Matematická výkonnost a metakognice žáků základních škol běžných, základních škol Montessori a žáků vyučovaných podle Hejného metody

Vlastimil Chytrý, Jaroslav Říčan, Dagmar Živná

Abstrakt


Empirická sonda je věnována problematice metakognice a výkonnosti v matematice. Cílem příspěvku je porovnat úroveň metakognice a matematické výkonnosti v závislosti na preferovaném z působu vedení výuky (proklamované kurikulum) jako jednoho z možných faktorů ovlivňujících žákovu výkonnost a kompetence. Pro účely této empirické sondy byla zvolena metoda kvaziexperimentu, přičemž byly vybrány tři skupiny žáků: (i) žáci ZŠ Montessori (n = 49), (ii) žáci běžných nespecializovaných ZŠ (n = 63) a (iii) žáci, kteří jsou vyučováni podle Hejného metody (n = 77). Na základě induktivní statistiky byly prokázány jak statisticky významné rozdíly (metakognitivní znalost; bias index), tak i statisticky a zároveň věcně významné rozdíly (výkonnost v matematice; kalibrace). Příčiny těchto diferencí jsou v závěru textu diskutovány a zároveň je poukázáno na limity metodologického šetření.

Klíčová slova


Hejného metoda; Montessori; matematika; metakognice; kvaziexperiment

https://doi.org/10.5817/SP2019-1-5

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Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

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