Interactive lessons of mathematics at subject level (6th to 8th grade) by way of transformations

Antonija Miklavčič-Jenič
antonija.jenic@guest.arnes.si
Osnovna šola Dolenjske Toplice

Povzetek

Nekako velja prepričanje, da je i-tabla primerna za razredno stopnjo. V prispevku bom opisala uporabo i-table, interaktivnih gradiv, izobraževalnih iger v učni temi transformacije pri matematiki na predmetni stopnji.

Učenci s pomočjo i-table in e-gradiv aktivno sodelujejo pri usvajanju osnovnih pojmov. V začetku ure pasivno opazujejo gradivo. Učenci delajo v računalniški učilnici (vsak za svojim računalnikom) ali pa ob i-tabli, kjer eden rešuje naloge, drugi pa ga spremljajo in nadzorujejo. Z e-gradivi ugotavljajo lastnosti zrcaljenja na večjem številu primerov. Vsak primer je enkraten in postavlja učenca v novo situacijo. Ugotovljene lastnosti ubesedijo in zapišejo. Učenci raziskujejo, ne ukvarjajo pa se s samih risanjem. Slike so lepe in jasne. Po usvojitvi osnovnih pojmov v pouk vključim izobraževalne igre, s katerimi učenci ponavljajo in nadgrajujejo znanje o transformacijah. V spletnih učilnicah in ob i-tabli z glasovalnimi napravami ponovijo snov in dobijo povratno informacijo.
Z interaktivnostjo pouka so učenci razvijali osnovno, konceptualno in proceduralno znanje (za problemsko je treba gradivo skrbno poiskati ali pripraviti), hitreje in trajnejše so usvojili snov, jo medpredmetno povezali, delo je diferencirano, poskrbljeno pa je tudi za učence s posebnimi potrebami.

Ključne besede: interaktivnost, matematika, i-tabla, transformacije, zrcaljenje.

Abstract

Somehow there is a belief that i-board is appropriate only for class level (1st to 5th grade). I will describe the use of i-board, interactive material, and educational games at lesson theme transformations at mathematics at subject level (6th to 9th grade).
Pupils with the help of i-board and e-materials actively participate at assimilation of basic concepts. In the beginning of the lesson they passively observe films. Pupils work in a computer classroom (each behind their own computer) or by i-board, where one is solving exercises and others are watching and controlling him. With e-materials they are establishing the characteristics of reflections on a greater number of examples. Each example is unique and puts the pupil in a new situation. The established characteristics are verbalised and written down. Pupils explore, they are not occupied with drawing itself. Pictures are nice and clear. After the assimilation of basic concepts, I include educational games into lessons, where pupils repeat and build on their knowledge of transformations. They repeat the subject matter in internet classrooms and by i-board with voting devices and receive feedback.
With lesson interactivity students developed mainly basic, conceptual and procedural knowledge (for problematic the material has to be carefully sought after or prepared), they assimilated the subject matter in a quicker and more permanent manner, they connected cross-curricularly, the work was differentiated, and students with special needs were also taken care of.

Key words: interactivity, mathematics, i-board, transformations, reflections