20.500.12556/RUL-102052 Primary teacher studentsʼ understanding of fraction representational knowledge in Slovenia and Kosovo Razumevanje reprezentacij o ulomkih pri študentih razrednega pouka v Sloveniji in na Kosovu The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differences of the primary teacher students’ interpretations of the representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school. Preučevanje razumevanja ulomkov pri študentih razrednega pouka je izjemnega pomena, saj ulomki predstavljajo temeljni in hkrati zelo kompleksen sistem konceptov in veščin znotraj matematike. V tej raziskavi smo raziskali razumevanje reprezentacij o ulomkih med študenti razrednega pouka iz Slovenije in Kosova. Na osnovi raziskav s področja ulomkov je znano, da obstaja pet podkonceptov ulomkov: podkoncept del – celota, podkoncept merjenja, kvocientni podkoncept, podkoncept operacije in podkoncept razmerja. V naši raziskavi smo se osredinili na podkoncepta del – celota in merjenja ter sestavili devet nalog, ki so ustrezale različnim načinom reprezentacije ulomka: ploskovni model, številska os in množica objektov. Vzorec v raziskavi je predstavljalo 77 slovenskih in 93 kosovskih študentov razrednega pouka. Rezultati razkrivajo nekatere podobnosti in razlike pri interpretacijah reprezentacij v obeh državah in nakazujejo, da bi bilo treba izboljšati razumevanje ulomkov pri študentih razrednega pouka obeh držav. Analiza potrjuje, da formalno matematično znanje, ki so ga ti študentje pridobili med izobraževanjem, ni zadostno za ustrezno poučevanje osnovnih pojmov o ulomkih v šoli. primary teacher student fraction representation partwhole subconstruct measure subconstruct matematika ulomki razumevanje učne metode osnovne šole študent razrednega pouka true false true Angleški jezik Slovenski jezik Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 4. 9. 2025) Članek v reviji 2018-07-20 07:41:50 2018-08-31 08:57:24 2025-09-04 13:08:16 0000-00-00 00:00:00 2018 0 0 Str. 71-96 no. 2 Vol. 8 2018 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:51 1855-9719 10.26529/cepsj.342 12040009 Manfreda_Primary.pdf Manfreda_Primary.pdf 1 548F73EBC2DEADC5BD98823FA52420F2 7722de509018abcc2e0c810068f7054af211a7efb5c1dbf8430a68449511f665 0a161d9c-1ab0-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=206120 https://www.cepsj.si/index.php/cepsj/article/view/342 0 e27d7ebc-897c-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=215561 Pedagoška fakulteta CEPS journal 0 0 0