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Matematika je bitna za razumijevanje gotovo svakog područja modernog života. Od financija i medicinske znanosti do digitalne komunikacije i prognoze vremena. Matematika je vrlo važan predmet zbog svoje praktične uloge na pojedinca i društvo. Jedan od glavnih razloga za učenje matematike je da postanemo bolji u pronalaženju rješenja za probleme u svim područjima našeg života. Rješavanje problema je važna komponenta matematike, jer je to jedino sredstvo pomoću kojeg na razini škole možemo postići sve tri vrijednosti matematike: funkcionalnu, logičnu i estetičnu. Osim kao sredstvo za razvijanje logičkog razmišljanja, rješavanje problema može pružiti učenicima podlogu za učenje matematičkih znanja i poboljšati vještinu snalaženja u nepoznatim situacijama. Pristup rješavanju problema učenicima može pomoći kao sredstvo za izgradnju svoje vlastite ideje o matematici i preuzimanja odgovornosti za vlastito učenje. Izazov za učitelje, na svim razinama, je uz znanje razviti i proces matematičkog razmišljanja te tražiti načine na koje se može i rutinske zadatke matematike predstaviti u kontekstu rješavanja problema., Mathematics is essential for understanding almost every area of modern life. From finance and medical science to digital communications and weather forecasting. Mathematics is a very important subject because of its practical role to the individual and society. One of the main reason for learning math is to become better problem solvers in all aspects of life. Problem solving is an important component of mathematics education because it is the single vehicle which seems to be able to achieve at school level all three of the values of mathematics listed at the outset of this article: functional, logical and aesthetic. Not only is it a vehicle for developing logical thinking, it can provide students with a context for learning mathematical knowledge and it can enhance transfer of skills to unfamiliar situations. A problem-solving approach can provide a vehicle for students to construct their own ideas about mathematics and to take responsibility for their own learning. The challenge for teachers, at all levels, is to develop the process of mathematical thinking alongside the knowledge and to seek opportunities to present even routine mathematics tasks in problem-solving contexts.

Cilj ovog rada bio je istražiti koliko učitelji prepoznaju likovno nadarene učenike mlađe školske dobi. U istraživanju je sudjelovalo 150 učitelja razredne nastave iz Splitsko- dalmatinske i Dubrovačko-neretvanske županije. Zadatak učiteljica bio je iskreno odgovoriti na anketna pitanja vezana za karakteristike likovno nadarenog dijeteta. Rezultati su pokazali kako su učitelji upoznati s karakteristikama likovno nadarene djece. Također, pokazali su da postoji statistički značajna razlika u identificiranju likovno nadarenih učenika mlađe školske dobi s obzirom na trajanje radnog staža i obrazovanja. Naime, mlađe i obrazovanije sudionice s manje radnog iskustva slabije identificiraju likovno nadarene učenike od starijih učiteljica s više iskustva i manje obrazovanja. Nije uočen značajan utjecaj mjesta stanovanja u identificiranju likovno nadarenih učenika mlađe školske dobi., The aim of this study was to explore how much teachers recognize artistically gifted children under school age. The study included 150 elementary school teachers from Split and Dalmatia County and also Dubrovnik and Neretva County. The task of the participants was to honestly answer the survey questions related to characteristics of artistically gifted children. The results showed that teachers were familiar with the characteristics of artistically gifted children. The research results also showed that there is statistically significant difference in recognition of artistically gifted children under school age according to work experience and education. In fact, younger teachers who are more educated and have less work experience are inferior in identifying artistically gifted children than older teachers with more work experience and who are less educated. There is no a great influence of the place where they live on ability of identifying artistically gifted children under school age.

Cilj ovog istraživanja bio je pokazati postoji li utjecaj likovne edukacije u nastavi Likovne kulture na likovne preferencije prema djelima Vaska Lipovca učenika drugog razreda osnovne škole. Također smo željeli istražiti koje likovne edukacije utječu na pozitivne pomake u likovnim preferencijama djece. Istraživanje je provedeno na uzorku od 70 učenika i učenica drugog razreda Osnovne škole Spinut i Pujanki. U istraživanju smo koristili vizualni upitnik kojim su se ispitivale preferencije prema djelima Vaska Lipovca, prije i nakon istraživanja. Rezultati mjerenja preferencija likovnih djela Vaska Lipovca pokazali su da djevojčice više od dječaka preferiraju likovna djela Lipovca, ali i da dodatnom likovnom edukacijom nisu porasle sklonosti učenika prema likovnim djelima Vaska Lipovca, te nije bilo razlike u preferencijama likovnih djela Lipovca između grupa s obzirom na vrstu edukacije., The aim of this study was to show if there is impact of art education that is applied in art classes on art preferences of second grade pupils of elementary school toward arts Vasko Lipovac. We also wanted to find out which types of art education influence on positive changes in pupil's art preferences. The research was conducted on a sample of 70 second grade pupils from primary school „Spinut“ and „Pujanke“. In research we used visual questionnaire with which preferences toward Vasko Lipovac art were examined. The results showed that girls more than boys prefer Lipovac artworks but it also showed that with extra art education the tendencies of pupils towards mentioned artworks didn't increase, also it was no difference in preferences of these artworks between groups, considering the type of education.

