Desa Ilic


In modern school, children need to play a central role. It should become a place where they are exploring, examining, solving problems and to lead them to a deliberate dialogue. Students need to experience the school as a place where the child develops in cognitive, emotional and social sense, where the child's motivation to work is at a high level. An active school is more focused on a young man who is treated as a whole person whose intellectual potentials need to engage more in the teaching process. The active school is based on compulsory education standards based on which the orientation plans and work programs are designed. Such access also implies a part of teaching that is flexible and varies depending on the student's interest. In teaching, active learning methods are based on work and intellectual engagement of students and research activities. The goal of an active school is not only the adoption of a curriculum, but also the versatile personality development of students. The active school evaluates not only the degree of competence of the knowledge defined by the educational standards, but also the progress of the children in comparison with the initial situation, the motivation and interest of the students for work and activity, the development of the personality and the satisfaction of the student's teaching that is realized.

Keywords: mathematics; learning; co-operation; classes.

Full Text:



Anic, I., Pavlovic, B. D., & Radak, V. (2011). Formula zivota: Za sve koji vole matematiku i zele da je poklone drugima. Beograd: Matematiskop.

Aronson, E., Bridgeman, D.L., & Geffner, R. (1978). The effects of a cooperative classroom structure on students’ behaviour and attitudes. In D. Bar-Tal, & L. Saxe (Eds.), Social psychology of education: Theory and research. Washington DC: Hemisphere.

Davidson, N. (1990). Small-group cooperative learning in mathematics. In T. J.Cooney, & C. R. Hirsh (Eds.), Teaching and learning mathematics in the 1990s, the 1990 yearbook of the national council of teachers of mathematics (pp.52-61). Reston, VA: National Council of Teachers of Mathematics.

De Zan, I. (2000). Metodika nastave prirode i drustva. Zagreb: Školska knjiga.

Dedic, H., Rosenfield, S., d’Apollonia, S., & De Simone, C. (1994). Using Cooperative concept mapping in college science classes. Cooperative learning and college teaching, 4, 12-15.

Ivan, I., Ana, P., & Slobodanka, A. (2001). Aktivno ucenje. Beograd: Institut za psihologiju and UNICEF.

Johnson, D. W., & Johnson, R.T. (1994). Learning together and alone (4th ed.). Needham Heights, MA: Allyn and Bacon.

Kagan, M., Robertson, L. & Kagan, S. (1995). Cooperative learning structures for classbuilding. San Clemente, CA: Kagan Cooperative Learning.

Mulryan, C. M. (1992). Student passivity during cooperative small groups on mathematics. Journal of Educational Research, 85, 261-273.

Newman, R. S., & Goldin, L. (1990). Children's reluctance to seek help with schoolwork. Journal of Educational Psychology. 82(1), 92-100.

Piaget, J. (1975). Ou vas l’education. Paris: Denoel.

Resic, S., & Alma, S. (2016). Metodika nastave matematike. Uzice: Uciteljski fakultet.

Ruthven, K. (1987). Ability stereotyping in mathematics. Educational Studies in Mathematics, 18, 243-253.

Sharan, S., & Hertz-Lazarowitz, R. (1980). A group-investigation method of cooperative learning in the classroom. In S. Sharan, P. hare, C. D. Webb, & R. Hertz-Lazarowitz (Eds.), Cooperation in education. Provo, UT: Brigham Young University Press.

Seykusic, S. (1995). Teorijske osnove i perspektive kooperativnog ucenja. Zbornik instituta za pedagoska istrazivanja, 27, 138–157. Beograd: Institut za pedagoska Istrazivanja.

Webb, N. M. (1985). Student interaction & learning in small groups: A research summary. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 147-172). New York: Plenum Press.



  • There are currently no refbacks.

Copyright (c) 2018 Indonesian Journal of Learning and Instruction

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.