THE EFFECTS OF INTEGRATING MATHEMATICS AND SCIENCE & SOCIAL STUDIES TEACHING IN LEARNING MATHEMATICS

Educational Computer Software in the Function of Integrating and Individualization in Teaching of Mathematics and Knowledge of Nature

“…These results of the paper in terms of integrative approach with primary school children are in accordance with the results of the research of the authors who have dealt with similar issues (Alghamdi, 2017;Becker & Park, 2011;Deneme & Ada, 2012;Duran, Ballone-Duran & Worch, 2009;Kurt & Pehlivan, 2013;Milinković, 2012;Tudor, 2014;Ćurčić, Milinković & Radivojević, 2017).…”

“…The learning strategies that are initiated by it require that students actively engage in the teaching process, learn Mathematics and "Knowledge of Nature" by discovering that mathematical knowledge and skills are acquired in a natural context. Ćurčić, Milinković and Radivojević (2017) point out that such a way contributes to the activation of the teaching process, because various types of activities and related contents of various subjects and teaching topics that are in line with students' interests are provided for their more active participation in the realization of the content. This creates the conditions and creates opportunities for expressing the specific potentials that pupils have, provides opportunities for better ideas, new interests and achievement of success, regardless of the differences in the level of adoption of knowledge that exist among children.…”

“…Alghamdi (2017) stated the positive examples from Saudi Arabia on the necessity and effectiveness of the integration of various scientific disciplines in order to improve the academic achievement of students. Ćurčić, Milinković and Radivojević (2017) have investigated the effects of an interdisciplinary approach in primary school children in the case of integration with the teaching of mathematics and knowledge of nature and the student's responses to this model of learning. The results showed that students responded positively to this approach to teaching mathematics, indicating that a multidimensional approach to learning contributes significantly to a better understanding of the mathematical content and concepts as well as a better understanding of the contents in nature and society, and that significantly improves the quality of functional and applicable knowledge and motivation for learning in general.…”

Mathematical Modeling of Natural and Social Context at Preschool Level of Education / Matematičko modeliranje prirodnog i društvenog konteksta u predškolsko doba

“…Via applied modelling in early childhood, children learn mathematics by understanding it; they are encouraged to solve realistic problems from their own aspect, and to talk about the problem both among themselves and with the preschool teacher. Learning mathematics by experiencing and revealing it in natural and social environment, in real-life situations, contributes to the promotion of understanding both at conceptual and operational level, since the skill of applying the acquired knowledge and abilities is more required than knowing arithmetic and geometry (Ćurčić, Milinković, & Radivojević, 2017). Children who learn from the perspective of modelling and solving contextual problems have the horizons of logical-mathematical thinking opened and they help in understanding mathematics.…”