Abstract:

Mathematics is an important part of the educational system. Learning mathematics is necessary for an individual´s full development in today´s complex society. However, we often encounter negative attitudes of pupils towards mathematics. Pupils often refer to not understanding mathematics, they consider that mathematics is too difficult for them. We believe that the beginning of such negative attitudes arises in primary school. Pupils often learn mathematical subject matter without deep understanding. Emphasis is placed on memorising and learning algorithms. That is why we are interested in non-traditional learning environments which can develop pupils´ mathematical thinking. Such educational environments can contribute to changing pupils´ negative attitudes towards mathematics.

The paper summarizes the partial results obtained in educational experiment GPME2 (Geoboard in Primary Mathematical Education 2) which was conducted with 5th grade pupils of primary school. This experiment was focused on building basic geometric concepts and developing mathematical thinking through educational activities on the geoboard. The main research methods used were observation and questionnaire survey. The research was mainly of a qualitative type. The level of pupil performance in mathematics and their gender were chosen as the independent variables. The success rate of the task solution was the dependent variable. The experiment was based on five thematic lessons. The mathematical content involved the following: a square, a rectangle, a polygon, a perimeter, an area and a square grid. All respondents participated together. The most interesting tasks will be presented in the paper.

There were three main research questions:
• Do the geoboard activities have a motivational character for pupils?
• Do the geoboard activities contribute to divergent pupil thinking?
• Do pupils prefer to work in a real environment or in a digital environment?

All activities were accepted by the pupils with enthusiasm. Pupils required additional activiries beyond the experiment. The pupils themselves invented new tasks. Weaker pupils needed more time but they solved most of the tasks successfully. Based on the results of the educational experiment, we assume that geoboard activities are a suitable catalist to primary mathematics lessons.

Keywords:

Geoboard, primary school, mathematics, geometry.