Zadatak likovnog odgoja je da razvija i oplemenjuje doživljajne i stvaralačke sposobnosti učenika kao osnovu za stjecanje likovne kulture i da osposobi učenike za pravo likovno vrednovanje. Likovna kultura potiče stvaralačke sposobnosti učenika to što je prisutna neopterećenost činjenicama i normama, s otvorenom mogućnošću samostalnog izvođenja zadataka prema mogućnostima, iskustvima i interesima samog učenika. Nastava likovne kulture svojim aktivnostima i primjenom suvremenih metoda učenike također osposobljava za vizualno – estetsko samostalno doživljavanje i vrednovanje materijalnih vrijednosti društva, tekovina kulture i prirodnih ljepota. Ovo istraživanje je longitudinalno, a tema mu je reakcija djece na likovna djela različitih umjetnika, a u ovom slučaju austrijskog umjetnika Gustava Klimta. Iako rezultati pokazuju da je djeci u dobi od 9 i 10 godina Klimt kao umjetnik poprilično nepoznat, ono što iznenađuje su uglavnom pozitivne reakcije djece na stvaralaštvo ovog poznatog slikara, ali i potreba djece da prošire svoje likovne spoznaje koje će im u budućnosti omogućiti uspješniji emocionalni, intelektualni i kreativni razvoj., The task of art education is in developing and refining experiential and creative abilities of students as a basis for acquiring art education and also to train students for the right visual evaluation. Art education encourages students' creative abilities to the present freedom from facts and norms, with an open possibility of performing tasks independently according to their abilities, experiences and interests. Art classes with its activities and the application of modern methods also enables students to create visually - aesthetic self-experience and evaluation of the material values of the society, the achievements of culture and natural beauty. This study is longitudinal, and the topic is the reaction of children to the art works of different artists, in this case the Austrian artist Gustav Klimt. Although the results show that children of cca 9 and 10 years old mostly do not reckognize Gustav Klimt, what is surprising are their generally positive reactions to the works of the famous painter, but also their need to expand their art knowledge that will in the future help them to develop successfully their emotional , intellectual and creative characteristics.

Umjetnički sadržaji, konkretno nastava likovne kulture, bitna su sastavnica odgojnog utjecaja na cjelokupan razvoj učenika. Odgojnim radom unutar nastave likovne kulture potrebno je razvijati svijest prema vrijednostima i važnosti narodne umjetnosti koja učenicima pomaže da lakše shvate prošlost, sadašnjost i budućnost. Ona je vidljivi dio kulture i života naših predaka i zato je u djeci bitno razviti osjećaj ponosa te svijest o potrebi očuvanja takvog blaga. Želimo li u našem društvu imati što više pojedinaca koji su svjesni njene važnosti potrebno ih je već od najranije dobi podučavati o tim sadržajima. Istraživanje je provedeno na uzorku od 150 učitelja razredne nastave Dubrovačko-neretvanske i Splitsko-dalmatinske županije, a za cilj je imalo ispitati njihove stavove o elementima (motivima) narodne umjetnosti u nastavi likovne kulture. Rezultati su pokazali da učitelji imaju pozitivan stav prema korištenju narodne umjetnosti i da shvaćaju njezin doprinos nastavi likovne kulture, ali da ju još uvijek nedovoljno primjenjuju u radu s učenicima., Art contents, concretely saying the tutoring of art class, are the essential part of educational influence on entire student's progress. Tending the education work within the tuition of art culture, it's necessary to develop consciouness towards the values and importance of folk art, which helps students to better understand the past, the present and the future. It is the visible part of our ancestor's culture and life, therefore it's important to develop a sense of pride and awareness of the need to preserve such treasures in our children. If we want to have more individuals in our society who are aware of its importance, it is necessary to teach them from the very early age about these values. The research was done on the pattern of 150 primary school teachers in Dubrovačko-neretvanska and Splitsko-dalmatinska districts and its aim was to examine their attitudes about elements (motives) in folk art in schooling of the same, during the teaching process of fine art culture. The results have shown that class teachers have positive attitudes towards using folk art, also understanding its contribution in teaching of fine art, but they still insufficiently apply it in working relationships with students.