Učenje matematike van škole kroz izradu domaćih zadataka i pohađanje privatnih časova

Abstract

The aim of the study presented in this paper was to provide an analysis of students' mathematics learning outside of school, through two activities: doing homework and taking private lessons. A questionnaire was administered to a convenience sample consisting of 280 fifth to eighth grade students of primary schools in Kragujevac and Paraćin. The responses indicate that the time students spend doing math homework decreases year by year, while having private lessons becomes more common. Students with higher grades do their homework more regularly and are less likely to have private lessons, while students with average grades are most likely to take private lessons, motivated by a desire to achieve better grades and a better understanding of mathematics; students with lower grades tend to engage less in either activity. The study also found a relationship between these two types of activities in terms of student motivation and willingness to work. The results highlight the role of the mathematics teacher at school in motivating students to do their homework, particularly those with the lowest achievement, who also tend to spend the least time working on math problems outside of school. The pedagogical implications of the study are reflected in certain recommendations for teaching practice aimed at motivating students to do their homework, thus also possibly reducing the need for private math lessons.