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10 results on '"Jukic Matic, Ljerka"'

1. The Influence of Curriculum on the Concept of Function: An Empirical Study of Pre-Service Teachers

Author

Jukic Matic, Ljerka, Kehler-Poljak, Gabrijela, and Rukavina, Sanja

Abstract

This article reports on the understanding of the function concept by pre-service mathematics teachers from two countries (Germany and Croatia). We focused on investigating students' concept definition and concept image of the function in relation to their curriculum experiences. Data were collected using a questionnaire in the form of open-ended questions followed by interviews. The results indicate that the curriculum has a great influence on the development of the concept definition and concept image. The curriculum strongly influenced the theoretical background of the function concept and thus the gap between the formal and the personal definition of function. Later and more intensive work with the formal definition of function led to a better development of the function concept in general. The curriculum also had an influence on the range of the concept image developed by the pre-service mathematics teachers, with no proportional dependence in relation to the better developed understanding of the concept of function.

Published
2022

2. Use of Textbooks and Other Resources in Curriculum Reform. A Longitudinal Case Study

Author

Glasnovic Gracin, Dubravka and Jukic Matic, Ljerka

Abstract

Curriculum reform brings new approaches to classroom practice. As changes to the curriculum are implemented, teachers need to receive additional support from textbooks and other materials. In the study presented in this paper, we explored the use of resources during the process of educational reform in Croatia. The focus was on the use of a mathematics textbook set as the main resource, but the use of other material and non-material resources was also examined. The study also dealt with the social factors that influenced the use of these resources. It was designed as a case study of one mathematics teacher and her students, examined at three time points, before the reform, in the preparation period, and subsequent to the implementation of the reform. The results showed that the textbook set is a stable resource over the time periods, although it did undergo some changes towards digitalization. The teacher's professional development was shown to be an important non-material resource during the period of change. The research also revealed that the participants' decisions concerning the use of resources depended on some social issues, such as norms concerned with being a teacher or a student. The study showed that longitudinal monitoring of the use of resources in the period of curricular change may contribute to a better understanding of the processes of instructional transformation and development.

Published
2021
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3. Mathematics Education as a Science and a Profession

Author

Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Josip Juraj Strossmayer University of Osijek (Croatia), Department of Mathematics, Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, Jukic Matic, Ljerka, Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, Jukic Matic, Ljerka, Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, and Josip Juraj Strossmayer University of Osijek (Croatia), Department of Mathematics

