APPLICATION OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN UPPER GRADES OF PRIMARY MATHEMATICS TEACHING

Authors

  • Dragana Paralović Faculty of Educational Sciences Sarajevo, Bosnia and Herzegovina

Keywords:

differentiated teaching, individualized teaching, differentiating assistance in mathematics teaching

Abstract

The paper deals with the problem of application of differentiated and individualized mathematics teaching, in upper grades of initial mathematics classes. We will try to answer some very important questions of modern mathematics teaching, dealing with differentiated and individualized teaching both in acquiring new knowledge and in repeating, practicing and determining mathematical content, and see what is necessary to achieve the conditions for good differentiation and individualization in the teaching process. Contemporary education and society-imposed life needs, impose new education needs and goals daily. Mathematics is an extremely favourable subject for achieving new education goals, enabling students to acquire critical thinking, life-long education, and enable the students to adequately cope with every problem situation. Mathematics teaching modern methodology, as a priority of differentiated teaching, must include the principle of individualization. In primary school, in the upper grades of primary mathematics classes, the utmost respect for the principle of individuality is justified by the fact that the students’ possibilities, abilities and interests within the class have already been differentiated, so during differentiated classes, the focus will primarily be on active involvement of all students in the teaching process. In individualized teaching, the focus is on an individualized approach that emphasizes the special and certain abilities of an individual, which is emphasized in the very teaching process. Differentiated teaching takes into account the differences between students and specific structures within a class, while striving to optimally demonstrate the mathematical abilities of each student, while individualization, as a higher degree of differentiation among students, strives to achieve the adoption of mathematics education by each student individually according to the student’s abilities. The application of differentiated and individualized teaching in the upper grades of primary mathematics teaching, primarily develops abstract and critical thinking in students, leads to increased motivation, development of thought operations, independence, originality, which than leads to creative and productive expression of students' abilities and better and lasting acquisition of knowledge. In this way, every student develops a love for mathematics and a desire to independently solve the problems, and breaks down stigma and prejudices about mathematics as being abstract and difficult, which, with its problems, is understandable only to some students, while for others, it remains unattainable.

The aim of this paper is to underline the importance of applying differentiated and individualized mathematics teaching in the upper grades of primary mathematics classes, so that each student can achieve his/her maximum in mathematics, in accordance with his/her abilities, possibilities and interests, with good and professional teacher support.

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Published

2021-08-16

How to Cite

Paralović, D. (2021). APPLICATION OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN UPPER GRADES OF PRIMARY MATHEMATICS TEACHING. KNOWLEDGE - International Journal , 47(3), 479–484. Retrieved from http://ikm.mk/ojs/index.php/kij/article/view/4735