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Title:Analiza napak učencev pri izvedbi standardnega algoritma pisnega odštevanja v obsegu do 1000 : magistrsko delo
Authors:ID Čuš, Tjaša (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
ID Ferme, Jasmina (Comentor)
Files:.pdf MAG_Cus_Tjasa_2025.pdf (6,75 MB)
MD5: A40E3C0D002F893EB25AAA5277D56FAD
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract: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.
Keywords:pisno odštevanje, standardni algoritem, napake, prehod
Place of publishing:Maribor
Place of performance:Maribor
Publisher:T. Čuš
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XI, 114 str.))
PID:20.500.12556/DKUM-93250 New window
UDC:37.091.3:51(043.2)
COBISS.SI-ID:245070595 New window
Publication date in DKUM:07.08.2025
Views:180
Downloads:67
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:16.06.2025

Secondary language

Language:English
Title:Analysis of Pupils' Errors in Performing the Standard Written Subtraction Algorithm up to 1000
Abstract: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.
Keywords:written subtraction, standard algorithm, errors, constant difference strategy


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