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PSYCHOLOGICAL AND PEDAGOGICAL VIEWS OF BOREDOM IN MATHEMATICS CLASSES

 
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Katedra Fizyki Relatywistycznej, Wydział Matematyki i Informatyki, Uniwersytet Warmińsko-Mazurski w Olsztynie
Studia Psychologiczne 2018;56(4):18–29
Publication date: 2018-04-03
Supplementary files
KEYWORDS
ABSTRACT
The subject of this article is boredom in school reality. It is one of the keywords that define modern school. It is also one of the elusive issues that cause misunderstandings between students and teachers. The concept of boredom is described in two aspects: psychological and pedagogical. I will focus on the following factors: the need for external stimulation, emotional reactions to boredom, internal stimulation, perception of time and coercion. On the basis of the observation of mathematics lessons (own research) at different levels of education (primary school, junior high school, upper secondary school) show the sources of boredom during these lessons, its types and effects. Attention was paid, among others. The fact is that students do not have enough simulations during the lesson, which causes a blockage of cognitive activity and human creativity. The school boredom is curious and cognitive fascinating in the school and extracurricular education of today’s “digital natives.”
eISSN:2300-8520
ISSN:0081-685X