MATH EXAMS IN THE FIRST AND SECOND THREE-YEAR PERIOD

Namen diplomskega dela z naslovom Preizkusi znanja pri matematiki v prvem in drugem triletju je bil ugotoviti, ali znajo študenti, ki so tik pred vstopom v učiteljski poklic, sestaviti kvaliteten preizkus znanja pri matematiki ter v kolikšni meri poznajo osnovne didaktično-matematične pojme (učne cilje, standarde in tipe znanja, reprezentacije), s katerimi se srečamo pri izdelavi preizkusa znanja pri matematiki. Pri raziskavi je bila uporabljena deskriptivna in kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. V analizo je bilo vključenih 57 preizkusov znanja za prvo in drugo triletje, ki so jih v okviru predmeta Didaktika matematike izdelali študenti 3. letnika smeri Razredni pouk Pedagoške fakultete Univerze v Mariboru. Pri analizi preizkusov znanja je bila v pomoč vnaprej pripravljena preglednica s postavkami. Rezultati omenjene raziskave so pokazali, da je zelo malo študentov v celoti upoštevalo navodila izdelave preizkusa znanja in da študenti ne znajo sestaviti kvalitetnega preizkusa znanja pri matematiki. Prav tako je bilo ugotovljeno, da imajo zelo veliko težav pri ustrezni določitvi matematično-didaktičnih pojmov, še posebej pri tipih in standardih znanja. Izkazalo se je namreč, da več kot polovica študentov nima znanja o zgoraj omenjenih pojmih. Raziskava je ugotavljala tudi, ali ima razred, za katerega je bil preizkus znanja izdelan, vpliv na kvaliteto izdelanega preizkusa. Rezultati kažejo, da ne, saj se je razlika pojavila samo za eno izmed postavk.The goal of the diploma thesis with the title Math exams in the first and second three-year period was to establish if students that are just at the threshold of becoming teachers are able to put together a quality math exam and in to what degree do they know the basic didactically-mathematic notions (educational goals, standards and types of knowledge, presentations), which we have to consider when putting together a math exam. This research was carried out with descriptive and causal – non-experimental method of empiric pedagogical research. Analysis has included 57 exams for the first and second three-year period that were made at the subject Didactics of math by students of the 3rd year of the course for primary school teachers at the Faculty of Education of University of Maribor When conducting the analysis of exams, it was very helpful to have at disposal the table with items that were prepared in advance. Results of the research have shown that only a few students completely considered guidelines for putting together an exam and that students are not able to put together a quality math exam. Furthermore, it was established, that they have many problems with correct definition of mathematic didactic notions, especially for types and standards of knowledge. The results have indicated that more than a half of student does not have sufficient knowledge of the above mentioned notions. One of the goals of the research was also to find out, whether the year for which the exam was made has any influence on the quality of the exam. The results have shown that the difference was noted only for one of the items