Strategies of solving mathematical problems in year 5 primary school students

V magistrskem delu z naslovom Strategije reševanja matematičnih problemov v 5. razredu osnovne šole obravnavamo: pojem matematični problem, vlogo problemskega znanja za reševanje problemov, vrsto matematičnih problemov, potek reševanja in posplošitve pri reševanju problemov ter matematične probleme v Učnem načrtu za matematiko iz leta 2011 in izsledke raziskave TIMSS iz leta 2012 na področju reševanja matematičnih problemov. V empiričnem delu prikazujemo analizo primernosti in uspešnosti uporabljenih strategij za reševanje dveh izbranih proceduralnih problemov, zmožnosti induktivnega sklepanja učencev 5. razreda ter njihova stališča za reševanje matematičnih problemov. V raziskavi je sodelovalo 56 učencev 5. razreda osnovnih šol. Podatke smo zbrali s pomočjo preizkusa znanja ter z vprašalnikom o lestvici stališč. Rezultati kažejo, da so učenci za reševanje problemov uporabili kar nekaj različnih strategij. Nekatere od teh so primerne, druge ne. Pri reševanju izbranih problemov večina učencev ni bila najbolj uspešna in so prihajali do različnih težav. Opazimo pa, da so boljši reševalci izbranih problemov tisti učenci, ki so uspešnejši pri matematiki in obratno. Le redki so bili zmožni oblikovati posplošitev in jo utemeljiti na novem primeru. Za naš vzorec lahko trdimo, da so bili dečki uspešnejši od deklic. Raziskava kaže, da se učenci pri pouku redko srečujejo z reševanjem takih matematičnih problemov in si želijo pridobiti več znanja za njihovo reševanje. Menijo tudi, da taki problemi niso primerni le za dobre matematike. Dobljeni rezultati so tako v veliko pomoč učiteljem pri nadaljnjem poučevanju in razumevanju učenčevih strategij, načinov mišljenja ter zmožnosti posploševanja v 5. razredu osnovne šole.The master\u27s thesis titled Strategies of Solving Mathematical Problems in Year 5 Primary School Students treats the concept of a mathematical problem, the role of knowledge for problem solving, a series of mathematical problems, the process of problem solving and generalizations, mathematical problems in the 2011 curriculum of mathematics and the results of a 2012 TIMSS study in the field of solving mathematical problems. The empirical parts presents an analysis of the appropriateness and effectiveness of the strategies used to solve two selected procedural problems, the abilities of inductive reasoning of fifth grade pupils and their views on solving mathematical problems. The study involved 56 fifth grade pupils. Data was collected through examination and a questionnaire on their views. The results have shown that the students used several different strategies to solve problems. Some of these were appropriate while others were not. In solving some problems the majority of students were not the very successful since they encountered several issues. However, it can be noticed that those students who are good at math were better in solving selected problems and vice versa. Only few have been able to form a generalization and substantiate it in a new problem. For our sample, we can assert that boys have performed better than girls. Research shows that pupils rarely encounter such mathematical problems during class and that they want to have more knowledge to solve them. They also believe that such problems are not appropriate only for good mathematicians. The obtained results are of great help to teachers to further their teaching and understanding of their pupils\u27 strategies, ways of thinking and abilities to generalize in the fifth grade of primary school