Abstract

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis of the tasks of the Croatian State Matura exam related to the functions. In the second chapter, the authors discuss the topic of the importance of spatial reasoning and the effect of computer technology on geometry education. They study regular and semiregular polyhedrons in Euclidean space and compare geometric properties of Euclidean and hyperbolic planes. In the third chapter, the authors examine teachers' classroom practices and beliefs about mathematics and the use of textbooks as curriculum resources. The results of textbook analysis on an asymptote and the asymptotic behaviour in the two most common series of high-school mathematics textbooks in Croatia are presented. The language of mathematics textbooks is analysed in the third paper. In the fourth chapter, the author investigates the impact of using the proposed computer-guided discovery learning model on students' conceptual and procedural knowledge of mathematics. The application of the computer program Graph is illustrated. The advantages of introducing software to the teaching process are considered. In the fifth chapter, the author examines whether there is a connection between the attitudes towards mathematics and the performance in mathematics exams. In the second paper, the authors describe a method for selecting a group of students that is supposed to receive additional teacher attention in order to improve their performance in the course. This chapter presents research results on the relations between the use of mathematics tutoring services at the university level and building student profiles. The problem of mathematical anxiety is also researched. An inclusive approach to mathematics curriculum can be revealed through the presence of curriculum accommodations for pupils with disabilities. The author of the last paper in this chapter provides content analysis of national curricula of five European countries: Great Britain, Finland, Germany, France and Croatia. In the last chapter of the monograph, the authors suggest some useful approaches to teaching mathematics. Learning through games increases student motivation and encourages positive attitudes towards mathematics. The characteristics of problem solving in mathematics education are listed in the last paper of this monograph. Papers in Chapter 1 include: (1) The study approaches of university students in a calculus class (Bettina Dahl); (2) Searching for a common ground in mathematics and physics education: The case of integral (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); and (3) Functions in the 2015 and 2016 Croatian State Matura in higher level Mathematics (Matea Gusic). Papers in Chapter 2 include: (4) Spatial reasoning in mathematics (Nikolina Kovacevic); (5) The football {5, 6, 6} and its geometries: from a sport tool to fullerens and further (Emil Molnar, Istvan Prok, and Jeno Szirmai); and (6) Holes in alien quilts (A. S. Leeds, Natasa Macura, and Zachary Moring). Papers in Chapter 3 include: (7) Teachers' beliefs on mathematics as a background for their teaching practice (Ljerka Jukic Matic and Dubravka Glasnovic Gracin); (8) Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education (Aleksandra Cizmesija, Ana Katalenic, and Zeljka Milin Sipus); and (9) Language of Croatian mathematical textbooks (Goran Trupcevic and Anda Valent). Papers in Chapter 4 include: (10) The impact of using GeoGebra interactive applets on conceptual and procedural knowledge (Zeljka Dijanic and Goran Trupcevic); (11) The use of the computer program "Graph" in teaching application of differential calculus (Bojan Kovacic and Mirela Katic Zlepalo); and (12) Applications of free computational software in math courses at Zagreb University of Applied Sciences (Luka Marohnic and Mandi Orlic Bachler). Papers in Chapter 5 include: (13) Mathematics attitudes among students of Civil Engineering (Josipa Matotek); (14) Targeting additional effort for students' success improvement: The highest effect group selection method (Dusan Mundar and Damira Kecek); (15) Discovering student profiles with regard to the use of mathematics tutoring services at university level (Ivana Durdevic Babic, Ana Kozic, and Tomislav Milic); (16) Identifying mathematical anxiety with MLP and RBF neural networks (Ivana Durdevic Babic, Tomislav Milic, and Ana Kozic); (17) Standardization of learning outcomes in teaching mathematics (Zoran Horvat); and (18) Teaching and learning mathematics in inclusive settings: Analysis of curriculum of compulsory education in five European countries (Ksenija Romstein and Ljiljana Pintaric Mlinar). Papers in the Chapter 6 include: (19) Enhancing positive attitude towards mathematics through introducing Escape Room games (Amanda Glavas and Azra Stascik); (20) The presence of mathematical games in primary school (Ruzica Kolar-Super, Andrea Sadric, Zdenka Kolar-Begovic, and Petra Abicic); and (21) Problem solving in elementary mathematics education (Edith Debrenti). An index is included. Individual papers contain references. Abstracts are provided in both English and Croatian. [Abstract modified to meet ERIC guidelines.]

Published
2017

4. How Do Teacher Guides Give Support to Mathematics Teachers? Analysis of a Teacher Guide and Exploration of Its Use in Teachers' Practices

Author

Jukic Matic, Ljerka and Glasnovic Gracin, Dubravka

Abstract

The materials and artefacts used by teachers and students for learning mathematics have always had an important role in mathematics education. Key among such materials are textbooks and teacher guides. The study presented in this paper attempts to investigate the interaction between mathematics teachers and the teacher guide as well as its influence on textbook use in the classroom. The qualitative approach involved a case study with two mathematics teachers from Croatia. The results showed that the participants used different types of textbook and teacher guide mobilisation in a dynamic way. The analysis of the teacher guide showed that it contains little educative support, but the results obtained from the observations and interviews suggest that the teacher guide had an educative impact on teachers, supporting their use of active teaching methods in their classroom practice.

Published
2021
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5. Non-Mathematics Students' Reasoning in Calculus Tasks

Author

Jukic Matic, Ljerka

Abstract

This paper investigates the reasoning of first year non-mathematics students in non-routine calculus tasks. The students in this study were accustomed to imitative reasoning from their primary and secondary education. In order to move from imitative reasoning toward more creative reasoning, non-routine tasks were implemented as an explicit part of the students' calculus course. We examined the reasoning of six students in the middle of the calculus course and at the end of the course. The analyzed data showed that the students' reasoning differed in the middle of the course and after having passed the course, in terms of having more characteristics of creative reasoning. In addition, we found several negative met-befores and met-afters affecting the students' knowledge and interfering with their reasoning.

