MATEMATIČKA ANKSIOZNOST I MATEMATIČKA POSTIGNUĆA KOD UČENIKA S INTELEKTUALNOM OMETENOŠĆU
Sažetak
Usvajanje matematičkih sadržaja kod nekih učenika praćeno je nelagodom i strahom. Mnogima od njih matematika je jedan od nastavnih predmeta koji najmanje vole. Cilj istraživanja je utvrditi odnos između matematičke anksioznosti i matematičkog postignuća kod učenika s lakom intelektualnom ometenošću. Uzorak obuhvata 66 učenika s lakom intelektualnom ometenošću kalendarskog uzrasta od 13 do 16 godina (AS=14,45; SD=1,03), oba pola (57,6% dečaka i 42,4% devojčica), bez neuroloških i višestrukih smetnji. Za procenu numeričkih, tekstualnih i problemskih aritmetičkih zadataka koristili smo Test za procenu matematičkih postignuća (The Woodcock-Johnson III Tests of Achievement). Za procenu matematičke anksioznosti primenili smo Upitnik matematičke anksioznosti za decu (Child Math Anxiety Questionnaire (CMAQ). Dobijeni rezultati ukazuju na to da učenici postižu najbolje rezultate pri rešavanju numeričkih zadataka (AS=7,45), zatim tekstualnih (AS=6,11), dok su najlošija postignuća uočena pri rešavanju problemskih matematičkih zadataka (AS=2,48). Matematička anksioznost kod učenika s lakom intelektualnom ometenošću raste s porastom kalendarskog uzrasta (t=5,197; p=0,01). Dobijena je statistički značajna negativna korelacija između matematičke anksioznosti i numeričkih (-0,289), tekstualnih (-0,351) i problemskih aritmetičkih zadataka (-0,672).
Ključne reči: matematička anksioznost, aritmetički zadaci, intelektualna ometenost
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