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The objective of this research is to unveil how respective teacher consider about the laboratory working methods in mathematics. The research even includes answers to questions such as, what approaches and attitudes the teachers have and the methods they use when instructing their students when teaching mathematics, what the materials used by the teachers are and how important working creatively is to help the students develop their logical thinking. I also looked into issues that can help understand how and why teachers use laboratory mathematics for students in young ages. As a conclusion the research showed that the teachers aim to the goal that includes helping the students understand mathematics, strengthen their logical thinking and creativity. In the method section qualitative data was used, which contained four interviews with different pedagogues that daily interact with students in elementary school. The reasons for using the method of qualitative data was to help me deeper understand and answer the specific questions I had to the pedagogues and to even compare how different pedagogues differ in their approaches and methods. The theoretical framework I used throughout the research was based on and connected to the literature and theories provided during my studies and which showed that the majority of the teachers share similar views and thoughts about the laboratory working methods. During the research, the pedagogues concluded that the basis for increasing the students’ development and knowledge, creative methods of working by the teachers are needed. Working creatively provides the students a wider path of freedom of thinking logically and thereby solving problems. Summarizing the research, it is based on theories concerning laboratory mathematics and the attitudes and approaches taken by the teachers in this subject. In the research, the fact that the teachers use a wide spectrum of laboratory material, is studied and proven. My conclusion is that all the teachers concerned find it crucial to use the creative thinking as a basic approach of teaching in order to increase the interest for mathematics among the students. |
