The strategies of problem solving in mathematics education

U ovom radu provedeno je istraživanje o strategijama rješavanja problemskih zadataka u nastavi matematike. U istraživanju je sudjelovalo 106 učenika trećih i četvrtih razreda osnovne škole. S ciljem da se utvrdi hoće li većina učenika koristiti jednaku metodu, tijekom istraživanja korišteni su testovi s četiri problemska zadatka. Određeno je osam varijabli (četiri varijable – korištene strategije; četiri varijable – odgovori) te za svaku varijablu parametri prema kojima su se analizirali učenički testovi. Odvojeno se analizirao treći, a odvojeno četvrti razred. Analiza učeničkih testova ukazuje kako učenici ne ulaze u sam problem koji se u zadatku postavlja, ne razmišljaju o strategiji već pokušavaju svesti zadatak riječima na proceduralni algoritamski oblik zadatka. Hipoteza je potvrđena, većina učenika koristi jednake strategije koje su naučene ili demonstrirane od strane učitelja.This thesis presents a study of problem solving strategies in mathematics education. The research was conducted on 106 students of the third and fourth grades of elementary school. In order to determine if most students use the same method, tests consisting of four word problems were carried out. Eight variables were defined (four variables - the strategy used, four variables - responses) and for each variable a set of parameters based on which the student tests were analyzed. Each grade was analyzed separately. The analysis of student tests suggests that students do not engage in the problem that is being set up in the task, they are not devising a strategy, but are trying to reduce the word problem to a procedural algorithmic form. The hypothesis is confirmed, the majority of students use the same strategies that have been taught or demonstrated by the teacher