Abstract:

The research determines and analyses the levels and aspects of implementation of the thematic approach in mathematics textbooks for the acquisition of mathematics content within the thematic approach in primary school in Latvia. Teaching mathematics thematically emphasises the use of application of mathematics around a central theme whereas teaching in topics predominantly emphasises mathematical content. The aim of the paper is to examine how the levels and aspects are applied in the mathematics textbooks for Grades 1-3.

The application of the thematic approach in mathematics textbooks has been explored analysing the exercises, tasks and operations in mathematics textbooks for Grades 1-3 of the primary school. The mathematics textbooks used in the study have been approved by the National Centre for Education, Ministry of Education and Science of the Republic of Latvia. The textbooks used in the research, provide a systematic and successive acquisition of mathematics skills and knowledge from Grades 1-3. The textbooks for Grades 1-3 chosen for the analysis are like characteristics for one educational stage – for its beginning and end since the National Standard of Basic Education indicates the skills and knowledge to be acquired upon finishing Grades 3, 6, 9. Mathematics textbooks for Grades 1-3 have been based on the thematic approach. In research the following aspects of the thematic selection have been chosen as criteria: learners’ personal experience and situations, socio-economic processes, calendar time, scientific technological processes and topics in accordance with the content of other textbooks according to the National Standard of Basic Education as well as the levels of implementation of the thematic approach: the levels of objects, information and event, topic and theme.

The analysis of the aspects of the thematic choice shows that the following thematic aspects predominate in primary school textbooks: learners’ personal experience and situations, socio-economic processes; however, the thematic aspect of scientific and technological processes has been used the least. Also, the aspect of coordination of topics with the content of other school subjects in the National Standard of Basic Education has been used insufficiently. The exploration of the levels of implementing the thematic approach of mathematics textbooks resulted in finding out that the object, information and thematic level dominate in the mathematics textbooks. It is characteristic that 1st and 2nd level of the thematic approach is used to create tasks in which pupils can learn new skills and knowledge; the 3rd and 4th level of the thematic approach, in turn, can be applied successfully to create tasks in which pupils have to improve and consolidate the content of mathematics acquired in primary school. The levels of implementation of the thematic approach are closely linked with the content of the selected thematic aspect. By selecting a higher level of implementation of the thematic approach, the content included in the thematic aspect is expanding and enriching. In the acquisition of mathematics content, the number of tasks, exercises and operations related to the selected thematic aspect increases and also, the time envisaged for their solution enhances where most of tasks, exercises and mathematical operations in a certain period of time are connected with the chosen thematic aspect.

Keywords:

thematic approach, aspects, levels, mathematics, text books, primary school