Stærðfræði á grunnskólastigi : samanburður á stærðfræðikunnáttu barna á grunnskólastigi á Íslandi og Englandi

Abstract

Það er töluverður munur á skólakerfum í Englandi og á Íslandi, sérstaklega hvað varðar aldur barnanna þegar þau hefja skólagöngu; í Englandi hefja börn skólagöngu sína fjögurra ára en ekki fyrr en sex ára á Íslandi. Þessi ritgerð hefur þann tilgang að líta nánar á kennsluhætti í stærðfræði þessara tveggja landa og þá sérstaklega hvort það er mikill munur á hæfni nemenda í þessum tveim löndum vegna aldurmunarins við byrjun skólagöngu. Þátttakendur í verkefninu voru 16 nemendur, átta frá hvoru landi, á þremur skólastigum. Þátttakendur voru ekki sérstaklega valdir út frá styrkleika heldur eingöngu vegna sambands á milli rannsakanda og foreldra. Rannsóknin fór þannig fram að verkefnum var safnað saman frá hvoru landi fyrir sig. Um var að ræða verkefni sem nemendur höfðu áður unnið heima eða í skólanum og voru þau sett saman í eitt verkefni fyrir hvert skólastig. Einnig tóku nemendurnir könnun varðandi viðhorf þeirra til verkefnisins og stærðfræði almennt. Niðurstöður voru svo ígrundaðar, bæði fræðilega og í töflum sem sýna svör nemenda úr könnuninni og getu þeirra á tilteknum verkefnunum frá báðum löndum. Þrátt fyrir að helmingur nemenda í rannsókninni hefji skólagöngu mun fyrr en hinn, sem sagt ensku nemendurnir, var ekki mikill munur á hæfni þeirra í stærðfræði. Helsti munurinn lá í viðhorfinu og sjálfstraustinu sem nemendur á yngsta stigi hafa frá Englandi, þar sem þeir eru mun vanari verkefnavinnu og prófum en nemendur á sama aldri á Íslandi.

There are differences between the English school system and the Icelandic one, particularly when it comes to the age at which pupils start school. In England, children start school at four years of age, whereas in Iceland they start at six. This study reviews the approach between each country’s teaching of mathematics and seeks to understand if there are any major academic differences between the countries, within the constraints and bounds of this study. A sample of 16 students participated in this assignment, comprised of eight students from each country. Three different key stages of development were considered. Participants were not selected based upon academic ability, but through personal relationships and friendship with their parents. Assignments from various schools were gathered from each country, one for each key stage. The assignments considered within this study were either homework that students had been given or were assignments that were given during school time. Each pupil completed an assignment from the other country. After each assignment was completed, pupils had to complete a survey which requested feedback on their thoughts on mathematics and the content of the assignments that they were given. The results were gathered and assessed. Data is presented and explained to illustrate the students’ capability and their view of the mathematics assignments from each country. Even though half of the students started school at a younger age, i.e., the English contingent, this study found that there was not a major difference in their mathematical capability. The main difference noted was amongst the youngest students, their confidence and views on mathematics. It may be that the youngest students from England have more experience working on mathematical assignments and exams than their peers from Iceland because they start school two years earlier in England.