Mathematical tasks types preferences with 6th grade students

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.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