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DKUM
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Title:
Preference matematičnih nalog pri učencih 6. razreda
Authors:
ID
Trogar, Barbara
(Author)
ID
Antolin Drešar, Darja
(Mentor)
More about this mentor...
Files:
MAG_Trogar_Barbara_2018.pdf
(690,62 KB)
MD5: BF0ECD536A290D24CA60CDCD854C099A
PID:
20.500.12556/dkum/19fb90fb-3b18-4681-b402-6dd1fe82130d
Language:
Slovenian
Work type:
Master's thesis/paper
Typology:
2.09 - Master's Thesis
Organization:
PEF - Faculty of Education
Abstract:
Magistrsko delo se nanaša na matematične naloge, ki so pomemben del matematičnega izobraževanja. V teoretičnem delu magistrskega dela sem v prvem delu primerjala slovenski in kitajski šolski sistem, opredelila predmet matematike, njen pomen v izobraževanju ter predstavila splošne cilje, matematične vsebine in sklope, ki jih učenci obravnavajo v drugem vzgojno-izobraževalnem obdobju v slovenskem šolskem sistemu. Opisala sem tudi vrste matematičnih problemov, s katerimi se srečujejo pri reševanju nalog. V empiričnem delu sem predstavila rezultate raziskave, ki je bila zasnovana po vzoru raziskovalcev Seaha in Barkatsasa (2012), ki sta raziskovala priljubljenost določenih tipov matematičnih nalog med kitajskimi osnovnošolci. S pomočjo anketnega vprašalnika sem skušala ugotoviti, kateri tip matematičnih nalog je učencem šestega razreda bolj oziroma manj všeč. Učenci so lahko izbirali med reprezentativnimi nalogami, kontekstualiziranimi nalogami ali nalogami odprtega tipa. V raziskavo je bilo vključenih 174 učencev šestih razredov iz štirih različnih slovenskih osnovnih šol. Rezultati so pokazali, da so na področju aritmetike in algebre učencem najbolj všeč matematične naloge odprtega tipa, sledijo jim naloge reprezentativnega tipa, najmanj pa so jim všeč naloge s kontekstualiziranim tipom. V drugem sklopu so rezultati pokazali, da so učencem na področju geometrije in merjenja najbolj všeč matematične naloge odprtega tipa, sledijo jim naloge kontekstualiziranega tipa, najmanj pa so jim všeč naloge reprezentativnega tipa.
Keywords:
Matematika
,
učenci
,
6. razred
,
matematične naloge
,
tipi nalog
Place of publishing:
Maribor
Publisher:
[B. Trogar]
Year of publishing:
2018
PID:
20.500.12556/DKUM-71122
UDC:
37.091.2./.3:51(043.2)
COBISS.SI-ID:
24025096
NUK URN:
URN:SI:UM:DK:L2GDW94D
Publication date in DKUM:
24.09.2018
Views:
1203
Downloads:
103
Metadata:
Categories:
PEF
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:
TROGAR, Barbara, 2018,
Preference matematičnih nalog pri učencih 6. razreda
[online]. Master’s thesis. Maribor : B. Trogar. [Accessed 14 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=71122
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Licences
License:
CC BY-NC 4.0, Creative Commons Attribution-NonCommercial 4.0 International
Link:
http://creativecommons.org/licenses/by-nc/4.0/
Description:
A creative commons license that bans commercial use, but the users don’t have to license their derivative works on the same terms.
Licensing start date:
17.07.2018
Secondary language
Language:
English
Title:
Mathematical tasks types preferences with 6th grade students
Abstract:
Mathematical tasks are important part of mathematical education. In the theoretical part of the Master thesis I compared Slovene and Chinese school systems, defined Mathematics as the subject, its importance in education and introduced general aims, mathematical contents and compounds that learners discuss in the second educational period in Slovene school system. I also described the types of mathematical problems that we encounter when solving the tasks. In the empirical part, I presented the results of the research, which was based on the research conducted by Seah and Barkatsas (2012), who explored the popularity of certain types of mathematical tasks among Chinese primary school pupils. Using a survery questionnaire I tried to explore which type of mathematical tasks sixth graders like more or less. Pupils were able to choose between representative tasks, contextualized tasks or open-type tasks. In the research, there were 174 sixth grade pupils included from four different Slovene primary schools. The results have shown that in the field of arithmetics and algebra, pupils like open-type mathematical tasks the most, followed by the representative type while the least popular are the contextualized type tasks. Moreover, the results have shown that in the field of geometry and measurement, pupils like open-type mathematical tasks the most, followed by contextualized type and the least popular are the representative type tasks.
Keywords:
mathematics
,
pupils
,
sixth grade
,
mathematical tasks
,
types of tasks
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