Alternative algorithms of multiplication in 5th grade

Aritmetika je eno izmed najpomembnejših področij osnovnošolske matematike, s katerim se učenci srečajo že na začetku osnovne šole. Množenje kot ključna spretnost za reševanje matematičnih problemov nadomesti ustno seštevanje, ki prevladuje v prvem triletju. S pisnim množenjem se učenci prvič srečajo v 4. razredu. Namen magistrskega dela je bil ugotoviti, ali so učenci, ki za pisno množenje uporabijo alternativni algoritem, uspešnejši od učencev, ki za pisno množenje uporabijo tradicionalni algoritem pisnega množenja, saj obstaja velik nabor literature, ki izpostavlja težave, ki jih imajo učenci pri usvajanju pisnega množenja. V raziskavo je bilo vključenih 73 učencev 5. razreda, ki so bili razdeljeni na kontrolno (24 učencev) in eksperimentalno (25 učencev) skupino. Podatki so bili obdelani s kombiniranimi metodami kvalitativne in kvantitativne analize podatkov. Rezultati kažejo, da med uporabo alternativnih algoritmov in tradicionalnega algoritma glede na uspešnost na preizkusu znanja pisnega množenja ni razlik glede na uporabo tipa algoritma. Ugotovili smo tudi, da uvajanje alternativnih algoritmov statistično značilno bolj pozitivno vpliva na učence z boljšim predznanjem. Učencem bi možnost porabe oz. seznanitev z alternativnimi algoritmi lahko olajšala pisno množenje. Pisno množenje bi učenci tako bolje razumeli, težave, prisotne pri uporabi tradicionalnega algoritma pisnega množenja, pa bi se zmanjšale.Arithmetic is one of the most important branches of primary-school mathematics pupils already learn about at the beginning of their primary education. As the key skill for solving mathematical problems, multiplication replaces verbal addition prevalent in the first educational cycle. Pupils first learn about the written method of multiplication in 4th grade. The purpose of this master’s thesis was to establish whether pupils who use an alternative algorithm for written multiplication are more effective than the pupils who use the standard algorithm, since a vast collection of sources highlight the difficulties pupils have with acquiring the method of written multiplication. 73 5th-grade pupils were included in the research, divided into the control and the experimental groups (24 and 25 pupils respectively). The data was processed using a combination of qualitative and quantitative data-analysis methods. The results show no significant difference when using alternative algorithms or the standard algorithm with regards to the success rate at written-multiplication testing. It was also established that the introduction of alternative algorithms bears a statistical significance in the knowledge of pupils who have better previous knowledge. The opportunity of using, or at least familiarising pupils with alternative algorithms could facilitate written multiplication. Pupils would therefore have a better understanding of written multiplication, whereas the problems with using the standard algorithm would diminish