Published
2015

6. Retention of Differential and Integral Calculus: A Case Study of a University Student in Physical Chemistry

Author

Jukic Matic, Ljerka and Dahl, Bettina

Abstract

This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the student retained 14 months after the course and on what effect beliefs about mathematics had on the retention. We argue that if a student can quickly reconstruct the knowledge, given a few hints, this is just as good as retention. The study was conducted using a mixed method approach investigating students' knowledge in three worlds of mathematics. The results showed that the student had a very low retention of concepts, even after hints. However, after completing the calculus course, the student had successfully used calculus in a physical chemistry study programme. Hence, using calculus in new contexts does not in itself strengthen the original calculus learnt; they appeared as disjoint bodies of knowledge.

Published
2014
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7. Croatian mathematics teachers and remote education during Covid-19: what did they learn?

Author

Jukic Matic, Ljerka

Subjects
Schülerbeurteilung, Lower secondary education, Computer-aided instruction, Correspondence studies, Croatia, Erziehung, Schul- und Bildungswesen, Fallstudie, Case study, Mathematics lessons, Lower secondary, Fernunterricht, Fachdidaktik/mathematisch-naturwissenschaftliche Fächer, Computer based training, Wirkung, Feedback, Education, Secondary education lower level, ddc:370, ComputingMilieux_COMPUTERSANDEDUCATION, Interview, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Case Studies (Education), Unterrichtsgestaltung, Lehrer, Virtuelles Klassenzimmer, Sekundarstufe I, Pandemie, Teacher, Kroatien, COVID-19, Pupil, Hausunterricht, Computerunterstützter Unterricht, Home Teaching, Pupils, Computer-assisted instruction, Coronavirus, Programmed instruction, Distance study, Home schooling, Lower level secondary education, Schüler, Mathematikunterricht, Teaching of mathematics
Abstract

The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the Covid-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students’ needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education – the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education. (DIPF/Orig.)

Published
2021

8. Ucitelj kot oblikovalec ucnih ur

Author

Jukic Matic, Ljerka

Subjects
Textbook, Lower secondary education, Lehr-Lern-Planung, Croatia, Erziehung, Schul- und Bildungswesen, Fallstudie, Case study, Teaching-learning process, Mathematics lessons, Schulpädagogik, Lower secondary, Fachdidaktik/mathematisch-naturwissenschaftliche Fächer, Education, Secondary education lower level, ddc:370, ComputingMilieux_COMPUTERSANDEDUCATION, Schulbuch, Interview, Case Studies (Education), Unterrichtsgestaltung, Lehrer, Sekundarstufe I, Teacher, Kroatien, Lehr-Lern-Prozess, Lower level secondary education, Curriculum, Mathematikunterricht, Text book, Teaching of mathematics
Abstract

Teachers’ pedagogical design capacity is their ability to perceive and mobilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricular resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilises the textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher’s awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher’s design capacity. (DIPF/Orig.)

Published
2019

10. Language of Croatian mathematical textbooks

Author

Trupčević, Goran, Valent, Anđa, Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, and Jukic Matic, Ljerka

Subjects
functional grammar analysis, mathematics language analysis, Croatian mathematical textbook
Abstract

Mathematical textbooks, as part of a potentially implemented curriculum have been increasingly analysed, mostly from the point of their structural features, performance expectations and mathematical content. In the previous work, we have performed such kind of analysis of Croatian mathematical textbooks for the 4th grade of secondary schools. During this process, the question of language used in the books came out. In this paper, we use the framework proposed by Lisa O’Keefe and John O’Donoghue (2014), based on the Halliday’s functional grammar analysis (Halliday (1985), Halliday and Martin (1993), Morgan (1998), to perform a preliminary analysis of two Croatian mathematical textbooks.

Published
2017

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