Драгиша С. Вучинић, Универзитет у Приштини, Филозофски факултет, Косовска Митровица, Србија, имејл: vucinic_dragisa@yahoo.com
Звездан М. Арсић, Универзитет у Приштини, Филозофски факултет, Косовска Митровица, Србија
Радован М. Антонијевић, Универзитет у Београду, Филозофски факултет, Београд, Србија
Иновације у настави, XXXVI, 2023/1, стр. 133–149

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DOI: 10.5937/inovacije2301133V

Резиме: У овом раду приказани су резултати истраживања усмереног ка утврђивању мотивационих поступака наставника у предметној настави математике. Циљ истраживања био је да се утврди квалитет мотивационих поступака наставника у настави математике у старијим разредима основне школе. Узорком истраживања обухваћено је 570 ученика седмог разреда. Установљено је да ученици на различите начине вреднују мотивационе поступке наставника. Такође, резултатима истраживања утврђена је статисти-чки значајна повезаност између процена ученика о мотивационим поступцима наставника и степена постигнућа ученика у настави математике. Код ученика који су проценили да их наставници математике на различите начине мотивишу и развијају њихова интересовања за учење математичких садржаја уочен је виши степен постигнућа. Са друге стране, код ученика који су проценили да на часовима математике нису често заступљени квалитетни мотивациони модели установљен је нижи степен постигнућа изражен у нумеричким оценама.

Кључне речи: мотивација, настава математике, поступци наставника, постигнућа ученика старијих разреда основне школе

Summary: This paper presents the results of a research aimed at determining the motivational actions of teachers in the subject teaching of mathematics. The aim of the research was to determine the quality of teachers’ motivational actions in teaching mathematics in the higher grades of elementary school. The research sample included 570 seventh-grade students. It was established that students evaluate the teachers’ motivational actions in different ways. In addition, the results of the research revealed a statistically significant connection between students’ evaluations of the teachers’ motivational actions and the level of student achievement in mathematics. A higher degree of achievement was observed among the students who said that their mathematics teachers motivated them in different ways and developed their interest in learning mathematical content. On the other hand, a lower degree of achievement expressed in numerical grades was found among the students who stated that quality motivational models were not often represented in their mathematics classes.

Keywords: motivation, teaching mathematics, teachers’ actions, achievements of senior elementary school students

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