The initial teaching of mathematics and the development of pupilsʼ logical thinking

Predmet rada je istraživanje efekata primene odgovarajućih matematičkih zadataka na razvijanje logičkog mišljenja učenika. U teorijskom delu rada stvoren je konceptualni okvir za teorijska polazišta u razmatranju logičkog mišljenja. Izvršena je operacionalizacija logičkog mišljenja uz uvažavanje uzrasta učenika i njihovih razvojnih karakteristika i u skladu sa specifičnostima sadržaja početne nastave matematike. Logičko mišljenje učenika u početnoj nastavi matematike definisano je preko sposobnosti: sposobnosti razumevanja značenja i korišćenja pojmova (i, ili, ne), sposobnosti uočavanja uzročno-posledičnih veza, sposobnosti otkrivanja zakonitosti i pravila i sposobnosti uočavanja udaljenih (skrivenih) elemenata u zadatku. Sagledani su problemi i mogućnosti podsticanja i razvijanja logičkog mišljenja učenika. Empirijski deo rada usmeren je na: 1) eksperimentalno ispitivanje uticaja primene odgovarajućih matematičkih zadataka na podsticanje i razvijanje logičkog mišljenja učenika u početnoj nastavi matematike, 2) ispitivanje interesovanja učenika eksperimentalne grupe za učenje matematike nakon primene eksperimentalnog programa, 3) ispitivanje mišljenja i stavova učitelja o mogućnostima podsticanja i razvijanja logičkog mišljenja učenika u početnoj nastavi matematike. Rezultati su pokazali da se odgovarajućim matematičkim zadacima može uspešno uticati na razvijanje logičkog mišljenja učenika u početnoj nastavi matematike, da su učenici eksperimentalne grupe, nakon realizacije eksperimentalnog programa, veoma zainteresovani za matematiku kao nastavni predmet i da početna nastava matematike, prema mišljenjima učitelja, pruža dobre mogućnosti za podsticanje i razvijanje logičkog mišljenja učenika.The subject of the paper is the investigation of the effects of applying appropriate mathematical tasks on the development of students' logical thinking. In the theoretical part of the work, a conceptual framework was created for theoretical starting points in the consideration of logical thinking. The operationalization of logical thinking was carried out, taking into account the age of the students and their developmental characteristics, and in accordance with the specifics of the content of initial mathematics lessons. The logical thinking of students in initial mathematics classes is defined by the following abilities: the ability to understand the meaning and use of terms (and, or, not), the ability to perceive cause-and-effect relationships, the ability to discover laws and rules, and the ability to perceive remote (hidden) elements in the task. The problems and possibilities of encouraging and developing students' logical thinking are considered. The empirical part of the work is focused on: 1) experimental examination of the impact of the application of appropriate mathematical tasks on encouraging and developing students' logical thinking in initial mathematics classes, 2) examination of the interest of students in the experimental group in learning mathematics after the application of the experimental program; 3) examination of teachers' opinions and attitudes about the possibilities of encouraging and developing students' logical thinking in initial mathematics classes. The results proved that appropriate mathematical tasks can successfully influence the development of students' logical thinking in elementary mathematics lessons. Furthermore, the students of the experimental group are very interested in mathematics after the implementation of the experimental program. The research has also snown that, according to the teachers' opinions, elementary mathematics education provides good opportunities for encouraging and developing students' logical thinking