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Title:Dojemanje enačaja pri slovenskih osnovnošolcih
Authors:ID Matičko, Tjaša (Author)
ID Antolin Drešar, Darja (Mentor) More about this mentor... New window
Files:.pdf MAG_Maticko_Tjasa_2018.pdf (1,86 MB)
MD5: DA0F286283A233708C6F8B99B321DF3E
PID: 20.500.12556/dkum/aa998ce1-2ba6-47d1-95a8-bb4437e480a0
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Razumevanje koncepta enačaja v algebri učencem predstavlja mnogo težav, zato smo se v magistrski nalogi odločili preučiti, kako uspešno slovenski osnovnošolci razumejo pomen enakosti, kaj jim predstavlja enačaj, in njihove rezultate primerjati z rezultati portugalskih osnovnošolcev. Podatke za raziskavo smo zbirali s pomočjo delovnih listov, na katerih je bilo podanih osem enačb seštevanja. V raziskavi smo zajeli 230 učencev Osnovne šole Neznanih talcev Dravograd. Prvošolcev je bilo 42, drugošolcev 37, tretješolcev 37, četrtošolcev 40, petošolcev 38 in šestošolcev 36. Preverili smo razumevanje pomena enačaja pri učencih glede na razred, najpogosteje podane odgovore pri posamezni nalogi ter uspešnost pri posamezni nalogi glede na matematično znanje učencev. Ugotovili smo, da učenci bolje razumejo pomen enačaja pri enostavnih tipih enačb, učenci višjih razredov (druga triada) pa celotno gledano bolje razumejo pomen enakosti kot učenci nižjih razredov. Večina učencev dojema znak za enakost v operacijskem smislu, kar pomeni, da vidijo enačaj kot »navodilo«, kateremu mora slediti odgovor. Rezultati razumevanja enačaja so pri učencih z višjo oceno matematičnega znanja boljši, pri čemer smo ugotovili, da se statistično značilne razlike glede na oceno matematičnega znanja pojavijo predvsem pri težjih tipu enačb. Nadalje smo ugotovili, da med slovenskimi in portugalskimi osnovnošolci ni večjih razlik v razumevanju pomena enačaja, saj so v večini primerov delali podobne napake. Vendarle pa je možno opaziti, da imajo portugalski učenci prve triade pri določenih primerih večji delež pravilno podanih odgovorov v primerjavi s slovenskimi. Iz tega lahko sklepamo, da morda učitelji na Portugalskem dajejo večji poudarek na dojemanje enačaja že pri učencih v nižjih razredih.
Keywords:KLJUČNE BESEDE: enačaj, dojemanje enačaja, enakost, algebra, aritmetika, operativni pogled, relacijski pogled.
Place of publishing:Maribor
Publisher:[T. Matičko]
Year of publishing:2018
PID:20.500.12556/DKUM-71042 New window
UDC:37.091.9:51(043.2)
COBISS.SI-ID:24009224 New window
NUK URN:URN:SI:UM:DK:57NARXJ3
Publication date in DKUM:21.09.2018
Views:1698
Downloads:214
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.07.2018

Secondary language

Language:English
Title:Understanding of the equal sign by Slovenian elementary school students
Abstract:Understanding the concept of equation in algebra presents many problems for the pupils. In the Master thesis we therefore decided to study how well the Slovenian elementary school students understand the concept of equality, what equals sign means to them, and compare their results with the results of Portuguese elementary school students. Data was collected using worksheets with eight summation equations. In the research we included 230 pupils of elementary school Osnovna šola Neznanih talcev Dravograd, namely 42 first grade pupils, 37 second grade pupils, 37 third grade pupils, 40 fourth grade pupils, 38 fifth grade pupils and 36 sixth grade pupils. We tested the understanding of the equals sign with respect to pupilsʹ grade. Moreover, we were interested in most frequently given answers at individual tasks, and in performance in individual tasks with regard to pupils' mathematical knowledge. We found that pupils are able to understand the meaning of the equals sign better in simple equation types, while in overall students of higher grades (the second triad) understand the meaning of equality better than students of lower grades. Majority of the students perceive the equals sign in an operational sense, which means that they see it as an 'instruction' that has to be followed by an answer. The results of understanding the equals sign are better with pupils with higher knowledge assessment grades, and moreover, we found statistically significant differences with regard to the level of mathematical knowledge in case of more difficult level of equations. Furthermore, we found that there are no bigger differences in the understanding of equals sign between Slovenian and Portuguese elementary school students, as in general they all made similar mistakes. However, in some cases the Portuguese pupils of first triad had higher percentages of correctly given answers comparing to Slovenian pupils. Therefore, we assume that the teachers in Portugal may be giving stronger emphasis on the understanding of the equals sign already with the pupils in lower grades.
Keywords:equal sign, perception of the equal sign, equality, algebra, arithmetics, operational view, relational view.


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