University of Banja Luka, Faculty of Philosophy, Bulevar vojvode Petra Bojovića 1A, 78 000 Banja Luka, Bosnia and Herzegovina, lolics537@gmail.com
REVIEW SCIENTIFIC PAPER
ISSN 2637-2150
e-ISSN 2637-2614
UDC 371.315:517.17/.31
DOI 10.7251/STED2401073L
COBISS.RS-ID 160643841
Paper Submitted: 05.04.2024.
Paper Accepted: 30.04.2024.
Paper Published: 30.05.2024.
http://stedj-univerzitetpim.com
Corresponding Author:
Slađana Lolić, University of Banja Luka, Faculty of Philosophy, Bulevar vojvode Petra Bojovića 1A, 78 000 Banja Luka, Bosnia and Herzegovina, lolics537@gmail.com
Copyright © 2024 Slađana Lolić; published by UNIVERSITY PIM. This work licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.
ABSTRACT
Observed from the school education system, it can be said that the entire educational activity should respect the needs and possibilities of each student and develop his potential to the maximum. In parallel with the development of students’ potential, the students’ needs for everyday coping and solving problem situations also grow. Contemporary views on students’ acquisition of knowledge and skills in mathematics teaching is learning through inquiry and problem solving. In this paper, we will answer the question whether the application of problem-based teaching makes the teaching of mathematics interesting for students. We will examine how students, parents and teachers think, to what extent the application of problem-based learning, teaching and problem solving in mathematics classes makes mathematics teaching interesting for students, from the perspective of students, parents and teachers.
Keywords: problem teaching, mathematics, attitudes of students, parents and teachers.
