Primerjava reševanja matematičnega problema o vzorcih v 3. in 5. razredu

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Ferjan]
UDC:	51:373.3(043.2)
COBISS:	9306185
Views:	839
Downloads:	165
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The comparison of mathematical problem solving of patterns in year 3 and year 5 of primary school
Secondary abstract:	The thesis, entitled The Comparison of Mathematical Problem Solving of Patterns in Year 3 and Year 5 of Primary School, aims to underline the importance of solving math problems during math lessons and establish whether the pupils' age impacts the success of solving a selected problem. It is composed of a theoretical and an empirical part. The theoretical part presents the concept of a math problem and what problem-solving knowledge is, focusing on mathematical patterns and sequences. The latter is the research subject of the empirical part. Thus, the empirical part tries to establish whether the pupils' age impacts the success of solving a mathematical problem concerning patterns, if they understand the concept of a pattern and if they are able to generalise. The research was conducted in the 3rd and in the 5th grade; the pupils were presented with a specific math problem. The results suggest that the pupils' age does influence the success since older pupils did better in many ways: they better understand the concept of a pattern; they can compose several and more complex patterns; they can introduce new elements to the pattern and are better at generalising.
Secondary keywords:	mathematics;problem solving;primary school;matematika;reševanje problemov;osnovna šola;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	VI, 71 str.
Type (ePrints):	thesis
Title (ePrints):	The comparison of mathematical problem solving of patterns in year 3 and year 5 of primary school
Keywords (ePrints):	matematični problem
Keywords (ePrints, secondary language):	math problem
Abstract (ePrints):	V diplomskem delu z naslovom Primerjava reševanja matematičnega problema o vzorcih v 3. in 5. razredu smo želeli poudariti pomembnost reševanja problemov pri pouku matematike in raziskati, ali obstajajo razlike med različno starimi učenci v uspešnosti reševanja izbranega problema. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu je predstavljeno, kaj sploh je matematični problem, kaj so problemska znanja, osredotočili smo se tudi na temo matematični vzorec in zaporedje, ki je predmet raziskovanja v empiričnem delu. V empiričnem delu smo ugotavljali, ali med učenci obstajajo razlike v uspešnosti reševanja matematičnega problema na temo vzorcev, ali razumejo, kaj je vzorec in ali so sposobni posploševanja. Raziskavo smo izvedli v 3. in 5. razredu, kjer smo učencem dali v reševanje en sam matematični problem na dano temo. Ugotovili smo, da so med 3. in 5. razredom prisotne razlike, saj so bili petošolci uspešnejši reševalci, kar se je odražalo na različne načine: bolje razumejo pojem vzorec, sestavijo več vzorcev, sestavijo kompleksnejše vzorce, predstavijo vzorec z drugimi elementi, bolje posplošujejo.
Abstract (ePrints, secondary language):	The thesis, entitled The Comparison of Mathematical Problem Solving of Patterns in Year 3 and Year 5 of Primary School, aims to underline the importance of solving math problems during math lessons and establish whether the pupils' age impacts the success of solving a selected problem. It is composed of a theoretical and an empirical part. The theoretical part presents the concept of a math problem and what problem-solving knowledge is, focusing on mathematical patterns and sequences. The latter is the research subject of the empirical part. Thus, the empirical part tries to establish whether the pupils' age impacts the success of solving a mathematical problem concerning patterns, if they understand the concept of a pattern and if they are able to generalise. The research was conducted in the 3rd and in the 5th grade; the pupils were presented with a specific math problem. The results suggest that the pupils' age does influence the success since older pupils did better in many ways: they better understand the concept of a pattern; they can compose several and more complex patterns; they can introduce new elements to the pattern and are better at generalising.
Keywords (ePrints, secondary language):	math problem
ID:	8310481