Preverjanje sposobnosti avtomatizacije aritmetičnih dejstev in postopkov pri učencih od 4. do 9. razreda osnovne šole

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Lavrenčič]
UDC:	51:376(043.2)
COBISS:	8917321
Views:	774
Downloads:	268
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Evaluating the arithmetic fact and procedure automatization capability in elementary school children
Secondary abstract:	This thesis presents specific mathematical learning difficulties and characteristics of pupils with aforementioned learning difficulties in procedural knowledge, working memory, conceptual knowledge, semantic memory and data procession. The key role for a good mastery of arithmetic Grasping the concept of number, mastery of different counting strategies and data procession play a key role in mastering arithmetic. Counting is the basis for understanding numbers and arithmetic operations. An insufficient automatization of arithmetic facts and procedures is very often the cause of learning difficulties throughout elementary school. Pupils with specific learning difficulties in mathematics often use support strategies (e.g. finger counting) that are developmentally inferior and have constant difficulties with the retrieval of arithmetic facts and procedures. With an arithmetic test and the test of composing calculations with a previously set sum we tested 529 pupils from two Ljubljana's elementary schools, from the 4th to the 9th grade. The scope of this thesis was to find out whether statistically typical differences in the outcome of both tests exist among pupils with different learning achievements in mathematics, among pupils with different general learning aptitude and with different socio-economic status. We tested pupils of both sexes and from different classes. I processed the test results statistically and tested them against different parameters. It is clear from the results that there are statistically typical differences between pupils with an above-average learning achievement in mathematics and pupils who did poorly in the arithmetic test. At the test number two, which involved calculation composition we found statistical differences among pupils with higher grades in mathematics and pupils with lower grades in mathematics, except when comparing pupils with grades 4 and 5 in mathematics and with grades 2 and 3 we found no such differences. When testing statistical relevance in different learning performance we got similar results as with learning achievements in mathematics. Both tests proved no statistically relevant differences in both sexes. Among some senior and junior classes attended by pupils we noted statistically relevant differences in solving both tests.
Secondary keywords:	mathematics;learning difficulty;learning strategy;matematika;učne težave;strategija učenja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	IX f., 74 str.
Type (ePrints):	thesis
Title (ePrints):	Evaluating the arithmetic fact and procedure automatization capability in elementary school children
Keywords (ePrints):	učne težave pri matematiki
Keywords (ePrints, secondary language):	learning difficulties in mathematics
Abstract (ePrints):	V diplomskem delu so predstavljene splošne in specifične učne težave pri matematiki ter značilnosti učencev z učnimi težavami na področju matematičnega konceptualnega znanja, proceduralnega znanja, deklarativnega znanja, problemskega znanja, delovnega spomina, semantičnega spomina, dolgoročnega semantičnega spomina, predelave matematičnih informacij, fonološkega procesiranja in pozornosti. Za dobro obvladovanje aritmetike je ključnega pomena razumevanje pojma števila, obvladovanje različnih vrst štetja in razvoj matematičnega pojmovnega in proceduralnega znanja. Štetje je osnova za razumevanje števil in aritmetičnih operacij. Nezadostno avtomatizirana aritmetična dejstva in postopki so pogosto vzrok učnih težav pri matematiki skozi celotno osnovno šolo. Učenci s specifičnimi učnimi težavami pri matematiki pogosto uporabljajo podporne strategije (npr. štetje prstov), razvojno nižje strategije in imajo vse življenje težave s priklicem aritmetičnih dejstev in postopkov. Namen diplomskega dela je bil ugotoviti, ali obstajajo statistično značilne razlike pri rezultatih obeh testov med učenci z različnimi izobraževalnimi dosežki pri matematiki, z različnim splošnim učnim uspehom, z različno stopnjo izobrazbe staršev učencev, med spoloma ter med razredi, ki jih učenci obiskujejo. Z desetminutnim aritmetičnim testom ter testom sestavljanja računov z vnaprej določenim rezultatom je bilo testiranih 529 učencev dveh ljubljanskih osnovnih šol, od četrtega razreda do devetega razreda osnovne šole. Rezultate testov smo statistično obdelali in jih testirali z različnimi parametri. Iz dobljenih rezultatov je razvidno, da obstajajo statistično pomembne razlike med učenci, ki so učno uspešni pri matematiki in učenci, ki so neuspešni pri matematiki na desetminutnem aritmetičnem testu. Pri testu sestavljanja računov z vnaprej določenim rezultatom so ugotovljene statistično pomembne razlike med učenci z višjimi ocenami pri matematiki in učenci z nižjimi ocenami pri matematiki, med učenci z višjim in učenci z nižjim splošnim učnim uspehom. Iz rezultatov je razvidno, da ni statistično pomembnih razlik med spoloma. Med nekaterimi razredi, ki jih obiskujejo učenci, zasledimo statistično pomembne razlike pri reševanju obeh testov. Statistično pomembne razlike so ugotovljene med različnimi izobraževalnimi dosežki staršev učencev.
Abstract (ePrints, secondary language):	This thesis presents specific mathematical learning difficulties and characteristics of pupils with aforementioned learning difficulties in procedural knowledge, working memory, conceptual knowledge, semantic memory and data procession. The key role for a good mastery of arithmetic Grasping the concept of number, mastery of different counting strategies and data procession play a key role in mastering arithmetic. Counting is the basis for understanding numbers and arithmetic operations. An insufficient automatization of arithmetic facts and procedures is very often the cause of learning difficulties throughout elementary school. Pupils with specific learning difficulties in mathematics often use support strategies (e.g. finger counting) that are developmentally inferior and have constant difficulties with the retrieval of arithmetic facts and procedures. With an arithmetic test and the test of composing calculations with a previously set sum we tested 529 pupils from two Ljubljana's elementary schools, from the 4th to the 9th grade. The scope of this thesis was to find out whether statistically typical differences in the outcome of both tests exist among pupils with different learning achievements in mathematics, among pupils with different general learning aptitude and with different socio-economic status. We tested pupils of both sexes and from different classes. I processed the test results statistically and tested them against different parameters. It is clear from the results that there are statistically typical differences between pupils with an above-average learning achievement in mathematics and pupils who did poorly in the arithmetic test. At the test number two, which involved calculation composition we found statistical differences among pupils with higher grades in mathematics and pupils with lower grades in mathematics, except when comparing pupils with grades 4 and 5 in mathematics and with grades 2 and 3 we found no such differences. When testing statistical relevance in different learning performance we got similar results as with learning achievements in mathematics. Both tests proved no statistically relevant differences in both sexes. Among some senior and junior classes attended by pupils we noted statistically relevant differences in solving both tests.
Keywords (ePrints, secondary language):	learning difficulties in mathematics
ID:	8308137