples of real environments. The findings indicate that the listed disadvantages can be overcome: by improving the quality of the content of the existing textbooks - structuring teaching units; by implementing new content into an existing curriculum home math; new approaches of teachers in the use of textbooks.