20.500.12556/DKUM-93250 Analiza napak učencev pri izvedbi standardnega algoritma pisnega odštevanja v obsegu do 1000 magistrsko delo Analysis of Pupils' Errors in Performing the Standard Written Subtraction Algorithm up to 1000 Pisno odštevanje predstavlja pomembno komponento matematičnega znanja, ki ga učenci usvajajo v prvih letih osnovne šole. Ker vključuje zapleten algoritem, razumevanje mestne vrednosti in zakona o stalnosti razlike, pogosto prihaja do napak, zlasti pri računih s prehodom. V raziskavi smo želeli analizirati pogostost in vrste napak, ki jih učenci naredijo pri pisnem odštevanju do 1000 s prehodom, ter ugotoviti, ali obstajajo razlike med učenci z različnimi matematičnimi dosežki. V raziskavi je sodelovalo 138 učencev četrtih razredov iz petih osnovnih šol, ki so reševali preizkus, sestavljen iz 20 računov pisnega odštevanja. Učenci so bili razdeljeni v tri skupine glede na dosežke: osnovno, standardno in napredno. Podatke smo analizirani s pomočjo deskriptivne in inferenčne statistike ter uporabili hi-kvadrat test za primerjavo skupin in Spearmanovo korelacijsko analizo. Rezultati kažejo, da so najpogostejše napake algoritemske, sledijo jim napake z ničlo in nato računske napake. Učenci z osnovnimi dosežki so naredili več napak kot tisti s standardnimi in naprednimi. Ugotovitve omogočajo vpogled v značilne težave učencev in predstavljajo pomembno osnovo za razvoj učinkovitejših strategij pri poučevanju pisnega odštevanja. Written subtraction represents an important component of mathematical knowledge that pupils acquire in the early years of primary school. As it involves a complex algorithm, an understanding of place value, and the principle of the constancy of the difference, errors frequently occur. The aim of this study was to analyse the frequency and types of errors pupils make in written subtraction using the constant difference strategy, and to determine whether there are differences among pupils with varying levels of mathematical attainment. The study included 138 Year 4 pupils from five primary schools, who completed a test consisting of 20 written subtraction calculations. Pupils were divided into three groups based on their achievement: basic, standard, and advanced. The data were analysed using descriptive and inferential statistics; a chi-square test was used to compare groups, and Spearman's correlation analysis was applied. The results show that algorithmic errors are the most common, followed by zero-related errors, and then calculation errors. Pupils in the basic achievement group made more errors than those in the standard and advanced groups. The findings provide insight into the specific difficulties pupils face and offer a solid foundation for developing more effective strategies for teaching written subtraction. pisno odštevanje standardni algoritem napake prehod written subtraction standard algorithm errors constant difference strategy true true false T. Čuš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-06-16 10:14:30 2025-08-07 08:46:22 2025-08-08 03:13:30 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 114 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:51(043.2) 245070595 MAG_Cus_Tjasa_2025.pdf MAG_Cus_Tjasa_2025.pdf 1 A40E3C0D002F893EB25AAA5277D56FAD b2ad6928609982982323c433257468e3b713845351f912ca12648ade4db8020e a5cab133-4a8d-11f0-a2f6-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=192244 Pedagoška fakulteta 0 0 0